Teacher(s) Mr SADIKOU Subject group and discipline MATHEMATICS

Unit title Univariate data :Accessing equal opportunities MYP year 2 Unit duration (hrs) 18hrs

Inquiry: Establishing the purpose of the unit

Key concept Related concept(s) Global context

FORM Representation and Justification fairness and development

Statement of inquiry

Different forms of representation can help justify conclusions regarding access to equal opportunities
 
 
 
 

Inquiry questions

Inquiry questions
 Factual - How are the mean, median and mode of a data set calculated? How do we represent information?
 
Conceptual— What makes a form of representation effective? What are the strengths and weaknesses of numerical data?
 
Debatable— How can equality be represented? How can we use information to instigate change and make a difference?

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Objectives Summative assessment
u Representing data using stem-and-leaf Written test and team analysis Relationship between summative assessment task(s)
and statement of inquiry:
plots and box-and-whisker plots Outline of summative assessment task(s) including
u Calculating measures of central tendency
assessment criteria: Attacking and defending strategies / skills
taught and used in class are similar to other
and measures of dispersion
Univariate data .
u Choosing the best method to represent
The summative task will be having questions
data
base on How can you make a difference?
u Analysing data and drawing conclusions based on Grasps :criterion C

Criterion C-ii and C-iii : use appropriate forms of

C - ii
mathematical representation to present information
C -iii and move between different forms of mathematical
representation
C- iv
Criterion C- iv and C- v : communicate complete,
C- v coherent and concise mathematical lines of reasoning
and organize information using a logical structure

B-i Criterion B-i : select and apply mathematical problem-

solving techniques to discover complex patterns
B-ii
Criterion B-ii : describe patterns as general rules
consistent with findings

B-iv Criterion B-iv : prove, or verify and justify, general

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 rules

Approaches to learning (ATL)

u Information literacy skills : Evaluate and manage risk

u Communications Skills: Organize and depict information logically

Action: Teaching and learning through inquiry

Content Learning process

You should already know how to: ( 2 hours ) Learning experiences and teaching strategies
u categorize data into different types Some review on how to categorize data,read information, read and construct line,bar and circle and
how to make graph
u read information from a bar graph
u read and construct line, bar and circle
u graphs Introduction on Univariate Data with some videos : https://getsnap.link/cDM8EUaP5BD

An opening Activity will be given to the students to explain how to represent data using stem-

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 u Representing data: stem-and-leaf and-leaf plots : https://getsnap.link/YtaCp42n9tT
plots ( 2hours ) - Example 1 (Oxford_MYP_2Maths 261 ): Lead levels were measured in 20 water sources
throughout
Europe. The following is a sample of some of the data collected (all
measures are in parts per billion).
23. 17. 9. 12. 14. 24. 23. 12. 8. 4. 20. 15. 12. 8. 28. 15. 11. 10. 5. 22.
Q : Represent the data using a stem-and-leaf plot
- Reflect and discuss 2

- Activity 1 – Back-to-back stem and leaf plots Oxford_MYP_2Maths

Some Practices will be given on ( Oxford_MYP_2Maths Pg : 263, 264, 265 )

Liste of central tendecy will be given to the student and their meaning
n Analysing data: measures of central
tendency ( 4 hours ) Student must investigate on how to determine the mode,median,mean
-Investigation 1 – Determining the mode ( Oxford_MYP_2Maths Pg : 266 )
Reflect and discuss 3
Investigation 2 – Determining the median ( Oxford_MYP_2Math Pg :
267 )
Reflect and discuss 4
Example 2 ( Oxford_MYP_Math Pg : 268) : Obesity rates can be an indication of the health of a
country’s
population. The following data represent the percentage of adult
men who are overweight in developed countries in the European
Union.

Percentage of Tally Frequency

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 overweight men
62% || 2
63% ||| 3
64% | 1
65% ||| 3
66% | 1
67% |||||| 6

Find the median and mode of this set of data

Practice 2 ( Oxford_MYP_2Maths Pg : 269, 270, 271 )
Investigation 3 – Determining the mean
Reflec and discuss 5
Activity 2 – Summarizing your fndings Oxford_MYP_2Maths Pg : 273
Practice 3 Oxford_MYP_2Maths Pg : 274, 275

Meaning of effect outliers will be given to the student and some videos will be show to give more explanation
u The effect of outliers ( 3 hours
) https://getsnap.link/dmMXSsY1kj
Activity 3 – The effect of outliers Oxford_MYP_2Maths Pg : 277

Student would able make the Difference between Measures of central tendency and measures of dispersion
List of measures of dispersion

u Analysing data: measures of Meaning of range

dispersion ( 4hours ) - Investigation 4 – Determining the range Oxford_MYP_2Maths Pg 279
- Reflect and discuss 6
Meaning of Quartiles
Example 3 : Oxford_MYP_2Maths Pg 280
The unemployment rate of several developed countries, as a
percentage of the total workforce, is given by the data below. This

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 list includes the lowest unemployment rate as well as the highest
unemployment rate of all the developed countries in the world,
rounded to the nearest whole number.
0 12 6 8 26 13 11 7 8 6 9 15 4 7 10 3 6 9
Find the quartiles and interquartile range for this set of data.
Practice 4 Oxford_MYP_2Maths Pg 281

Meaning of effect outliers will be given to the student and some videos will be show to give more explanation
https://getsnap.link/Fe5RkLs5wEP
u Representing data: box-and- Example 4 : Oxford_MYP_2Maths Pg : 284
whisker plotsRepresenting data: box- The unemployment rate of several low-income countries, as
and-whisker plots ( 3 hours ) a percentage of the total workforce, is given below. This list
includes the lowest unemployment rate as well as the highest
unemployment rate of all the low-income countries in the world,
rounded to the nearest whole number.
0 30 30 5 28 13 11 41 42 23 95 46 31
Reflect and discuss 8
Practice 5 Oxford_MYP_2Maths Pg 285 286 287

Formative assessment

Formative assessment 1 ( Oxford_MYP_2Maths Pg :277 ) based on ATL 1 and ATL 2 and creteria B

Description of the topic : The aim of the activity is that student should be able to solve problem
base on the topics

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 Formative assessment 2 ( Oxford_MYP_2Maths Pg :288 ) based on creteria C
Description of the topic : The aim of the activity is that student shoul be able to work together

End of unit Assessment (Summative assessment) : Cretaria C

Constructing a Task Scenario
Work support We be given to the students

Title : income for contries

Goal : You will be working with a partner and doing a comparison
of low-income versus high-income countries to further your
understanding of the conditions in other countries.
Role : Statistician
Audiance : Teacher
Situation : Present your statistics on an infographic, using Canva, Infogram or Venngage
Product : Your statistic will be submitted to your teacher, along with a companion
report explaining your reasoning
Standards & Criteria for Success: Your product must meet the following standards /
Criterion Ci, iv and v

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 Differentiation

· Differential worksheet will be given

· Students revisited the concepts of Probability of kahoot Quiz made by students
· Practice maths on https://www.khanacademy.org/math

Resources

Oxford_MYP_2Maths
https://www.khanacademy.org/math
www.youtube.com
www.kahoot.com

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

Prior to teaching the unit During teaching After teaching the unit

The student have fair idea about univariate data so

our main focus be practice on it

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