Teacher(s) Mr SADIKOU Subject group and discipline Mathematics

Unit title Percentages: inequality and diffrence MYP year 1 Unit duration (hrs)10

Inquiry: Establishing the purpose of the unit

Key concept Related concept(s) Global context
Form Equivalence and quantity Fairness and development

Statement of inquiry

inequality and difference become clearer through the use of equivalent forms of quantities

Inquiry questions
Factual— What is a percentage? When are two things equal ?

Conceptual—How can different forms be equivalent ? When is it beneficial to use different forms ?

Debatable— Can fairness be calculated ?

Objectives Summative assessment (2hours)

Objectives: (Year 1)
Criteria B: Investigating Patterns
(I) Select and Apply mathematical problem -
solving techniques to recognize patterns
(II) Describe patterns as relationships or
general rules consistent with correct findings
(III) Verify whether the pattern works for
G: You will explore the development of mathematical
systems which has evolved by using different
system and forms
R: You are a Polymath ( a person whose expertise
span on a different subject area)
A: Peers
S: Art event
Relationship between Summative assessment task(s)
and statement of inquiry:
Development of mathematical systems has evolved
by using different patterns and forms
The students by designing their own number
systems will research how the systems develops
and relate it to evolution of number systems in
different times in history.

Middle Years Programme Unit planner 1

 other examples P: You will create a painting/poster and report
based on your own number system.
S: Criterion B and Criterion C
Criteria C: Communication

(I) Use appropriate mathematical language

(notation, symbols and terminology) in both
oral and written statements.

(II) Use different forms of mathematical

representation to present information

(III) Communicate coherent mathematical line

of reasoning.

(IV) Organize information using a

logical structure

Approaches to learning (ATL)

In order for students to organize information using a logical structure(C - iv), The students must show his/her work in a proper or a logical way
(ATL Category: Self management; Skill cluster : Organization Skills)

In order for students to select and apply mathematical strategies to reach a solution, the student must manage and resolve conflict and work
collaboratively in teams (ATL Category: Social Skills; Skill cluster: Collaboration Skill)

In order for students to use appropriate mathematical language (notations, symbols and terminology) in both oral and written statements , The students must
write and use language to gather and communicate information.(ATL Category: Communication; Skill Cluster: Communication)
In order for students to describe patterns as relationships or general rules consistent with correct findings and to Verify whether the pattern works for other
examples, the student must analyze and evaluate issues and ideas. (ATL Category Thinking; Skill Cluster : Critical Thinking Skills)
In order for students to Select and Apply mathematical problem -solving techniques to recognize patterns, the student must generate novel ideas and new

Middle Years Programme Unit planner 2

perspectives. (ATL Category: Thinking; Skill Cluster: Creative-thinking)

Action: Teaching and learning through inquiry

Content Learning Activities Formative Assessment Differentiation
 Four number Direct Teaching:
Operations ( + - (10mn) Using presentation on board to Make a mind map every 2-3
÷×) address all the contents with mixed “Pair works” and days on lesson learned.
Understanding time limit activities. Teacher will guide and
Base 10 assess how the students
system Unit Opener: make their maps for
 Number System in
(15mn) The students will see a video from reference later
History TED-ED “Brief history of Number Systems” and will
Number Systems have a discussion of what it means and how it can be
today (Roman, linked to this Unit. Teacher will assess what
Braille) they might already know and
 Time (Base 60) ATL Skill: “Analyzing and evaluating issue and how much is new to them. All inclusive
.
ideas” and “Generating novel ideas and considering
new perspectives.”
Activity Opener (5mn): The students will read an
excerpt
from “Oxford MYP Math book Page 6” on Sumerians
and analyse the data on why numbers where needed
and creatively come up with “evidence” to support Mixed ability
how Sumerians counted or used numbers. The teacher will assess how Students will be
Activity (10mn) : The students(in groups of 4) would
be they analyze which number paired
required to create a message for the others in their message was better and
why. What were the good
group to decipher. They would be required to make
points and bad point. how
up a number using anything in class, without using well they can already
any of the known existing number system. collaborate in pairs
Direct teaching: (10mn)Teacher will go over the
different
Middle Years Programme Unit planner 3
types of number systems and how the current
system evolved.
Direct teaching: (10mn) The teacher will also share
some of the evidence found that shows the sense of
numbers in nature.

ATL Skill: “Write and use language to gather and Teacher will assess how
communicate information” they organize their thoughts Teacher active
Discussion: (10mn) Students would be required to and gather what they guidance for
discuss and think about the current number system already know of the hindu-
differentiated
in use Arabic system. They will be
students
assessed on how they use
Direct Teaching: (10mn)Teacher will explain the
their language to
current number system (base 10) and give them communicate their thoughts.
worksheets to practice.

ATL Skill: “ Analyse and evaluate issues and

ideas” and “Manage and resolve conflict and work Teacher will assess how
collaboratively in teams” they analyze the information
Activity opener: (10mn) The students will read and how they work as teams
an excerpt from “Oxford MYP math Page 14” On to come up with their Pair work
Babylonian civilization. answers.
Discussion: (20mn) The students (in pairs) will
explore why base 60 was liked by the Babylonians 3-2-1
All Inclusive
and link it to the current base 10 system 3 things you did not know
Direct teaching: (10mn) how to convert between
2 things that surprised you
base 60 and base 10 and practice some
1 thing that you want to
questions.

ATL Skill: “Generate novel ideas and new

Middle Years Programme Unit planner 4
 perspective” with emphasis on “new perspective” know
Discussion: (10mn)The students will Reflect and
Discuss
the importance and evolution of Braille Differentiated
Direct teaching: (10mn) Teacher will go over Roman questions in
Numerals and Braille and give some practice to do. Assignments: Worksheets assignments.
after every direct teaching to
check and practice the
concepts.

Resources

TED - ED Video “Evolution of Number Systems”

MYP Oxford Book Series
MYP Hodder Book Series\
Level up (4-6)
MYP Pearson Book
Teacher Prepared Presentations and Worksheets

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

Prior to teaching the unit
The teacher started off with introducing the
students to the following:
1. Procedures expected at school and
classroom
2. What MYP is and how it is implemented in
During teaching
More research on Babylonians base 60 is
required then the book (Oxford) offers.
Students enjoyed making the number message
and it really made them think about their
summative and how to work with bigger
After teaching the unit
Next time, the teacher should add/amend the
following:
1. Add 1 more hour block before the start onf
the unit, to explain the ATL skills that will be
taught in this unit.
2. Bring in actual braille that they can see and

Middle Years Programme Unit planner 5

Maths
3. Generally what the ATL skills are and their
importance
4. “Fixed” and “Growth” mindset.
5. Show them the problem “5x15” and ask
them to mentally calculate the answer. Then
show them at least 4 ways it could have
been solved and ask them what they did.
6. Ask them to solve Jo boaler’s Dot
problem. Show them 7 dots on the board for
3 seconds and ask them how many dots their
were. Then ask them how they “Saw” the
dots in their minds. Some will see diamonds,
some houses etc
7. Link the “x” and dots activity to growth
mindset and to accept that everyone thinks and
sees differently and that its is ok to do so. Just
to make sense of things around them.
8. Introduce the concept of Patterns (Criterion
B) using the Dice, fish and polar bear game
9. Also follow up with Jo Boaler’s
border problem.
10. To know prior knowledde, The teacher
will hand out some worksheets to revise
the basic operations ( + - x ÷ )
Middle Years Programme Unit planner
number. It also made them more awafre of notice around them (specially the medicine
how the rules/patterns/place value of our boxes)
base 10 works and why its important. 3. More relevant practice for Roman
The comparison of base 5, base 60 base 10 numerals also required
and roman numeral was also important for 4. Spend 1 whole block in revision of the
the students to see as they really began to
whole unit before starting the summative.
appreciate our number systems.
5. Spend 1 hour more to explain how they
Students liked how braille works. We should
can collaborate and organize their time in the
also bring in real life example of braille in the
summative.
classroom like real medicine boxes which
have braille symbols, remote controls (TV 6. Change the summative time to atleast
and car keys) 3 hours
While teaching, I realized that I should limit
the roman numerals up to 49 only. Thus,
need Recheck and replace the roman
numerals practice part in the workbook.
Time originally set for the summative (2
hours in school and a weekend in between) is
not enough. As this is a very new procedure
and the students are very new to MYP, more
guidance is needed for the students.
So, I have amended the time to 3 hours in
school. Starting 1 hour explain the whole
nd
summative, 2 hours actively guide them on
group work and how they should do the report
(without actually solving the task, that has to
6
 rd
come from them) and then hopefully the 3
hour fully independent.

Middle Years Programme Unit planner 7