MYP unit planner

Teacher(s) Desie Kurniasih Subject group and discipline Mathematics

Unit Title Three dimensional shapes with curved MYP year 9 Unit duration 6 weeks
side and Irrational Number (weeks)

Stage 1 – Establishing the purpose of the unit

Key concept Related concept(s) Context

Logic Measurement, change, justification Globalization and Sustainability

Statement of inquiry

Architects and engineers must use finite resources responsibly and logic when they design new structures to be sustained by justify or change the
measurement.

Inquiry questions
Factual-
Define what are the sides of pyramid, cylinder, cone and sphere?

Conceptual-
Explain how can we determine the surface area of pyramid, cylinder, cone and sphere?
How to determine the length of wire needed to construct the framework of cube/cuboid?

Debatable-
Analyze which one is the most effective container shape, prism or cylinder?
Summative Assessment

Objectives: Outline of summative assessment task(s): Relationship between summative assessment

task(s) and statement on inquiry:

Students able to The students will determine three dimensional By having the summative assessment, the student
A. Knowledge and Understanding needs from their environment then plan and create can use their creativity in planning, creating and
useful container/object made from combination of modeling something from shapes. They can also
i. select appropriate mathematics three-dimensional shape especially with curved understand that to create it they need the
when solving simple problems in sides (cylinder, cone, sphere and/or other three- measurement to make it has good relationship
familiar
dimension shapes). While planning they are from one shape to other shapes, so it can be fit
situations
ii. apply the selected mathematics
expected to evaluate the needs, whether surface with their idea. Students may use any material and
successfully when solving these area, volume or others and present the make any object to be created as long as it can be
problems measurement and why we use those measurement. sustained.
iii. generally solve these problems
correctly The student will also do paper test involve irrational
C. Communication in Mathematics operation and rationalizing the irrational fraction.
i. use appropriate mathematical
language (notation, symbols and
terminology) in both oral and
written
explanations
ii. use different forms of
mathematical representation to
present information
iii. move between different forms of
mathematical representation
D. Reflection in Mathematics
iv. explain the degree of accuracy of
a solution
v. explain whether a solution makes
sense in the context of the authentic
real-life situation.
 Approaches to learning (ATL)
Transfer skills
 Combine knowledge, understanding and skills to create products or solutions

Collaboration skills
• Encourage others to contribute

Profiles:
Inquirer, caring

Stage2 – Planning for teaching and learning through inquiry

Content Learning process

Three dimensional shapes; prism, pyramid and sphere.
The characteristics, the volume and the surface area.
Proofing the formulas.
Irrational numbers and the operations (addition,
subtraction, multiplication and division); rationalizing the
irrational fraction (the denominator)
Learning experiences and teaching strategies
Week 1:
In group of 3, students will identify the characteristics of cylinder, sphere
and shapes. Then they write them and present them by their own words.
Week 2:
In pair, the students will review about the volume formulas of prism and
pyramid. Then, they will have many 3D shapes to be grouped into those two
shapes related with their characteristics. By those 2 groups, students will
generalize the formula to evaluate the volume of another prism, cylinder,
and other pyramid, cone.
To find the volume formula of sphere, they will do an experiment by half of
ball and filling it with water or sand and using other media, cylinder, that has
the same radius as the ball.
Week 3:
In group of 4, students identify the cylinder, cone and sphere by their sides.
Then they recall their knowledge about area of shapes especially circle and
rectangle to identify the formula of their surface area. They are also
expected to evaluate the surface area of the cylinder, cone and sphere.
Week 4:
They will find the objects around them that constructed from different
three-dimensional shapes (combined shapes). They evaluate the
volume and surface area)
Week 5:
Observing, interviewing, planning and developing ideas of container
made from combination of three dimensional shapes with the curved
sides.
Creating the product and evaluating.
Week 6:
While doing calculation, the student may find an irrational number,
introducing irrational number.
Week 7:
Simplifying exponential and irrational number. Doing operation of
irrational number (addition, subtraction, multiplication and division)
Week 8:
Rationalizing the irrational denominator.
Week 9:
Summative assessment: Paper test
Formative assessment
Making net/frame of combined three dimensions shapes.
Determining the volume of three dimensional shapes.
Determining the surface area of three dimensional shapes.
Evaluating surface area and volume of something from environment.
 Worksheets.

Differentiation
Students will design and create the three-dimensional container based on
clients’ needs or people’s needs. They will interview or survey the detail
needed related to the shapes, measurement, materials, etc to the function.
It can be related to the surface area, volume, framework or the combination
of them, it will be depending on the product and the function of the
container. They will set the plan and evaluate the detail needs of material to
be work out into the product.
Resources
Matematika textbook for Junior High School year 9 Erlangga publisher
http://www.math.com/school/subject3/lessons/S3U4L4DP.html
http://www.mathsisfun.com/geometry/solid-geometry.html

Stage 3-Reflecting and valuating

Prior to teaching the unit During teaching After teaching the unit
Concepts of two-dimensional shapes’
area that they have learned in grade 5
and 6.
Concepts of three dimensional shapes
that they have learned in grade 6 and 8,
including the framework, volume and
surface area.

Students need to review the concepts of

factorization to simplify irrational
number.