Unit Plan for MYP Mathematics 4&5 Extended

UNIT 2
Topics Unit title MYP year Unit duration

4.3 Generalizing

4
different
12.3 representations 20 hours
to make
E4.1 predictions

Key concept Related concepts Global context Exploration

Relationships Representation, Identities and Exploring the

Generalization relationships identity and
individuality
of students by
focusing on trends

Inquiry: Establishing the purpose of the unit

Statement of inquiry:
Generalizing and representing relationships can help to clarify trends
among individuals.
In this unit the students will explore the concepts of representation and generalization through
meaningful and engaging real-life situations. It will enable them to see the links between the concepts
and the mathematics in a transferable manner. The students will learn how identifying generalized
trends through scatter graphs and linear regression can enable predictions. Students will learn about
making generalizations, and by studying correlation and lines of best fit they should begin to comment
on trends and differentiate between interpolation and extrapolation. They will learn about different
sampling techniques and how inferences can be made from populations and how inferences about the
populations can be made from samples. They should discuss various effects of generalization and the
importance of the standard deviation and the normal distribution. After having looked at generalization,
inferences, outliers and bias, the students should have informed ideas about how to answer this question.
They will use their creative and critical thinking skills and links to the Global context and Exploration.
ATL Skills

Category Cluster Skill indicator Page references

Research Information Understand and use 128, 129, 131, 132

literacy technology systems

Thinking Critical-thinking Recognize unstated 481, 483, 484, 485

assumptions and bias

Communication Communication Make inferences and 81, 88, 89, 90, 93

draw conclusions

Unit Inquiry questions

F Factual – When can you generalize?
Students will learn about different sampling techniques and how inferences
can be made from populations. They can discuss various benefits and
limitations of generalization and the effects it has on individuals.

Content based Inquiry questions

• How can you describe a relationship between two sets of data?
• How do you draw and use a line of best fit?
• What are the different sampling methods?
• How do you calculate the standard deviation of a data set?
• What is the normal distribution?

C Conceptual – How does generalization affect our ability to make predictions?

After having looked at generalization, inferences, outliers and bias, the
students should have informed ideas on what the effects of this content will
have on making predictions. The study of correlation versus causation is also
relevant in discussing this question.

Content based Inquiry questions

• How does the way data is represented affect our ability to make predictions?
• How are conclusions drawn from experimental data?
• How is the meaning of  ‘standard deviation’ represented in its different
formulas?
 D Debatable – Do I want to be like everyone else?
Students will use their critical-thinking skills to reflect on this unit and links
to the global context exploration: Exploring the identity and individuality of
students by focusing on trends.

Content based Inquiry questions

• Does correlation indicate causation?
• Do I want to be like everybody else?
• How do we know when to say ‘when’?
• Do you want to follow the crowd?
• What effect does sample size have on the reliability of our generalizations?
• Can samples give reliable results?

Action: Teaching and learning through inquiry

Content based objectives
• Drawing a scatter diagram for bivariate data
• Drawing a line of best fit (regression line) by eye
• Understanding and interpreting the correlation between two sets of data
• Using technology to obtain the equation of a line of best fit
• Selecting samples and making inferences about populations
• Understanding the purpose of taking a sample
• Using different sampling techniques
• Understanding when it is appropriate to generalize from a sample to a population
• Understanding the effect of sample size on the reliability of your generalizations
• Making inferences about data, given the mean and standard deviation
• Using different forms of the standard deviation formula
• Understanding the normal distribution
• Making inferences about normal distributions
• Using the standard deviation and the mean
• Using unbiased estimators of the population mean and standard deviation
Objectives with reference to the textbook

D – Applying mathematics in real-life contexts

i. identify relevant elements of authentic p478: Exploration 1

real-life situations
p96: Review in context

ii. select appropriate mathematical p135: Review in context

strategies when solving authentic
real-life situations

iii. apply the selected mathematical p134: Mixed practice

strategies successfully to reach a
solution p93: Practice 4

iv. justify the degree of accuracy of a 132: Practice 4

solution

v. justify whether a solution makes sense p132: Exploration 3

in the context of the authentic real-life
situation p131: Reflect and discuss 1

p95: Mixed practice

Mathematics skills framework
Statistics and probability MACC/MAFS
Topic Skill Related concept Standard Standard code

Graphical analysis Drawing the line of Representation Represent data on MAFS.912.S-ID.2.6

and representation best fit two quantitative
(pie charts, variables on a
histograms, line scatter plot, and
graphs, scatter describe how
plots, box-and- the variables are
whisker plots) related.
a. Fit a function
to the data; use
functions fitted
to data to solve
problems in
the context of
the data. Use
given functions
or choose
a function
suggested by
the context.
Emphasize
linear, and
exponential
models.
b. Informally
assess the fit
of a function
by plotting
and analyzing
residuals.
c. Fit a linear
function for a
scatter plot that
suggests a linear
association.
Population Selecting samples Generalization Recognize the MAFS.912.S-IC.2.3
sampling and making purposes of and
inferences about differences among
populations sample surveys,
experiments, and
observational
studies; explain
how randomization
relates to each.
Mathematics skills framework
Statistics and probability MACC/MAFS
Topic Skill Related concept Standard Standard code

Standard deviation Making inferences Representation Use the mean and MAFS.912.S-ID.1.4
about data given standard deviation
the mean and the of a data set to
standard deviation fit it to a normal
distribution
and to estimate
population
percentages.
Recognize that
there are data sets
for which such
a procedure is
not appropriate.
Use calculators,
spreadsheets, and
tables to estimate
areas under the
normal curve.
Standard deviation Making inferences Representation Understand MAFS.912.S-IC.1.1
about data given statistics as a
the mean and the process for making
standard deviation inferences about
population.