MYP unit planner

Teacher(s) Subject group and discipline Mathematics

Unit title Geometry MYP year 2 Unit duration (hrs) 15

INQUIRY: Establishing the purpose of the unit

Key concept Related concept(s) Global context
Form Space Globalization and sustainability
Quantity
Statement of inquiry
Using finite resources responsibly must be taken into consideration when designing structures
Inquiry questions
Factual
• What are the appropriate units of measurements to use when measuring quantities?
• How does volume of a quantity differ from area?

Conceptual
• How much is too much?
• Can the same thing be worth more in different parts of the world? Why is estimation useful?

Debatable
• Would conserving water in Hong Kong help conservation in Africa?
Objectives: Summative assessment
Criterion C—Communicating Outline of summative assessment task(s) Relationship between summative assessment
including assessment criteria: task(s) and statement of inquiry:
Criterion D—Applying mathematics in real-
Students are to imagine they are living in a village in a This task provides students with the opportunity to
life contexts developing country. They are given the task of reflect both on the importance of estimation and
designing a container to transport water from a well to having an understanding of quantity. It also provokes
their village situated one kilometre away. Students are thoughts regarding the idea that value is relative
to write a report justifying their design and detailing given the importance of water in certain parts of the
how much water they need to transport. world and the need to consider water conservation as
part of a sustainable environment.
Approaches to learning (ATL)
Students will develop:
Thinking: Creative thinking skills—Create novel solutions to complex problems. Students will design containers to transport water
Self-management: Reflection skills—Consider ethical, cultural and environmental implications. Students will reflect upon the value of water in different parts of the
world
Thinking: Transfer skills—Make connections between subject groups and disciplines. Students will also carry out a task in individuals and societies linked to a field trip
and a task carried out in mathematics where they have to create a brochure for a charity highlighting the need for effective transportation of water in developing
countries
Communication: Communication skills—Use appropriate forms of writing for different purposes and audiences. Students will write a mathematical report as their
summative assessment

Social: Collaboration skills—Manage and resolve conflict and work collaboratively in teams. Students will work collaboratively during a field
trip to a charitable organization. Here they will carry out simulations involving transporting water for use with cooking, washing, drinking and so
on.
ACTION: Teaching and learning through inquiry
Content Learning process
Students should be able to: Learning experiences and teaching strategies
• Understand units of measurement Students begin unit with “Gummy Bears” problem from Dan Meyer’s site. This is
an open-ended task that is accessible and engaging for all abilities. It provokes
• Convert units of measurement thought on the ideas of quantity and how to measure it.
• Read scales Midway through the unit, students go on a field trip to Crossroads. This is a not-
for-profit charity which raises funds and awareness of issues in developing
• Measure length countries. Students carry out tasks involving transporting water. These
• Calculate perimeter of shapes simulations are to highlight a typical day for a child in a developing country where
they have to spend a lot of time transporting water.
• Calculate area of shapes
All assessments will include relevant published criteria. Teacher feedback on all
• Calculate area of composite shapes tasks will be provided to ensure clarity on how to achieve the highest levels of the
criteria assessed.
• Find volume of 3D shapes
Resources used will support students’ knowledge acquisition.
• Find capacity of objects
A mix of text/software/real-life resources used to deliver the unit.
Individual, pair (“Gummy Bears”) and group (Crossroads) can be used for the unit
Lesson 1 content.
“Gummy Bears” taken from Dan Meyer’s site http://hk13.mrmeyer.com. Elicit Assessment criteria and the nature of the main assessment (Water task) provide
questions from students regarding problem. Aiming for something like “How many access to content for all abilities.
regular gummy bears are there in a giant gummy bear?” Reinforce the idea that
Formative assessment
we need a universal measuring system.
This would be seen through activity work on measuring, and the circular objects
Lesson 2
task. Classroom discussion and students creativity in the “Gummy Bears” task
Measurement systems will also provide useful information on students understanding and engagement.
Myimaths used for homework tasks and games on perimeter, area and volume
and measurement.
Quick quizzes and “exit passes” to snapshot information on student
understanding and progress.
Content Learning process
Lesson 3 Differentiation
Using and converting metric lengths See learning process above. “Gummy Bears” task and Water task should provide
engagement and challenge for all abilities. In addition, the unit is rich for
Activity—Students use measuring tapes, metre rulers and trundle wheels to
extension into volume of other 3D shapes for the more able.
measure five objects. Students estimate beforehand and then a class discussion
on appropriate units of measurement for different situations—book, basketball www.nrich.maths.org has lots of activities on area, perimeter and volume which
court, distance from school to home, and so on. provide support for less able students.
Lesson 4 Use of tangible shapes and real-life objects provide support for transitioning from
concrete to abstract.
Perimeter
myimaths provides support and consolidation work on basic concepts.
Lesson 5
Heterogeneous grouping for group work to allow for students of all abilities to be
Areas and rectangles, area of a triangle review, area of a parallelogram review
challenged.
Lesson 6
Area of composite shapes
Lesson 7
Volume of rectangular prisms
Field trip—Students carry out different water simulations tasks at a local charity
www.crossroads.org.hk They have to transport water from different locations in
order to use it for cooking, washing, irrigation, and so on. The aim is to get them
to understand that in many countries access to water is not easy and is time
consuming.
Lesson 8
Introduce Water task (Criteria C and D). Students work on this with guidance in
the lesson. Deadline approximately 10 days from issue. Students work in class
and at home. This should pose more questions for follow on lessons.
Lesson 9
Circumference and Area of a circle
Activity—Develop relationship between circumference and radius by measuring
the circumference and radius of circular objectsand tabulating results
Content Learning process
Lesson 10
Volume of a cylinder
Lesson 11
Another lesson devoted to Water task
Lesson 12
Capacity
Lesson 13
Complete Water task
Lesson 14
Review
Lesson 15
Unit test (Criterion A)
Resources
Maths Quest text and Essential Maths
Geometer’s Sketchpad/Geogebra
Crossroads Field Trip
MyiMaths website—www.myimaths.co.uk
www.nrich.maths.org
Dan Meyer Task “Gummy Bears” seehttp://hk13.mrmeyer.com
REFLECTION: Considering the planning, process and impact of the inquiry
Prior to teaching the unit During teaching After teaching the unit
Will students be able to effectively transfer and apply Culminating task introduced prior to end of the unit. Follow up meeting with Individuals and societies
skills and concepts linked to the summative This was to try to develop a “research” approach in teacher(s) is yet to take place. Many students see the
assessment task? Theoretical to real life. the students, that is, if they didn’t know, how would value in links and developing a better understanding
they find out? This has a variable result as some of quantity. This is evidenced in the culminating task
An open-ended summative task could be challenging
students need support with the idea of transferring which provided opportunities for the students to think
for some students. Although the nature of the task
knowledge. critically about measuring and estimating quantities
should be engaging for all abilities.
and generated some interesting conversations on
how heavy water is!