You are on page 1of 4

Teacher(s) Melissa Miller Subject group and discipline Mathematics: Mathematics

Unit title Unit 4 - Radical Functions MYP Year Grade 10 Unit duration 2 weeks (10 hours)

Inquiry: Establishing the purpose of the unit

Key concept Related concept(s) Global context

Change Simplification Scientific and technical innovation
Exploration to Develop: Systems, models,
methods; products, processes and solutions

Statement of inquiry

Applying analysis of functions to new concepts helps students better understand new functions.

Inquiry questions

Factual What are radical functions used for? Conceptual How do I solve radical functions in new DebatableHow are radical functions useful
ways? outside of the math classroom?

Objectives Summative assessment

A: Knowing and understanding Relationship between summative assessment task(s) and

i. select appropriate mathematics when solving statement of inquiry:
problems This is a short unit, so students will have a end of unit
B: Investigating patterns exam that will allow them to show their understanding
i. select and apply mathematical problem- of these concepts. We will also work through real world
solving techniques to discover complex patterns application problems that relate to radical functions.
ii. describe patterns as general rules consistent
with findings

Middle Years Programme Unit planner Page 1 of 4

Approaches to learning (ATL)

I. Communication skills
Exchanging thoughts, messages and information
effectively through interaction
Interpret and use effectively modes of non-verbal
Communication communication

VIII. Critical thinking skills

Analysing and evaluating issues and ideas
Practise observing carefully in order to recognize

Action: Teaching and learning through inquiry

Content Learning process

Number and Quantity
The Real Number System
1. Explain how the definition of the
meaning of rational exponents follows from
extending the properties of integer exponents
to those values, allowing for a notation for
radicals in terms of rational exponents. For
example, we define 51/3 to be the cube root
of 5 because we want (51/3)3 = 5(1/3)3 to
hold, so (51/3)3 must equal 5.
2. Rewrite expressions involving radicals
and rational exponents using the properties of

Middle Years Programme Unit planner Page 2 of 4

3. Explain why the sum or product of two
rational numbers is rational; that the sum of a
rational number and an irrational number is
irrational; and that the product of a nonzero
rational number and an irrational number is
The Complex Number System
1. Know there is a complex number i such
that i 2 = 1, and every complex number has
the form a + bi with a and b real.
2. Use the relation i 2 = 1 and the
commutative, associative, and distributive
properties to add, subtract, and multiply
complex Numbers.
Creating Equations
3. Represent constraints by equations or
inequalities, and by systems of equations
and/or inequalities, and interpret solutions as
viable or nonviable options in a modeling
context. For example, represent inequalities
describing nutritional and cost constraints on Describe how you will differentiate teaching & learning for this unit?
combinations of different Foods. When working on problem sets, I allow students some autonomy in what they are working on and the pace they
Functions can go. This allows me to work on an indiviudal basis with students who need more support. I also created
Interpreting Functions online videos that students watch and take notes on for homework. This also gives them a tool to go back and
2. Use function notation, evaluate look at later as they study or if they need to rewatch to better understand.
functions for inputs in their domains, and
interpret statements that use function
notation in terms of a context.
3. Recognize that sequences are
functions, sometimes defined recursively,
whose domain is a subset of the integers. For
example, the Fibonacci sequence is defined
recursively by f(0) = f(1) = 1, f(n+1) = f(n) +
f(n-1) for n 1.
7. Graph functions expressed symbolically
and show key features of the graph, by hand
in simple cases and using technology for
more complicated cases.

Middle Years Programme Unit planner Page 3 of 4

Learner Profile

Reflective: Students need to think about how they are using what already know and apply it to a new type of function.



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 Page 4 of 4