Teacher Mr. Mahesh.

K Subject group and discipline Mathematics

Unit title Unit 1 – In how many different ways can we express MYP year 4 (5 weeks) Unit duration (hrs) 18hrs
the same thing ?

Inquiry: Establishing the purpose of the unit

Key concept Related concept(s) Global context

Form Patterns Globalization and sustainability

Statement of inquiry

Numbers in different forms give us a variety of ways to predict patterns and think about problems of global significance.

Inquiry questions

Factual— how are numbers sets defined ?

How and why do we group numbers?
What is meant by approximate and exact?
Conceptual—
How do number systems expand our understanding?
What patterns can we say in different number forms and operations?
Debatable—
Were numbers invented or discovered?
Is there a best form for a number?
Can the form of a number mislead or affect our decisions?
Can rounding help or hinder decision-making?

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Objectives Summative assessment
Criterion A-Knowing and understanding Criterion A : (Level 1-2)
At the end of year 4, students should be able to: The student is able to:
i. select appropriate mathematics when solving problems ii. apply the selected mathematics successfully when
in both familiar and unfamiliar situations solving these problems
ii. apply the selected mathematics successfully when iii. generally solve these problems correctly in a variety of
solving problems contexts.
iii. solve problems correctly in a variety of contexts.
Task: Use the symbols to represent Natural, Integers and
Criterion B Investigating patterns Rational numbers
At the end of year 4, students should be able to:
i. select and apply mathematical problem-solving
techniques to discover complex patterns
ii. describe patterns as general rules consistent with
findings
iii. prove, or verify and justify, general rules.

Criterion C: Communicating
At the end of year 4, students should be able to:
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.

Criterion D: Reflecting on the impacts of

science
At the end of year 4, students should be able to:

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 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)

Communication skills
Understand and use mathematical notation
Organize and depict information logically

Thinking
• Creative-thinking skills

Action: Teaching and learning through inquiry

Content Learning process

Your mission is to educate people about the Learning experiences and teaching strategies
incredible scale of numbers these days - how
we need to be aware of the incredibly large Visualisation
and small as our digital world gets ever Graphic organsier
bigger and our computing Storage and
technology gets smaller.
Formative assessment
Research instances of extremely large and
small numbers and create a display to Using definitions of number sets, place numbers in the respective number system
communicate how these numbers affect us

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 all globally. Use your creativity and engage
your audience by making these extreme
numbers interesting and relevant

Resources
http://isthisprime.com/game/
Making sense of irrational numbers - Ganesh Pai - YouTube

https://www.youtube.com/watch?v=sbGjr_awePE

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

Prior to teaching the unit During teaching After teaching the unit
Why do we think that the unit or the selection of topics will be
interesting?
The study of numbers and real numbers has many practical
applications, from calculating interest rates and investment
returns to modeling the spread of infectious diseases. These
practical applications make the study of numbers and real
numbers relevant and useful in many areas of life.
What do students already know, and what can they do?
Students have a basic understanding of numbers and their
operations before delving into more advanced topics in
mathematics.
What have students encountered in this discipline before?
Students learn about irrational numbers, which are numbers
that cannot be expressed as fractions. They learn about the
square root of 2, pi, and other famous irrational numbers, and
their properties.

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