MYP3 Math Unit Planner

Subject Group &

Teacher/s Orosz Geometry
Discipline
Art of
Unit Title MYP Year 3 3 Unit Duration (days) 25
Geometry

INQUIRY: ESTABLISHING THE PURPOSE OF THE UNIT

Key Concept (1) Related Concept/s (2-3) Global Context (1)

Form Representation, Simplification Personal and cultural

expression • Artistry, craft,
creation, beauty

Statement of Inquiry (incorporate the key concept, related concepts, and the global context)

SOI: Mathematical representation can be seen in the forms of art and nature
Conceptual understanding: Using simplification we can understand form and manipulate different
mathematical representations.

Inquiry Questions - include at least 1 of each type of question below

Factual – concrete questions that have right and wrong answers (who, what, when, why, where);
often focusing on recall.

• What are lines, rays, line segments and angles?

• What are the properties of a triangle?
• How can perimeter, area and volume be calculated for different shapes?
• What is a simple isometric transformation?
• What are some clear examples of artworks that represent mathematics?

Conceptual – abstract questions that explore broader meanings, deeper understanding,

transferable knowledge; often involving analysis & synthesis.

What different kinds of shapes appear predominantly in which forms of art-work?

• Can a piece of art be made using only one form of shape or simple isometric transformations?

Debatable – questions that generate disagreement, engage multiple perspectives, and promote
critical thinking; often involving the creation and exploration of competing values, theories, and
rationales.

• Is it true that understanding the space and size of shapes is all that is necessary to make beautiful
artwork?
• Does it make sense that all structures can be broken down into regular shapes?

Objectives Summative Assessment


Write each objective and strand
• Objective A: Knowing and
understanding
— select appropriate mathematics when
solving problems in both familiar and
unfamiliar situations
— apply the selected mathematics
successfully when solving problems
— solve problems correctly in a variety of
contexts.
• Objective C: Communicating
— use appropriate mathematical language
(notation, symbols and terminology) in both
oral and written explanations
— use appropriate forms of mathematical
representation to present information
— move between different forms of
mathematical representation
— communicate complete and coherent
mathematical lines of reasoning
— organize information using a logical
structure.
There are two summative assignments in this unit
which are designed to assess specific criteria as
they arise:
The first summative assessment is 'Test on lines,
angles and content so far'. Students will show their
understanding of the mathematics that they have
been taught so far during this unit. This is a
traditional summative assessment, but also has a
section where students may select which questions
they answer, giving a small measure of freedom
during this otherwise classic assessment. This
summative assignment will help answer the inquiry
questions: What are lines, rays, line segments and
angles?
• What are the properties of a triangle?
• How can perimeter, area and volume be
calculated for different shapes?
• What is a simple isometric transformation?
The second summative assessment is 'Course
development - Art / Nature and mathematics'.
Students will work to develop their course for
younger students and effectively teach some of the
mathematics concepts they have learned so far to a
younger audience. This summative assignment will
help answer all of the inquiry questions depending
on which pieces of work the students include from
their formative assessment which builds into this
course.

Approaches to Learning (ATL) – skills to master

Thinking

Students will be actively given the chance to generate their own inquiry questions early in the unit. Then
once further into the unit, they will be given more time in order to develop and refine these inquiry
questions that they themselves have formulated. Students will be taught to brain-storm and generate new
ideas, in this case it is for test-taking techniques. Students will be developing their own artworks (several
of them), they will also be developing a dance based on mathematics both of which can be based on
existing works. They will also be able to develop original works and ideas by using shapes to frame a
cartoon or sketched character as well. Investigating flags, students will be using the visible thinking
routine - think, puzzle, explore. In developing an original artwork, they will be using the thinking routine - I
see, I think, I wonder in order to frame their feedback. Students will use the routine what makes you say
that? when dealing with mathematical dances.

Learner Profile:
Thinkers
Development of the learner profile attribute(s)
In this unit, students will be learning to develop their critical and creative thinking skills by:
• Developing and then reflecting and improving on their own inquiry questions for this unit.
• Using the technique of brainstorming to develop and generate ideas.
• Developing their own pieces of artwork using mathematical techniques.
• Developing their own dances using mathematics and analysing other dances and dances with
mathematics in them.
• Engaging in structured debate to develop communication, collaboration and thinking skills.
• Considering carefully what products will they make for the course-related assessments (both the menu
formative and the final summative).

Contents – include facts, topics, Learning Process

terms, symbols, & notation; document
TEKS

Know:
• What is the relationship between
lines, line segments and rays
• What is the perimeter and area of
simple shapes
• What different kinds of angle are
there
• What is a protractor
• There is a great deal of
mathematics in art and nature
• Where in nature do regular and
repeating shapes appear
Understand:
• What are parallel and perpendicular
lines
• How to find the area and perimeter
of composite shapes
• How to deconstruct objects /cartoon
characters into simple shapes
• How to use a protractor to find
angles
Learning experiences and teaching strategies:
• Using units of measurement : Establish the formulas for areas of
rectangles, triangles and parallelograms,
and use these in problem-solving
— building on the understanding of the area of rectangles to
develop formulas for the area of triangles
— establishing that the area of a triangle is half the area of an
appropriate rectangle
— using area formulas for rectangles and triangles to solve
problems involving areas of surfaces
• Location and transformation : Describe translations, reflections
in an axis and rotations of multiples of 90°
on the Cartesian plane using coordinates. Identify line and
rotational symmetries
— describing patterns and investigating different ways to produce
the same transformation such as using

Be able to do: two successive reflections to provide the same result as a

• Explore the mathematic within flags
• Make a piece of artwork (or two)
using simple shapes
• Develop a cartoon character based
on a shape-based framework
translation
• Geometric reasoning : Classify triangles according to their side
and angle properties and describe
• Develop debate skills to argue their
point clearly and coherently using
evidence to reinforce their arguments
quadrilaterals
— identifying side and angle properties of scalene, isosceles,
right-angled and obtuse-angled triangles
Learning experiences:
Unit summary and Question development- These initial activities
provide students with a chance to
engage with the unit and begin connecting mathematical terms
with appropriate definitions. Students will
be introduced to the unit formally through reviewing the unit
summary (which is attached to this learning
experience) - the global context, the key and related concepts
and SOI etc. Students will spend some time
in small groups developing questions that could be explored
during this unit on the concept of lines, rays,
segments, angles and shapes. The students will be asked to
assist with the development of their own
factual, conceptual and debatable questions which will we can
consider and work to answering during this
unit. Once students have developed their own questions to
answer, we can discuss the teacher-suggested
questions that have already been established and how they align
with those suggested by students. The
various questions will be placed around the room and will help to
drive our curiosity during this unit.
Teacher-led instruction - This is traditional teacher-led instruction
and makes up a small amount of this
unit, giving students a chance to learn directly from their teacher
and be guided in their inquiry for parts of
the unit that they really need to learn and make sure they are
exposed to. Learning material preparation /
teaching younger students - students will be considering younger
students and designing a small course for
them that will mean, students will need to be empathetic and see
how it is feels to be a teacher planning
for their students. Hopefully if possible, students could actually
carry out this teacher experience if there is
an opportunity in the local environment.
Introduction theory - Students will be introduced to the theory for
this unit which starts us with: rays, lines,
segments and angles. This learning experience will begin by
being predominantly teacher-led to make sure
all students are exposed to the same content with regards to an
initial understanding of the relationships
between lines, rays, segments and angles. Then once there has
been some time on 'traditional teaching',
students can be given a bank of resources and a skills / content
framework so that they know what they
need to learn and can do self-paced learning. This will give the
teacher more time to support students that
may need more direct support and allow those who enjoy this
topic to learn it at their faster than average
pace. Some initial resources are attached, but there are many
others that may be more suitable to the
group of students depending on their experience and learning
methods so far. These links are mostly as an
example of the kind of items that might be included in a resource
bank to allow students to investigate this
topic.

Shapes and sketching - Students will learn how shapes are used
to help frame pencil sketches such as
those for cartoons characters. This could be taught through
station teaching either physical or digital. The
teacher should scatter resources at stations around the
classroom which focus on different kinds of
cartoons or characters based on different shapes. They should try
to answer the following questions during
their inquiry learning:
• What - so they think - is the most common shapes used in
cartoon characters?
• When are specific lines, angles, shapes and other spatial
mathematics used when making cartoon
characters?
• Challenge question for students: Is there any character who
cannot be broken down into a
framework of simple shapes?
This learning experience would be an excellent candidate for an
exit ticket reflective strategy to check
student engagement and learning. Depending on the length of
class-time students should do 1 or 2 exit
tickets using the 3-2-1 framework. 3 things I learned, 2 things I
found interesting, 1 question I still have.
Make an artwork using simple shapes - Students will be taught
about simple isometric transformation for
several shapes and then will work to develop their own artwork by
using simple shapes. They will make one
piece of artwork using their own knowledge and inspiration. Then
they will be put into groups of three by
their teacher and asked to brainstorm ideas for new pieces of
artwork that they can generate for their
second round of art development using simple shapes and simple
isometric transformation. They will share
what artworks they have already developed and discuss how their
new piece might be a reflection or
change on their older already made one. Students will be using
the mechanism 'i see, i think, i wonder'
which is from Harvard's project zero in order to frame their
feedback to one another. Once all students
have produced two pieces of artwork based on simple shapes
and / or isometric transformations then
there will a class gallery where students walk around and observe
each others pieces. Following this in-
class exhibition, the final activity for this learning activity will be a
class discussion on the following
question with relation to the artworks now displayed around the
classroom: Is it true that understanding
the space and size of shapes is all that is necessary to make
beautiful artwork?

Student questions follow-up - Given that students have now gone

part of the way through the unit. There
will be some time to reflect upon their developed inquiry questions
from earlier on during the unit.
Students should answer the following questions:
• Do their original questions still make sense?
• Have they already answered any of their initial questions?
• Would they like to change or remove any of their original
questions?
• Do they have new questions they would like to put up?
Debate - mathematics and artwork - Students will be doing a
structured debate on the following
questions:
• Is it true that understanding the space and size of shapes is all
that is necessary to make beautiful
artwork.
• The circle and ellipsoid are the most important shapes for
creating artworks.
• (optional third topic) - the most beautiful art contains math
This debate could be run in several ways, depending on the class
composition (if students are out-going
and likely to willing to participate or if there are some more shy
members of the class). Students should
make sure to consider evidence when arguing constructively
during the debate. As is traditional for
structured debate, the class will be split into 2 teams - a pro-side
(or positive side) and a con-side (or
negative side) and they will argue their points in timed rounds
against one another taking turns and having
all the students participate. If the class is too big, then the
students could be split into 4 teams with 2 sets
of debates running in parallel.

Flags and mathematics - Since students have already learned

about lines, segments, rays and angles. They
will now be learning (and in some cases relearning) about
shapes, area and perimeter of simple shapes
such as squares, rectangles, triangles and circles. Once they
have a brief introduction into this theory, they
can then use this understanding along with their previous learning
to investigate the mathematics of flags.
This is a great opportunity for students to consider the
mathematics in symbols that are part of their
culture and have personal meaning to them. Students will be
shown the examples which in the link
attached to this learning experience with the flags. Then they will
need to select three flags to research,
however they cannot pick three flags which are similar in their
properties (for example, Norway, Sweden
and Finland), but rather three distinct flags with quite different
designs. Students must investigate the
origins of those flags / what they represent and how the
mathematics / shapes of the flags helps convey
those ideals. Note: before starting this investigation students
should use the 'think, puzzle, explore' visible
thinking routine from Harvard's project zero.

Dancing angles and transformations - Students will be learning

about angles through dancing. The initial
introduction can be done with an entertaining prompt - the angle
dance - a youtube link is attached to this
learning experience which is 'an 80's angle song'. It is great to
show students and have them reflect on
what they just witnessed! Students should be asked to write down
their first reactions after first viewing
the video and then they can do the simple visible thinking routine
'what makes you say that?' (also
attached resource). Then a brief class discussion would be ideal
to gauge what students thought about the
prompt and why they said / thought that. Then the teacher should
take students through some or all of
these resources as they feel apply to their class. However, no
matter how the introduction is done,
students should get a sense of many different types of dance that
revolve around mathematics, such as line
dancing, square dancing, rotation, reflection and transformation in
dance. Once students have a grasp of
the concepts that are possible in this marriage between dance
and mathematics. The main part of this
learning experience is that they will need to make up a dance
based on several different types of
mathematics. While some students may be too shy to perform
those dances, at least every students should
work to learn about and design a dance that could be performed
by themselves or their classmates
involving at least 3 different forms of mathematics, be it relating to
lines, angles, shapes or transformations
of any kind.

Creative-product design - Menu formative assessment - Students

are given more free-reign to be creative
within the parameters that are possible for this menu-based
assessment. This will allow students the
chance to work on their ability to make connections between
various sources of information and design
within set parameters. Further, this is then extended in the final
 summative assessment for this unit, when
they have even more freedom to design and develop their
materials. Visible thinking routines (Thinkpuzzle-explore and what
makes you say that?) thinking routines from Harvard's project
zero
to support students learning about flags and mathematics and
also their introduction to dance and
mathematics. Brainstorm- test taking strategies and class
discussion before their summative on criteria A.
Group and pair investigations - these activities have clear goals or
questions that the students must answer
in order to complete the activities or assessments. They can
supported with resources from the teacher in
several of these cases if appropriate.
Student feedback on unit - Students will provide feedback on their
experience throughout this unit, what
they enjoyed, what they found hard and what were the parts that
they found easy to do and understand
and what they would like to learn in the future. Note: Students
should be given the opportunity to consider
the IB Learner profile attributes they were to develop during this
unit. Students could be asked how did
they develop their knowledge-building skills during this unit. Do
they now feel that they are better at any of
these particular attributes and if so, then how have they embodied
this?

Formative Assessment –

Formative assessment
There are two formative assessments during this unit. The first is a formative on analysing artwork,
students will be taught about relevant mathematics before this point, the teacher will show an example of
analysing a relevant piece of artwork with mathematics and ask students to select a piece from a set list to
analyse and then they will be given free reign to choose a piece to analyse themselves as long as it is
relevant and the teacher is consulted. This will help reinforce the necessary content learning that students
will need before the summative assessment on this material. Students will investigate the mathematical
relationships in the form of different artworks which are provided by the teacher using their knowledge of
lines, segments, rays and angles. The teacher can select several artworks for students to explore and
then discuss the mathematics that they have found in the artworks, first using think-pair-share and then by
bringing the whole class into a discussion. Several artworks that would make great examples for this
learning experience are:

• Waterfall (waterval) by M.C Escher

• Paris Street, by Gustave Caillebotte (1953)
• Relativity by M.C Escher
• Hommage à Paul Klee 13/9/65 Nr.2, byFrieder Nake (1965)
• Broadway Boogie Woogieby Piet Mondrian
• Girl with mandolin by Pablo Picaso (1910)

The teacher could show 1 example of analysing artwork by investigating angles between lines, parallel
and perpendicular lines, unusual line segments or choices of the artists about lines adding perspective.
Then students could analyse the teacher provided works and finally, students could be allowed to
research and select an artwork of their own choice to analyse using the mathematics they have learned
so far. Many of the artworks of the style of cubism may fit this task.

The second formative assessment is called 'Menu assessment '. This formative assessment will help
students to build-up their research and self-management skills and be given feedback on their products
which will build to the summative assessment for the end of this unit! Students will be able to use their
developed materials from this formative to build upon and improve in the next assessment which is the
final summative. This enables them to gather feedback and improve upon their work enabling them to be
truly motivated for this formative assessment. Students will be able to tackle this 'menu' assessment with
many different possible options students could work on. This formative assessment will help build-up
towards their final summative assessment. This is a mostly individual menu assessment with the
possibility to work on a singular piece of work in pairs if the students want to do so. Students will be able
to use their developed materials from this formative to build upon and improve in the next assessment
which is the final summative. This enables them to gather feedback and improve upon their work enabling
them to be truly motivated for this formative assessment. This formative assessment task could cover all
of the inquiry questions for this unit, but it depends on what the student selects to work on. Note: Students
could be encouraged to build their affective skills during this formative assessment, but they could also
work on their feedback processes. This would be a great assessment for students to conduct peer
assessment and provide each other with structured feedback. A

Resources –

• Masterpieces of Islamic art - https://artsandculture.google.com/story/bAUBrPy7UXj6JA

• The many faces of innovation - https://artsandculture.google.com/story/PwURn4ZLK6ggLg
• Symmetry in art - https://artsandculture.google.com/entity/symmetry/m0f28m
• The geometry of Nigerian hairstyles - https://artsandculture.google.com/story/rAWBdwBhEvzMxw
• The unexpected math behind Van Gogh's "Starry Night" - Natalya St. Clair -
https://www.youtube.com/watch?v=PMerSm2ToFY&ab_channel=TEDEd
• Geometric shapes to draw people - https://mymodernmet.com/how-to-draw-cartoon-people/
• How To Draw Faces- Front View: CARTOONING 101 #1 -
https://www.youtube.com/watch?v=T52UIiUtozA&ab_channel=Let%27sDrawwithBeeJayDeL
• Conducting a debate - https://www.edu.gov.mb.ca/k12/cur/socstud/frame_found_sr2/tns/tn-13.pdf
• Angle Dance - https://www.youtube.com/watch?v=tqIki33mTgs
• Geometry in dance - https://www.pbslearningmedia.org/resource/5c8b17ce-1b19-4e43-a91c-
02cbb6f79310/geometry-in-dance/