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    Unit Planner - Algebraic - Expressions - and - Equations - MYP1

    Uploaded by

    Deema El Masri
    This unit focuses on algebraic expressions and equations over 1 hour periods for MYP year 1 students. It uses the key concept of logic and related concepts of generalization, models, and patterns to explore how a logical process can help model and generalize patterns found in nature. Students will investigate different types of patterns through problem solving techniques. They will analyze the Fibonacci sequence and golden ratio, and explore examples of these patterns occurring naturally. The unit assessments include a test on algebraic expressions and equations, and a project analyzing the Fibonacci sequence and golden ratio in nature to demonstrate understanding of using logic to model and generalize patterns.

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    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd

    Unit Planner - Algebraic - Expressions - and - Equations - MYP1

    Uploaded by

    Deema El Masri
    367 views6 pages
    This unit focuses on algebraic expressions and equations over 1 hour periods for MYP year 1 students. It uses the key concept of logic and related concepts of generalization, models, and patterns to explore how a logical process can help model and generalize patterns found in nature. Students will investigate different types of patterns through problem solving techniques. They will analyze the Fibonacci sequence and golden ratio, and explore examples of these patterns occurring naturally. The unit assessments include a test on algebraic expressions and equations, and a project analyzing the Fibonacci sequence and golden ratio in nature to demonstrate understanding of using logic to model and generalize patterns.

    Original Description:

    MYP Unit planner_Algebraic_expressions_and_equations_MYP1

    Original Title

    Unit planner_Algebraic_expressions_and_equations_MYP1

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    This unit focuses on algebraic expressions and equations over 1 hour periods for MYP year 1 students. It uses the key concept of logic and related concepts of generalization, models, and patterns to explore how a logical process can help model and generalize patterns found in nature. Students will investigate different types of patterns through problem solving techniques. They will analyze the Fibonacci sequence and golden ratio, and explore examples of these patterns occurring naturally. The unit assessments include a test on algebraic expressions and equations, and a project analyzing the Fibonacci sequence and golden ratio in nature to demonstrate understanding of using logic to model and generalize patterns.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    367 views6 pages

    Unit Planner - Algebraic - Expressions - and - Equations - MYP1

    Uploaded by

    Deema El Masri
    This unit focuses on algebraic expressions and equations over 1 hour periods for MYP year 1 students. It uses the key concept of logic and related concepts of generalization, models, and patterns to explore how a logical process can help model and generalize patterns found in nature. Students will investigate different types of patterns through problem solving techniques. They will analyze the Fibonacci sequence and golden ratio, and explore examples of these patterns occurring naturally. The unit assessments include a test on algebraic expressions and equations, and a project analyzing the Fibonacci sequence and golden ratio in nature to demonstrate understanding of using logic to model and generalize patterns.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
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    Teacher(s Subject group and Math

    ) discipline
    Unit title Algebraic expressions and equations MYP year 1 Unit duration
    (hrs)

    Inquiry: Establishing the purpose of the unit

    Key concept Related concept(s) Global context

    Logic Generalization, models, patterns Scientific and technical innovation:


    Patterns in nature

    Statement of inquiry

    A logical process helps to model and generalize patterns in the natural world.

    Inquiry questions

    Factual: What is a pattern? What are the different types of patterns?

    Conceptual: How do we model patterns? How is it possible to model a pattern and make predictions?

    Debatable: Is there a mathematical order to our natural world?

    Middle Years Programme Unit planner 1


    Objectives Summative assessment
    A: Knowing and understanding Outline of summative assessment task(s) Relationship between summative
    including assessment criteria: assessment task(s) and statement of
    i. select appropriate mathematics inquiry:
    when solving problems in both
    familiar and unfamiliar situations Unit Test: (criterion A)
    ii. apply the selected mathematics In this task, students will answer a wide The Unit Test will allow students to
    successfully when solving demonstrate that they can use a logical
    range of questions, from simple to
    problems process to model and generalize patterns
    complex to challenging (in both familiar
    iii. solve problems correctly in a and then apply them to a wide range of
    and unfamiliar situations), all related to
    variety of contexts. situation. Application questions center
    algebraic expressions and equations. The
    around patterns found in nature.
    test will be done individually in class during
    B: Investigating patterns one period.
    i. apply mathematical problem-
    solving techniques to recognize
    patterns
    ii. describe patterns as relationships Patterns in Nature: (criteria B, C, D) In the Patterns in Nature task, students
    or general rules consistent with will begin by using logic to generalize a
    In this task, students will be exploring
    findings famous mathematical pattern, the
    patterns that are found in nature, and in
    iii. verify whether the pattern works Fibonacci sequence. They will then
    particular, the Fibonacci sequence.
    Students will first determine the Fibonacci discover how this pattern occurs in nature
    for other examples.
    number pattern. They will then look at a through a variety of examples. With each
    variety of circumstances of where this example, students will model and/or
    C: Communicating
    pattern occurs in nature; for example, how generalize the part of the sequence that
    rabbits breed and in different objects such they see. The task ends with students
    i. use appropriate mathematical
    as flowers and pinecones. They will then exploring and generalizing the Golden
    language (notation, symbols and
    study the relationship between the Ratio before searching for examples in
    terminology) in both oral and
    Fibonacci sequence and the Golden Ratio. the natural world. In the end, students will
    written explanations
    realize that the natural world is replete

    Middle Years Programme Unit planner 2


    ii. use different forms of They will then look for instances when this with patterns and is, potentially, not
    mathematical representation to ratio is found in the natural world. random.
    present information
    iii. move between different forms of
    mathematical representation
    iv. communicate coherent
    mathematical lines of reasoning
    v. organize information using a
    logical structure.

    D: Applying mathematics 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. explain the degree of accuracy of
    a solution
    v. describe whether a solution
    makes sense in the context of the
    authentic real-life situation.

    Middle Years Programme Unit planner 3


    Approaches to learning (ATL)

    In order for students to be able to develop an understanding of the principles and nature of mathematics, students will consider
    content:

    ● What did I learn about today?


    ● What don’t I yet understand?
    ● What questions do I have now?
    (Self-management: Reflection skills) The strategy students will learn and practice is “reflect and discuss”, where students will
    reflect on the above aspects of their learning and then discuss their insights with a peer.

    In order for students to be able to apply mathematical problem-solving techniques to recognize and generalize patterns, students
    will practice visible thinking strategies and techniques (Thinking: Creative thinking skills). Students, typically working in pairs, will
    create tables to organize information so they can determine patterns and generalize relationships.

    Action: Teaching and learning through inquiry

    Content Learning process


    Learning experiences and teaching strategies

    Middle Years Programme Unit planner 4


    Formative assessment

    Differentiation

    Resources

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

    Prior to teaching the unit During teaching After teaching the unit

    Middle Years Programme Unit planner 5


    Middle Years Programme Unit planner 6

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