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MYP unit planner ~ Year 2: A day in the life of ...

Teacher(s) Misha Panchoo Subject group and discipline Mathematics

Unit title A day in the life of ... MYP year 2 Unit duration (hrs) 6 weeks (23 hours)

Inquiry: Establishing the purpose of the unit

Key concept Related concept(s) Global context

Relationships Change Identities and relationships

Quantity Exploration: Skills, jobs and professions

Statement of inquiry

In many professions, jobs require a mathematical understanding of change and the relationships between quantities.

Inquiry questions

Factual - What is a ratio? What is a rate? What is a constant of proportionality?

Conceptual - How do we model change in the relationships between quantities? How important are the units we use to measure rates?
Debatable - Is understanding ratios an essential skill for everyday life?

Objectives Summative assessment

A: Knowing and understanding
i. select appropriate mathematics when solving
problems in both familiar and unfamiliar
situations
ii. apply the selected mathematics successfully
when solving problems
iii. solve problems correctly in a variety of
contexts.
D: Applying maths in real-life contexts
i. identify relevant elements of authentic real-life
situations
ii. select appropriate mathematical strategies
when solving authentic real-life situations
Outline of summative assessment task(s) including
assessment criteria:
Now hiring!: Criteria A & D
Goal: To implement ratios, rates and proportions in
different workplace scenarios and examine the
authenticity of using proportional change in creating a
recipe.
Role: You have applied to work as an intern in
Legoland. As an intern you get to shadow working
professionals on the job helping them to tackle various
workplace scenarios .
Audience: The working professionals (baker,
bartender, chef, banker, engineer, hotel receptionist,
Relationship between summative assessment task(s)
and statement of inquiry:
Now hiring!: Criteria A & D
With reference to the SOI, in this unit students have
been considering problems that involve ratios, rates
and proportional change which occur in different skills
and professions. In this assessment, students will be
taking on a specific profession and their aim is to think
about a real-life problem (making a drink mixture) and
applying their knowledge to find a solution (the tastiest
concoction).
The authenticity of their solution needs to be
considered too. They will need to evaluate relevant
aspects of using proportional change, discuss the
degrees of accuracy of their approach in making their
 iii. apply the selected mathematical strategies
successfully to reach a solution
iv. explain the degree of accuracy of a solution
v. explain whether a solution makes sense in
the context of the authentic real-life situation
etc.) and their customers/clients. drink mixture.
Situation: Often professionals encounter situations in
which they need to solve problems involving how one
quantity changes in relation to the other. You will
recognise these situations and apply your knowledge of
ratios, rates and proportions to assist these
professionals in the workplace.
Product:
Criterion A: Solve math problems involving ratios,
rates and proportional change in different professional
fields.
Criterion D: Describe the process in creating Lemon
soda, stating the quantities you are comparing and
explaining the mathematics you used to address the
situation on an A3 poster. You are expected to discuss
the real-life considerations and the way you used your
learning of ratios, rates and proportions to address the
situation.
Standards: The assessment will be completed initially
in small groups in class, followed up by independent
working sessions during one week. A task-specific
rubric will be shared prior to the assessment too.

Thinking: x. Transfer skills & Self-management: iv: Affective skills

In order for students to use appropriate forms of mathematical representation to present information, move between different forms of mathematical representation, select
appropriate mathematical strategies when solving authentic real-life situations and apply the selected mathematical strategies successfully to reach a solution, students
must combine knowledge, understanding and skills to create products or solutions, and demonstrate persistence and perseverance in their consolidation and revision.

Thinking: ix. Creative-thinking skills

In order for students to identify relevant elements of authentic real-life situations, explain the degree of accuracy of a solution, and explain whether a solution makes
sense in the context of the authentic real-life situation, students must make guesses, ask “what if” questions and generate testable hypotheses when investigating the
mixtures in their drink concoction.
Action: Teaching and learning through inquiry
Content
Ratios
 Understand that a ratio is a relationship between
two or more quantities
 Understand that a ratio allows us to compare
quantities
 Convert between fractions and ratios
 Simplify ratios (including non-whole number
quantities)
 Find equivalent ratios
 Divide amounts into given ratios
 Solve word problems involving ratios
 Produce scale drawings and models using ratios
and scale factors
 Recognize and appreciate the Golden Ratio
Rates
 Convert ratios into the form of 1:n and n:1
 Understand that rates are ratios expressed in the
form of one quantity compared to a unit of another
quantity (i.e. in the form of n:1)
 Compare rates (for example, unit pricing)
 Understand that compound measures are rates
where two quantities are compared against each
other, e.g. distance and time gives speed, mass
and volume gives density, currencies give
exchange rates
 Identify the units of compound measures by
referring to the quantities compared
 Represent rates graphically (for example, travel
graphs, exchange rates)
 Describe relationship changes of two quantities
from their graph
Learning process
Learning experiences and teaching strategies
Prior learning expectations
Students should be familiar with the following concepts: fractions; multiplication and division; percentage
change problems; ordered pairs and plotting points on a coordinate plane; how to represent patterns using
Algebra and input-output functions, interpret relationships in simple algebraic expressions; simple
measurements and units of length, e.g. time, length, area, volume and mass
Using the context of “Legoland Town”, students will experience their learning by exploring how ratios and
rates are applicable to different “Legoland” characters and their professions.
Ratios
- Diagnostic tests & skills practice
Students will be given a series of short diagnostic quizzes. These short tasks are designed to assess whether
students are able to access the variety of ways that ratios can be described. With skill practice and
consolidation in between quizzes, it will be clear to see if students have grasped ratio language, the basic
concepts of ratios, and how they can be represented.
- Scale model task – Legoland Adventure Theme Park (Practice D)
In this task, students will complete a mini-project in which they will create, design and construct an adventure
space in the Legoland Theme Park. Students will need to consider sizes and appropriate ratios, simple unit
conversions to design their sections. Upon reflection, students will evaluate their calculations and chosen
degrees of accuracy, which will help them prepare for the D assessment later in the unit.
Rates
- From ratios to rates
Drawing upon their knowledge of ratios, using a different perspective, students will begin to re-form their
descriptions of ratios as rates and will look at what these rates actually mean. This is an opportunity to
complete a short review of ratios again and to define the concept of a rate.
- Real-life unit rates (International mindedness)
Students will complete a mini research (Powtoon) video on a unit rate we use in real-life. For example,
specific currency exchanges, compound units (such as speed, unit pricing and densities), unit conversions
such as length, area, volume/capacity and mass, etc. This will be marked against the criterion C rubric, so
students will get an opportunity to work with communicating their mathematics.
Proportional relationships
 Understand that a proportional relationship
between quantities can be represented in a table, in
a graph and/or as an equation
 Define which quantity is the independent and
dependent variable in a proportional relationship
Direct Proportion
 Identify and find the equation and graph to model
linear and non-linear direct proportional
relationships (x^n, where n is a positive integer,
n<3; derive the equation using input-output
functions)
 Interpret what a point (x,y) on the graph of a
proportional relationship means in terms of the
context
 For linear direct proportional relationships,
understand and find the unit rate or constant of
proportionality by using the gradient or rate of
change of the graph
 Use the model of direct proportional relationships to
predict outcomes
Common Core State Standards: 6. RP.1-3, 7.RP.1-3, 7.G.1
CNC: Grade 6 Book 1 Ch6, Grade 6 Book 2 Ch2 & 4,
Grade 7 Book 2 Ch3
MYP 2: Ch1 & 6
- Graphing stories
Students will be shown several videos from http://www.graphingstories.com/ which will allow them to identify
two quantities and draw the relevant graph to show the relationship. Reinforcing the key and related concepts
of this unit, students will depict everyday activities a rate and complete rich inquiry tasks on
www.desmos.com to test their understanding and create their own graphing story.
- A assessment: Careers guide
In the learning experiences above, students will complete several inquiry tasks, experience practice
questions and problem solving across these topics. This is preparation for the A summative assessment.
Through a series of familiar and unfamiliar questions, students will demonstrate their knowledge and
understanding of ratios and rates by solving problems in the context of different professions.
Proportional change
- Modelling proportional change with equations and graphs
Using students’ existing knowledge of input-output functions and forming equations from here, students
should be encouraged to use their table of values to find the input-output function to find their equation.
Plotting and analyzing the graph should be done through using the table of values as students will not be able
to recognize polynomial functions yet. Spending focus on each type of representation will strengthen their
understanding of how each form are related and interchangeable.
- Skills practice
Posing proportional change problems (direct) and questions, students will improve their fluency in using
different ways to model and represent proportional relationships. From here, students will extract and review
their understanding and interpretations of ratios and unit rates.
- A assessment: Now hiring!
Students will demonstrate their understanding of ratio, rates and proportional change to solve problems in
familiar and unfamiliar situations that working professionals encounter in their daily duties.
-D assessment: Lemon soda recipe
Students will use their understanding of ratio, rates and proportional change to make a lemon soda drink.
They will formulate a recipe card and experiment with real-life taste testing to finalise their recipe. Students
will be asked to evaluate their problem-solving strategy and compare their approach to authentic real-life
contexts.
Formative assessment
5 Quick Qs: Diagnostic testing and self-reflections
Students will regularly complete a series of 5 quick questions that help students with retrieval practice.
Questions will range from short, medium and long term retrieval, and include prior knowledge for this unit.
Scale model task – Legoland Adventure Theme Park (Practice D)
In this task, students will complete a mini-project in which they will create, design and construct an adventure
 space in the Legoland Theme Park. Students will need to consider sizes and appropriate ratios, simple unit
conversions to design their sections. Upon reflection, students will evaluate the practical limitations and
degrees of accuracy of their scale models, which will give feedback and help them prepare for the C/D
assessment later in the unit.

Skills checks and practice (on paper and on IXL/Mangahigh)

Students will regularly complete tasks that review a specific topic that has recently been taught in class.
Using the ATLs (transfer and affective skills) will help foster self-reflection on individual progress and
understanding of the content.

Differentiation
Word wall and definitions (in English and Chinese)
Key mathematical vocabulary that is relevant to this unit will be developed

Question practice on ratios and rates

Students will complete questions (following simple, more complex, challenging and unfamiliar scaffolding).
When completed, extra resources for consolidation or extension will be provided per measure.

Representation graphic organisers

To support students with moving between representations of ratios, rates and proportional change, graphic
organizers/mind maps could be used to help visually compare the different formats and enable students to
select appropriate forms in their communication.

Possible extension topics/questions/activities could be:

● Non-linear proportions such as square root or cube root
● Other compound measures
● Rates of change of non-linear relationships

Resources

● MYP Mathematics 2: A concept-based approach (Oxford University Press) - Chapter 1: Ratios and proportions & Chapter 6: Rates
● Lego characters
● Scale drawing project
● Question practice, worksheets and puzzles: ratios, rates and proportional change
● Graphing stories: http://www.graphingstories.com/
● Desmos
● IXL & Mangahigh

Reflection: Considering the planning, process and impact of the inquiry

Prior to teaching the unit
The concepts covered in this unit are very practical and
may come across abstractly for the students, in
particular if they have never experienced changing
quantities or know what this looks like. Concepts like
speed and density will need to be explained carefully.
There is a lot of important prior knowledge to this unit
which will require diagnostic testing and review. The 5
Quick Questions will become a regular entry/exit pass
to ensure that their understanding and ability to
calculate these topics is fairly competent. Beginning the
unit with a prior learning review would be
recommended too.
Language may be an issue with the delivery of
concepts. A more conscious effort of using Chinese
translation of key words and definitions will be needed.
Inverse proportion has been removed from this unit and
the focus will be on direct proportion. Students
struggled with the understanding of the constant of
proportionality. However, inverse proportions may be
studied as extension activity for advanced learners.
During teaching After teaching the unit
The scale-model task was modified to an activity where Upon reviewing the unit, more focus on the
students built the workplaces for different professionals constructing the models for direct proportion is needed.
using Lego blocks.
Complete the Scale model task as a Criterion D
The use of the graphing stories was really effective and Practice. Students’ performance in the Criterion D
meaningful. Students could explore how to construct summative assessment indicated that students need
distance-time graphs by watching the videos, which more practice making connections with proportional
allowed for a lot of independent inquiry. change and real-life situations.
Students particularly struggled with the different This unit was extended beyond the 6 week planned
representations of direct proportion. The concept of the period. The Criterion D assessment can be reduced to
constant of proportionality needed more focus and three(3) lessons rather than a week.
perhaps a slower pace in this section is needed.
Students were not able to relate the constant of
proportionality to their prior learning of rates.
Students were given a task to create a vocabulary
booklet of key terms studied in this unit along with their
Chinese translation.
Due to the change to online teaching the Scale
modelling task will be changed to a Criterion A
formative assessment focused on scale drawing and
scale factors.