MYP unit planner ~ Year 5: Circle theorems

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

Unit title Circle theorems MYP year 5 Unit duration (hrs) 5 weeks (19 hours)

Inquiry: Establishing the purpose of the unit

Key concept Related concept(s) Global context

Logic Space Personal and cultural expression - appreciation of the

Validity aesthetic

Statement of inquiry

Logic can justify generalisations that increase our appreciation of the aesthetic.

Inquiry questions

Factual – What does it mean to “justify”?

Conceptual – How can logic enhance the process of justification?
Debatable – Can aesthetics be calculated?

Objectives Summative assessment

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

Circular performance (B & C) In this assessment, students will be looking at that

A: Knowing and understanding
Goal: To investigate changes to circular projections using aesthetics of circle theorems and how It changes as some of
i. select appropriate mathematics when solving
our understanding of circle theorems. the dimensions change. Using their understanding of circle
problems in both familiar and unfamiliar situations
theorems, students will be able to examine the best way to
ii. apply the selected mathematics successfully when
Role: You are a light technician for a theatre show. highlight a stage.
solving problems
iii. solve problems correctly in a variety of contexts.
Audience: The audience.
B: Investigating patterns
Situation: For a show, you will use three projectors, to that
i. select and apply mathematical problem-solving
will be used to display images on a circular performance
techniques to discover complex patterns stage. The projectors initially each have a beam width of
ii. describe patterns as general rules consistent with 17o, and are placed one above another at a single point.
findings Investigate what happens to the total length of the wall
iii. prove, or verify and justify, general rules. projected on when the projectors are positioned so that

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
iii. move between different forms of mathematical
representation
iv. communicate complete, coherent and concise
mathematical lines of reasoning
v. organize information using a logical structure.
their beams overlap by 20cm. What happens when we
increase the width of the beam? (Assume that that the circle
diameter is fixed in meters).
Product: You will present your findings as a storyboard that
outlines each stage of your investigation.
Standards: The assessment will be completed individually in
one double lesson. A task-specific rubric will be shared prior
to the assessment too.

Approaches to learning (ATL)

i. Communication – Use and understand mathematical notation

iv. Affective – Perseverance: Demonstrate persistence and perseverance
viii. Critical-thinking – Test generalizations and conclusions

Action: Teaching and learning through inquiry

Content Learning process

 Finding angles and lengths using circle theorems
 Proving results using circle theorems
 Examining ‘If … then …’ statements and testing the truth of
their converses
 Using circle theorems to find lengths of chords
 Finding lengths using the intersecting chord theorem
 Identifying congruent triangles based on standard criteria
 Using congruent and similar triangles to prove other
geometric results
IB MYP Maths Framework:
MAFS.912.G-C.1.2
Learning experiences and teaching strategies
Conceptual questions to consider:
- Factual:
• What are the circle theorems?
• What is the intersecting chords theorem?
• How can you apply the intersecting chords theorem?
• What conditions are necessary to establish congruence?
• Why is ‘Side-Side-Angle’ not a condition for congruence?
- Conceptual:
• How do we justify mathematical conclusions?
• How can a theorem have different cases?
• How can congruence be used to prove other results?
 MAFS.912.G-C.1.3 - Debatable:
MAFS.912.G-C.1.4 • Is the opposite of a true statement always false?
MAFS.912.G-CO.2.7 • Which is more useful: establishing similarity or establishing congruence?
MAFS.912.G-CO.2.8
MAFS.912.G-CO.3.9
CNC: Grade 9 Book 2 Ch3 Formative assessment
MYP 4/5: Ch13.1, 13.2 & E13.1
Skills practice: This will be done through home learning and using Mangahigh tasks. This will inform formative criterion
A achievement levels.

Entry and exit passes will be used to review previous learning and address classic mistakes from home learning and
class work. This will be used in conjunction with the unit checklist so students can monitor their own progress of
learning and understanding.

Practice B tasks: Throughout this unit, the students will work through various inquiry tasks to discover the circle
theorems. Students will be following the criterion B inquiry cycle so they are familiar with the apply, describe, verify
and justify stages.

Differentiation
Students will be making practice models to help them “see” the theorems. This will help support the abstract nature of
this unit and provide some support to students may not be used to the proofs and theorems.

Possible extension topics:

● Geometric proofs – how trustworthy are they?
● Further congruency proofs with parallelograms

Resources

MYP Mathematics 4&5 Extended and Standard: A concept based approach – Chapter 13.1, 13.2 and E13.1

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

Prior to teaching the unit During teaching After teaching the unit