Teacher(s Subject group and Math

) discipline
Unit title 2D and 3D Geometry MYP year 2 Unit duration
(hrs)

Inquiry: Establishing the purpose of the unit

Key concept Related concept(s) Global context

Relationships Generalization, measurement Orientation in space and time:

Human and natural landscapes

Statement of inquiry

Generalizing relationships between measurements can help explore the formation of human and natural landscapes.

Inquiry questions
Factual— What is a measurement?

Conceptual— How are volume and area related? How do we generalize relationships between measurements?

Debatable— Which exhibit more order, natural or human landscapes? Do humans mimic nature or does nature mimic humans?

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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
ii. apply the selected mathematics Unit Test: (criterion A)
successfully when solving The Unit Test will allow students to apply
problems In this task, students will answer a wide
the content they have learned to a wide
iii. solve problems correctly in a range of questions, from simple to
range of questions and verify that they
variety of contexts. complex to challenging (in both familiar
can apply relationships between
and unfamiliar situations), all related to
measurements that they have
B: Investigating patterns relationships between measurements that
generalized. Many of the questions will
have been generalized (e.g. area,
include applications involving human and
i. select and apply mathematical volume). Students will calculate the
natural landscapes.
problem- solving techniques to perimeter, area and volume of a variety of
discover complex patterns shapes and apply these skills to solve real-
ii. describe patterns as relationships life problems. The test will be completed
and/or general rules consistent individually during one class period.
with findings
iii. verify and justify relationships
and/or general rules.
Investigation: Circumference (criterion
D: Applying mathematics in real-life B) The investigation will help students learn
contexts not only content (how to calculate the
In this task, students will develop the circumference of a circle) but also the
formula for the circumference of a circle.
i. identify relevant elements of process of how to generalize relationships
By drawing several circles and taking
authentic real-life situations between measurements. This will help
specific measurements (distance around
students develop the skill of

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 ii. select appropriate mathematical circle and diameter), students will see that generalization for future investigations in
strategies when solving authentic the relationship between these the unit while also allowing them to
real-life situations measurements involves a constant (pi). analyze human and natural landscapes
iii. apply the selected mathematical They will then determine how to find the that involve circles.
strategies successfully to reach a circumference of a circle if they know its
solution diameter. The investigation will be done
iv. explain the degree of accuracy of during one class period under test
a solution conditions.
v. explain whether a solution makes
sense in the context of the
authentic real-life situation.
Subway Construction: (criterion D)
In this task, students will analyze the In the Subway Construction task, students
construction of a subway system. They will use the relationships that they have
calculate the amount of dirt that needs to generalized throughout the unit to create
be removed in order to make the a human landscape: a subway system.
underground system (tunnels and subway This puts them in the role of not just
stations that are rectangular prisms). analysing a human or natural landscape,
Students will then be asked to propose the but of actually creating it themselves.
design of two islands that can be created Both the subway system and proposed
with the excavated dirt. Their designs and islands are the result of careful use of the
proposals will be contained in a report. relationships described by area and
volume formulas.

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Approaches to learning (ATL)

In order for students to be successful in the Unit Test and Subway Construction tasks, students will apply knowledge and skills in
unfamiliar situations (Thinking: Transfer skills). Students will be given many opportunities to solve problems and apply content in
familiar situations, followed by a question or two that is unfamiliar to them in some way (different context, different idea, solve for
different variable, etc.). This will occur at regular intervals throughout the unit so that students see and learn that “unfamiliar” just
means “different” and that they have the ability to solve any question. This will be especially helpful in the Subway Construction
task where they not only analyze but also create a landscape of their own (a totally unfamiliar situation).

In order for students to be successful in the Unit Test and Subway Construction tasks, students will make effective summary notes
for studying (Communication: Communication skills). The strategy students will learn and practice is “stop and summarize” where,
once new learning has occurred, they create their own study notes related to the content. These will then be compared to the
notes of a peer so that students can both verify their summary and learn how others synthesize the same information.

Action: Teaching and learning through inquiry

Content Learning process

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 Learning experiences and teaching strategies

Formative assessment

Differentiation

Resources

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

Prior to teaching the unit During teaching After teaching the unit

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