MYP unit planner

Unit title Formulate & Solve Equations and Inequalities

Teacher(s) Fobes, Moreno, Callahan

Subject and grade level Algebra 1 Level 4

Time frame and duration 5 Weeks (10 Learning Experiences)

Stage 1: Integrate significant concept, area of interaction and unit

question

Area of interaction focus Significant concept(s)

Which area of interaction will be our focus? What are the big ideas? What do we want our
Why have we chosen this? students to retain for years into the future?

Community and Service Key Concept: Form

Different forms help us to understand how Different forms help to put ideas into
we can have an impact on our community. perspective.
Related Concepts: Simplification and
Change

MYP unit question

Does information affect our decision to help the

community?

Assessment
What task(s) will allow students the opportunity to respond to the unit question?
What will constitute acceptable evidence of understanding? How will students show what they have understood?

Quiz 1-1 – This quiz will cover learning experiences 1 and 2. Criterion A and C will be used.
Community Service Fundraising Event Project – Students will create a plan to raise money for an
organization of their choosing. In doing so they will need to use equations and inequalities to complete
their plan. The data produced will affect how they decide to raise their funds. Criterion C and D will be
used to assess this project.
Solve equation and inequalities worksheet – students will solve 10 problems including one unfamiliar
problem. Students will need to select the appropriate method for solving each problem and explain how
they arrived at their solution. Criterion A and C will be used to assess this assignment.
Inequality word problems – Students will be given 1-2 word problems where they have to formulate and
then solve the appropriate inequality. Students will need to explain their reasoning and reflect on whether
their answer makes sense in the context of the problem. Criterion C and D will be used to assess this
assignment.
Unit 1 Test – students will be given a test at the end of the unit. Mostly familiar type problems and a few
unfamiliar problems will be given. Criterion A will be used to assess this test.

Which specific MYP objectives will be addressed during this unit?

Criterion A: Knowledge and Understanding.

_√_A1: Know and demonstrate understanding of the concepts from the 5 branches of mathematics (number,
algebra, geometry, statics, and discrete)
_√_A2: Use appropriate math concepts and skills to solve problems in familiar and unfamiliar contexts
_√_A3: Select and apply general rules to solve problems correctly, including those in a real-life context.
Criterion B: Investigating Patterns
_√_B1: Select and apply appropriate inquiry and problem solving techniques.
__B2: Recognize patterns
__B3: Describe patterns as a relationship or general rule
__B4: Draw conclusions consistent with findings.
__B5: Justify or prove mathematical relationships and general rules.
Criterion C: Communication in Mathematics
_√_C1: Use appropriate math language in both oral and written explanations.
_√_C2: Use different forms of mathematical representations (charts, formulae, graphs, diagrams, and models)
_√_C3: Communicate in a complete and coherent mathematical line of reasoning using different forms of
representation when investigating complex problems.
Criterion D: Reflection in Mathematics
_√_D1: Explain whether results make sense within the context of the problem
__D2: Explain the importance of findings
_√_D3: Justify the degree of accuracy of results where appropriate
_√_D4: Suggest improvements to the method when necessary.

Which MYP assessment criteria will be used?

A, C, D

Stage 2: Backward planning: from the assessment to the learning

activities through inquiry

Content
What knowledge and/or skills (from the course overview) are going to be used to enable the student to respond to the unit
question?
What (if any) state, provincial, district, or local standards/skills are to be addressed? How can they be unpacked to develop the
significant concept(s) for stage 1?

A1.1 (C) Foundations for functions. The student understands that a function represents a dependence of
one quantity on another and can be described in a variety of ways.
A1.1C (C) describe functional relationships for given problem situations and write equations or inequalities
to answer questions arising from the situations;
A1.1D (C) represent relationships among quantities using concrete models, tables, graphs, diagrams,
verbal descriptions, equations, and inequalities; and
A1.3 (C) Foundations for functions. The student understands how algebra can be used to express
generalizations and recognizes and uses the power of symbols to represent situations.
A1.3A (C) use symbols to represent unknowns and variables; and
A1.4 (C) Foundations for functions. The student understands the importance of the skills required to
manipulate symbols in order to solve problems and uses the necessary algebraic skills required to simplify
algebraic expressions and solve equations and inequalities in problem situations.
A1.4A (C) find specific function values, simplify polynomial expressions, transform and solve equations,
and factor as necessary in problem situations;
A1.4B (C) use the commutative, associative, and distributive properties to simplify algebraic expressions;
and
A1.7 (C) Linear functions. The student formulates equations and inequalities based on linear functions,
uses a variety of methods to solve them, and analyzes the solutions in terms of the situation.
A1.7A (C) analyze situations involving linear functions and formulate linear equations or inequalities to
solve problems;
A1.7B (C) investigate methods for solving linear equations and inequalities using concrete models, graphs,
and the properties of equality, select a method, and solve the equations and inequalities; and
A1.7C (C) interpret and determine the reasonableness of solutions to linear equations and inequalities.

Approaches to learning
How will this unit contribute to the overall development of subject-specific and general approaches to learning skills?

This unit will teach students to formulate and solve one variable equations and inequalities.
Throughout the unit students will work on their thinking skills by choosing appropriate methods for
problem solving and see how various forms of information are more useful that another.
Students will work on their collaboration skills by learning to work cooperatively in groups to help one
another and to develop a deeper understanding of the algebra 1 topics and how they relate to the real
world.
Students will work on their communication skills by learning to communicate mathematics both verbally
and in writing using correct algebraic notation.
Students will work on their organizational skills by setting up an interactive notebook to organize
important information. Students will also have to organize their time wisely when working on projects in
and outside of the classroom.

Learning experiences Teaching strategies

How will students know what is expected of them? Will
they see examples, rubrics, templates?
How will students acquire the knowledge and practise
the skills required? How will they practise applying
these?
Do the students have enough prior knowledge? How will
we know?
How will we use formative assessment to give students feedback
during the unit?
What different teaching methodologies will we employ?
How are we differentiating teaching and learning for all? How have
we made provision for those learning in a language other than their
mother tongue? How have we considered those with special
educational needs?

Students will be given a teacher example of the
unit project. Students will learn how to
communicate mathematics effectively by
learning proper vocabulary and following
teacher examples. The teacher examples will
become less as the students learn what is
expected of them.
Each day the students will learn a new piece of
information or reinforce what they have learned
the day before. Notes will be taken daily for the
students to keep. An interactive notebook will
be created throughout the year that will contain
all of the important topics/vocabulary and
students will be able to refer back to this
notebook as needed. Students will work in
cooperative groups of 2-4 throughout the unit to
share ideas and reinforce their learning through
peer tutoring. Students will be given
opportunities to share what they have learned
by going to the board to solve and explain
problems.
To identify if the students have the prior
knowledge needed for a certain learning
Learning Experience 1 - Getting to know the students
and the calculator:
 Use ActivExpressions as formative assessment to
give feedback to students as they are learning
about the calculator.
 We will use TI-Smartview on the board so students
can follow along on their calculator.
 Students will be in groups and be able to help one
another.
Learning Experience 2 – combining like terms:
 Algebra tiles will be used for all students initially to
learn what like term and unlike terms are.
 Create a vocabulary list and also post the
vocabulary in the room to help all students and
those where English is a second language.
 ActivExpression assessment will help give
immediate feedback to both student and
teacher on students’ understanding of like
terms.
experience I will include prior knowledge type
questions at the beginning of a lesson. I will
have students do quick writes at the end of a
lesson related to the topic for the next day and
adjust my lessons accordingly if needed. Also
the students will complete practice sheets
during the week that will be their daily warm-
ups. These practice sheets will be graded
weekly to see what the students are learning
and what areas they are still struggling with.
Resources
What resources are available to us?
How will our classroom environment, local environment and/or the community be used to facilitate students’ experiences during
 We will give a quiz at the end of this learning
experience to assess what they have learned.
Learning Experience 3 – distributive property:
 Algebra tiles will be used to help understand what
distributive means.
 A true/false/justify assessment will be used at the
end of the lesson to help students solidify their
understanding of distributive property.
 Peer tutoring will be emphasized during class
throughout the two day lesson.
Learning Experience 4 – Formulate equations from real
world situations:
 A quick operation synonyms activity will be done at
the beginning of class to assess students’ prior
knowledge.
 Students will work with their groups on 3 problems.
Emphasis will be made on how to approach the
word problems to aide in their understanding.
 For the honours students we will take it one step
further and have them create their own word
problem. Time permitting - the students will do
a gallery walk and write the equation for 2-3 of
their classmates problems.
Learning Experience 5 & 6 – One & Two step equations:
 A side by side comparison will be made on how to
solve 1 & 2 step equations using algebra tiles,
algebraic and checking their answers in the
calculator which is also another way to solve
the equation.
 Scavenger Hunt Activity will be done to give
practice on solving equations. This will be
completed with a partner.
 Facing algebra activity will be completed in class to
further practice solving equations. Students will
draw a picture based off of the answer to each
equation.
Learning Experience 7 – Multi-step equations and
variables on both sides:
Learning Experience 8 – solving inequalities
Learning Experience 9 – formulate inequalities from
word problems:
Learning Experience 10 – Review and unit test
the unit?

Algebra 1 Textbook
FWISD Curriculum Frameworks
Algebra Tiles
Internet Research
TI-84 Graphing Calculators
ActivExpressions

Ongoing reflections and evaluation

In keeping an ongoing record, consider the following questions. There are further
stimulus questions at the end of the “Planning for teaching and learning” section of
MYP: From principles into practice.
Students and teachers
What did we find compelling? Were our disciplinary knowledge/skills challenged in any way?
What inquiries arose during the learning? What, if any, extension activities arose?
How did we reflect—both on the unit and on our own learning?
Which attributes of the learner profile were encouraged through this unit? What opportunities were there for student-initiated
action?

Possible connections
How successful was the collaboration with other teachers within my subject group and from other subject groups?
What interdisciplinary understandings were or could be forged through collaboration with other subjects?
Assessment
Were students able to demonstrate their learning?
How did the assessment tasks allow students to demonstrate the learning objectives identified for this unit? How did I make
sure students were invited to achieve at all levels of the criteria descriptors?
Are we prepared for the next stage?
Data collection
How did we decide on the data to collect? Was it useful?

Figure 12
MYP unit planner