Teacher(s Marija Cvetkovic Subject group and Mathematics

) discipline
Unit title Ratios, rates, and proportions MYP year 2 Unit duration 20
(hrs)

Inquiry: Establishing the purpose of the unit

Key concept Related concept(s) Global context and global context

exploration
Relationship Change, Simplification, Equivalence  Context: Identities and Relationships
Exploration: Physical, psychological, and social
development; transitions; health and well-
being; lifestyle choices.

Statement of inquiry
Conceptual understanding:

 Relationships can be used to find quantities using equivalence.

 Relationships are used to describe how two related quantities change.

Statement of inquiry:

 The change in the relationship between physical, psychological, and social development can be used to determine the changes in the state of a
person's well-being.

Inquiry questions

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Factual—
Conceptual—
Debatable—

Objectives Summative assessment

C
i use appropriate mathematical language
(notation, symbols and terminology) in both
oral and written explanations
ii use appropriate forms of mathematical
representation to present information
iii move between different forms of
mathematical representation
v organize information using a logical
structure
Outline of summative assessment task(s)
including assessment criteria:
Goal: The challenge is to show that change in the
relationship between physical, psychological,
and social development can be used to
determine the changes in the state of a person's
well-being.
Role: You are a psychologist working with
anxious patients.
Audience: The psychology committee of your
state.
Relationship between summative assessment
task(s) and statement of inquiry:
Students find patterns and relationships in
patient reports in order to come up with a
solution (model) of treatment in the given
particular task.
Students will be able to learn how the change of
one quantity affects the change of another
quantity.

D Situation: You have to read, compare, and

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
analyze your and your colleague’s patient’s
reports which contain data about the patient's
physical and emotional state, their social
environment, and behavior in it, to create a
model that will help people with this kind of
emotional response (anxiety).
Purpose: is to produce one good plan (model)
that will be first presented to the state

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v. explain whether a solution makes sense in
the context of the authentic real-life situation.
Approaches to learning (ATL)
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psychology committee, and if accepted and
confirmed by them, to be later used for
prevention and treatment in patients, to
increase their quality of life and create a state of
well-being.
Standards: Your work will be judged by MYP
mathematics criteria C (communicating), and D
(applying mathematics in a real-life context).
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Action: Teaching and learning through inquiry

Content Learning process

Learning experiences and teaching Formative Assessment Differentiation
strategies

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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