MYP unit planner ~ Year 5: Periodic phenomena

Teacher(s) Louise Fung Greaves Subject group and discipline Mathematics

Unit title Periodic phenomena MYP year 5 Unit duration (hrs) 7 weeks (27 hours)

Inquiry: Establishing the purpose of the unit

Key concept Related concept(s) Global context

Relationships Models Scientific and technical innovation - the natural world

Quantity through methods and models

Statement of inquiry

Generalising relationships between quantities can lead to better models and methods.

Inquiry questions

Factual – How do you find measurements of immeasurable objects?

Conceptual – How does a thorough knowledge of relationships help to find real-life measurements?
Debatable – Have scientific models and methods provided more answers or questions?

Objectives Summative assessment

Outline of summative assessment task(s) including Relationship between summative assessment task(s) and
assessment criteria: statement of inquiry:

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.
C: Communicating
i. use appropriate mathematical language (notation,
symbols and terminology) in both oral and written
explanations
ii. use appropriate forms of mathematical
representation to present information
Periodic modelling: (C & D) This assessment gives students the opportunity to develop a
Goal: To demonstrate knowledge and understanding of periodic model for a topic of their own choice. They must
periodic behvaiour and how to apply it to model real-life realise the properties of trigonometric functions and choose
situations. an appropriate context to apply the model to. Using their
model, they can make prediction and describe the trends
Role: You are a researcher. that they see.
Audience: Subscribers to a scientific journal.
Situation: You will write an article that explains how we can
use the trigonometic model to explain the phenomena of a
real-life situation. You may choose the case-study you wish
to look at. The model must be periodic and you must explain
the reasons why you chose this model but also the
 iii. move between different forms of mathematical limitations of this model.
representation
iv. communicate complete, coherent and concise Product: You will present your article as a piece of scientific
research.
mathematical lines of reasoning
v. organize information using a logical structure. Standards: The assessment will be completed individually in
two double lessons. A task-specific rubric will be shared
prior to the assessment too.
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
iii. apply the selected mathematical strategies
successfully to reach a solution
iv. justify the degree of accuracy of a solution
v. justify whether a solution makes sense in the
context of the authentic real-life situation.

Approaches to learning (ATL)

iii. Organisation – Use appropriate strategies for organising complex information

viii. Critical-thinking – Propose and evaluate a variety of solutions

Action: Teaching and learning through inquiry

Content Learning process

 Solving problems in right-angled triangles using Learning experiences and teaching strategies
trigonometric ratios
 Knowing the properties of trigonometric ratios Conceptual questions to consider:
 Solving problems that include angles of elevation and angles - Factual:
of depression  What are the relationships in the special triangles?
 Graphing sine and cosine functions  What is a periodic function?
 Understanding periodicity  What are the main characteristics of the graphs of y = a sin bx and y = a cos bx?
 Transforming sine and cosine functions using translations, - Conceptual:
reflections and dilations  How do relationships between sides and angles in right-angled triangles help you find real-life measurements?
 Recognizing transformations of sine and cosine graphs, and  How do you translate, dilate and reflect periodic functions?
finding equations of graphs  How does the equation of a sinusoidal function represent the transformations performed on it?
 Modelling real-life problems using sine and cosine functions  Does the order in which transformations are performed matter?
- Debatable:
IB MYP Maths Framework:  How does understanding the trigonometric ratios help you create and understand mathematical models?
MAFS.912.G-SRT.3.6  What real-life phenomena are periodic?
MAFS.912.G-SRT.3.7
MAFS.912.G-SRT.3.8
MAFS.912.F-TF.2.5
Formative assessment
CNC: Grade 9 Book 2 Ch1
MYP 4/5: Ch7.2 & 14.2 Skills practice: This will be done through home learning and using Mangahigh tasks. This will inform formative criterion
A achievement levels.

Practice D projects – We will look at some well-known examples, such as ocean waves and sound waves, and analyse
whether the periodic functions are an appropriate model. Referring to the same rubric as the summative assessment,
students will be able to review their understanding of criterion D strands.

Differentiation
Skills practice will be differentiation through Red, Amber, Green tasks where problem solving tasks will differ according
to students’ confidence.

Possible extension topics:

● Inverse trigonometric functions

Resources

MYP Mathematics 4&5 Extended and Standard: A concept based approach – Chapter 7.2 and 14.2
Reflection: Considering the planning, process and impact of the inquiry

Prior to teaching the unit During teaching After teaching the unit