Teacher(s Subject group and Math

) discipline
Unit title Fractions MYP year 1 Unit duration
(hrs)

Inquiry: Establishing the purpose of the unit

Key concept Related concept(s) Global context

Logic Quantity, simplification Identities and relationships:

Human connections

Statement of inquiry

Using logic to simplify and manipulate quantities can help us explore human connections within families, communities and cultures.

Inquiry questions

Factual: What does it mean to simplify? What is the process for adding, subtracting, multiplying, and dividing fractions?

Conceptual: How is logic used to manipulate quantities?

Debatable: What promotes human connections? What hinders human connections?

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Objectives
A: Knowing and understanding
i. select appropriate mathematics
when solving problems in both
familiar and unfamiliar situations
ii. apply the selected mathematics
successfully when solving
problems
iii. solve problems correctly in a
variety of contexts.
B: Investigating patterns
i. apply mathematical problem-
solving techniques to recognize
patterns
ii. describe patterns as relationships
or general rules consistent with
findings
iii. verify whether the pattern works
for other examples.
C: Communicating
i. use appropriate mathematical
language (notation, symbols and
terminology) in both oral and
written explanations
Middle Years Programme Unit planner
Summative assessment
Outline of summative assessment task(s)
including assessment criteria:
Unit Test: (criterion A)
In this task, students will answer a wide
range of questions, from simple to
complex to challenging (in both familiar
and unfamiliar situations), all related to
representing, simplifying and using the 4
operations with fractions. The test will be
done individually in class during one
period.
Investigation: Adding Fractions (criteria
B, C)
In this task, students will develop the
algorithm for adding fractions. Students
will use an area model to represent
fractions and then manipulate that model
in order to find a common unit
(denominator). From their examples, they
Relationship between summative
assessment task(s) and statement of
inquiry:
The Unit Test will allow students to apply
the content they have learned to a wide
range of questions and verify that they
can use logic to represent, simplify and
perform operations with quantities
(fractions). Application questions explore
events, such as the Olympics, that draw
humans together as well as traditional
celebrations that are found in different
communities and cultures.
The Adding Fractions task will help
students develop and understand the
operation of addition with fractions. They
will use logic to manipulate quantities
represented in a variety of forms which
will allow them to discover and develop
the skills necessary to explore human
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 ii. use different forms of
mathematical representation to
present information
iii. move between different forms of
mathematical representation
iv. communicate coherent
mathematical lines of reasoning
v. organize information using a
logical structure.
D: Applying mathematics in real-life
contexts
i. identify relevant elements of
authentic real-life situations
ii. select appropriate mathematical
strategies when solving authentic
real-life situations
iii. apply the selected mathematical
strategies successfully to reach a
solution
iv. explain the degree of accuracy of
a solution
v. describe whether a solution
makes sense in the context of the
authentic real-life situation.
Middle Years Programme Unit planner
will generalize the process for adding
fractions. They will be done individually
during one class period under test
conditions.
Fractions in Cooking and Cultures:
(criteria C, D)
In this task, students will discover how
fractions are instrumental in activities that
are a part of cultural celebrations. In pairs,
students will calculate the amount of each
ingredient needed in a traditional cookie
recipe for a large group of people.
Students will then select a recipe of their
own and calculate the quantities of each
ingredient needed to make enough for
their class.
connections among families, communitis
and cultures.
In the Fractions in Cooking and Cultures
task, students use logic to manipulate and
simplify quantities in order to calculate the
amount of each ingredient needed to
make food for a large group. They will
start with an Eid cookie recipe, popular in
Middle Eastern countries and served
during special festive occasions.
Students will then select a recipe that has
significance to them and reflects their
culture, heritage or family tradition. These
recipes will be put on one Google slide,
along with an explanation of why the
recipe is significant to the student and
how it reflects their culture/heritage. All
slides can be put into a PDF to create a
cookbook of cultures.
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Approaches to learning (ATL)

In order for students to describe patterns as relationships or general rules consistent with findings, students will draw reasonable
conclusions and generalizations (Thinking: Critical thinking skills). In this unit, students will practice and develop their powers of
generalization through a number of scaffolded investigations where they will determine the algorithm for multiplying, dividing and
adding (subtracting) fractions.

In order for students to improve their ability to critique the reasoning of others, students will give and receive meaningful feedback
(Communication: Communication skills). The strategy that student will learn and practice is “ladder of feedback” where students
will first ask questions to clarify anything that is not clear. Then, they will give at least one positive comment, followed by a
suggestion for improvement.

Action: Teaching and learning through inquiry

Content Learning process

Learning experiences and teaching strategies

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 Formative assessment

Differentiation

Resources

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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