Unit planner 1

Teacher(s) POOJA SHARMA Subject group and course MATH

Course part and topic NUMBERS Grade 8 Dates April-July’2024

Unit description and texts Assessment(s) for unit

NUMBER AND CALCULATION Formative Assessment- 2
1.1 Irrational numbers
1.2 Standard form Summative Assessment- 1
1.3 Indices

DECIMALS, PERCENTAGES AND ROUNDING

3.1 Multiplying and dividing by powers of 10
3.2 Multiplying and dividing decimals
3.3 Understanding compound percentages
3.4 Understanding upper and lower bounds

FRACTIONS
8.1 Fractions & recurring decimals
8.2 Fractions and the correct order of operations
8.3 Multiplying fractions
8.4 Dividing fractions
8.5 Making calculations easier

RATIO & PROPORTION

11.1 Using ratios
11.2 Direct & inverse proportion

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INQUIRY: establishing the purpose of the unit

Transfer goals
List here one to three big, overarching, long-term goals for this unit. Transfer goals are the major goals that ask students to “transfer” or
apply, their knowledge, skills, and concepts at the end of the unit under new/different circumstances, and on their own without scaffolding
from the teacher.

Factual Questions
 What defines an irrational number, and can you provide examples?
 What is standard form, and how is it written?
 What are the steps involved in multiplying and dividing decimals?
 What are upper and lower bounds, and how are they used in estimation?
 What are recurring decimals, and how do they relate to fractions?
 How are ratios used to compare quantities?
Conceptual Questions
 How do irrational numbers differ from rational numbers?
 How do indices relate to exponents, and what are the laws of indices?
 How can you use powers of 10 to convert between different units of measurement?
 How do parentheses affect the order of operations in fraction calculations?
 How does dividing fractions relate to finding the reciprocal?
 How does understanding ratios help in solving proportion problems?
 How does the relationship between two variables change in direct and inverse proportion?
Debatable Questions
 Are there any practical applications of irrational numbers in everyday life?
 Are there situations where upper and lower bounds are more useful than precise values?

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ACTION: teaching and learning through inquiry

Content/skills/concepts—essential understandings Learning process

 Understanding irrational numbers & their properties Check the boxes for any pedagogical approaches used
 Representing numbers in standard form notation during the unit. Aim for a variety of approaches to help
 Understanding & manipulating indices facilitate learning.
 Operations with powers of 10 & decimal multiplication/division
 Understanding compound interest & percentage change
 Understanding & applying upper & lower bounds in measurement &
estimation.
 Understanding fractions & their decimal equivalents.
 Multiplication/division involving fractions.
 Applying ratios to compare quantities.
 Understanding direct & inverse proportionality.

Students will know the following content: Learning experiences and strategies/planning for self-
supporting learning:
Week: 1 & 2
Lecture 
1.1 Irrational numbers
1.2 Standard form Socratic seminar
1.3 Indices Small group/pair work 
Indices: Set students the task of finding all the powers of two that are less than
1000. How many are there? Powerpoint lecture/notes 
Individual presentations 
They should find there are 9 from 20=1 to 29=512. The next one is 2×512=1024
Group presentations
which is too large.
Student lecture/leading 
Make sure they include 20 . The list is 1, 2, 4, 8, 16, 32, 64, 128, 256, 512.
Interdisciplinary learning 
Now repeat the question for powers of 3, powers of 4 and so on. Details:
Other/s:

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Powers of 3: 1, 3, 9, 27, 81, 243, 729; there are 7

Powers of 4: 1, 4, 16, 64, 256; there are 5. Notice that they are alternate powers Formative assessment:
of 2. Powers of 5: 1, 5, 25, 125, 625; there are 5 Powers of 7: 1, 7, 49, 343; there Rational & Irrational numbers maze (Students will solve
are 4 the maze)
Direct and Inverse Proportion - Sorting Activity (Students
will match the cards following same proportion)
Rational & Irrational Numbers: Does anyone have an idea what the term
irrational may mean…or can give an example?” Allow students to respond to
the question. Allow all possible answers. Explain that after the lesson they will
be able to explain what rational numbers and irrational numbers are and be able
to some give examples.

Summative assessment:
SA: Pen & paper test

Differentiation:
Activity: Real Number system foldable Affirm identity—build self-esteem

Week-3 Value prior knowledge

Scaffold learning
Surds: Make ‘guess my number’ questions. For example, ‘I am thinking of an
Extend learning
integer. Its square root is between 5 & 6. Its cube root is between 3 & 4. What
are the possible values of my number? Details:

Week: 4 -6

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Fractions
Students will recall the properties of the fractions that have a recurring decimal
equivalent

 Fractions with an odd denominator will always have a recurring decimal

equivalent.
 Fractions with a denominator which is a multiple of 3 will always have a
recurring decimal equivalent.
Fractions where the numerator and denominator are prime numbers will always
have a recurring decimal equivalent.

Multiplying & dividing fractions:

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Is 5  2 the same as 5 x 2? Explain your answer.
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What about 9  3 and 9 x 3?
Can you write other equivalent calculations that follow this pattern? (e.g. tenths)
Establish the ‘division as a multiplicative inverse’ rule.

What is half of one half?

1 1
Students will be asked if they can write this in different ways (e.g. 2  2 and 2 x
1
).
2

Students will give reason that any division can be interpreted as multiplying by
the reciprocal.

As a class, explore the question:

3 1

5 5

Can this be written as a multiplication?

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Students will understand that finding how many fifths are in a number is
equivalent to multiplying the number by 5 (since there are five fifths in one
whole).
3 5
×
5 1

At this stage, cancelling common factors can also be done

3 5×1
×
5×1 1

Students will select multiplication and division questions, where common factors
can be cancelled. Students will change any division questions into equivalent
multiplications first before calculating.

1 2
( + 3.75) – 4 = 12
4

Students will be asked to use only mental strategies to solve the calculation, and
explain what strategies they used to calculate their answer.

Students swap their questions with their partners to see how they would solve
them. They will agree on the most efficient method.

Week- 7 & 8
Ratio & Proportion
An architect wishes to design a building façade so that different shades of brick
are used. The shades are labelled A, B and C and the ratio of their quantities in
the design are 2: 2.5: 3.5.

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 Can this ratio be written in any other way? (Answer: for example, in unitary
form 1: 1.25: 1.75 or by making the ratios whole numbers 4: 5: 7)
 If 320 000 bricks are ordered. How many of each type of brick are needed?
 If the architect wants to use 139 230 bricks of shade C, how many of shade A
and B should they use?

The architect is considering geometric designs for the windows. They consider
the following polygons for this:
A right-angled triangle can be drawn with angles 30°, 60° and 90°. The angles
are in the ratio of 1: 2: 3.

Is it possible to draw a quadrilateral with angles in the ratio 1: 2: 3: 4?

What are the sizes of the angles in this quadrilateral? (Answer: 36°, 72°, 108°,
144°)
Draw a quadrilateral with these angles. What type of quadrilateral is it? (Answer:
trapezium)

Students will be asked to explore whether it is possible to draw a pentagon with

angles in the ratio 1: 2: 3: 4: 5. Students will discover that the largest angle in
this case is 180°. Students will share their ideas with the rest of the class.

Discussion:
The Forth Bridge is approximately 2.5km long. It was once believed that the
bridge’s steel structure took so long to paint, that as soon as the painting was
finished, the cycle of painting needed to be started again.

A smaller, 500 metre long bridge took a team of 10 people 150 days to paint.

How long would it take a team of 10 people to paint the Forth Bridge? (Answer:
5 × 150 = 750 days = 2 years and 20 days)

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As the Forth Bridge is 5 times longer than the smaller bridge, they should make
the assumption that it will take 5 times longer to paint. Establish that the length
of the bridge and the time taken to paint the bridge are in direct proportion.

Students will be shown how to model the situation using a double number line:

If 20 people were employed instead of 10, how many days would it take to paint
the smaller bridge? (Answer: 150 ÷ 2 = 75 days)
How long would it take if there were just 2 painters painting the Forth Bridge?
(Answer: 750 × 5 = 3750 days, which is over 10 years)

These are examples of inverse proportionality, as students will make the

assumption that doubling the number of painters will halve the time it takes and
vice versa.

Where the bridge length, the number of painters or the number of days taken to
paint the bridge varies. For example:

 How many days would it take 50 painters to paint the Forth Bridge?
 How many people would be needed to paint the Forth Bridge in less than a
year?
 Another bridge is a third of the length of the Forth Bridge. How many people
would be needed to paint this bridge in 750 days?
Activity: Direct and Inverse Proportion - Sorting Activity (FA)

Students will grasp the following concepts:

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  Use positive, negative & zero indices, and the index law of
multiplication & division.
 Understand the difference between rational & irrational numbers.
 Use knowledge of square & cube roots to estimate surds.
 multiply and divide numbers by 10 to the power of any positive or
negative number.
 estimate, multiply and divide decimals by integers and decimals.
 use and understand compound percentages.
 Deduce whether fractions have recurring or terminating decimal
equivalents.
 Carry out calculations involving fractions and mixed numbers using
the correct order of operations.
 Estimate the answers to calculations.
 Cancel common factors before multiplying fractions.
 Estimate the answers to calculations.
 Cancel common factors before dividing fractions.
 Simplify calculations containing decimals and fractions.
 Use ratios in a range of contexts.
 Understand the relationship between two quantities when they are in
direct or inverse proportion.

Approaches to learning (ATL)

Check the boxes for any explicit approaches to learning connections made during the unit. For more information on ATL, please see the
guide.

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 Thinking: When working with irrational numbers or standard form, students need to think critically about their properties and applications.
Similarly, when tackling topics like compound percentages or upper and lower bounds, students must engage in strategic thinking to analyze
and interpret the given information accurately.
Social: When working on fraction calculations or ratio problems, students may collaborate with peers to share strategies, discuss
approaches, and provide peer feedback.
Communication: Throughout the topics, students may engage in verbal communication during class discussions, presentations, or peer
interactions.
Self-management
Research: Students explore additional resources, investigate real-world applications, or seek alternative problem-solving strategies.
Details:

Language and learning TOK connections CAS connections

Check the boxes for any explicit language and
learning connections made during the unit. For
more information on the IB’s approach to
language and learning, please see the guide.
Check the boxes for any explicit TOK
connections made during the unit
Check the boxes for any explicit CAS
connections. If you check any of the boxes,
provide a brief note in the “details” section
explaining how students engaged in CAS for
this unit.

Activating background knowledge Core theme Creativity

Scaffolding for new learning Optional themes Activity
Acquisition of new learning through practice Areas of knowledge Service
Demonstrating proficiency Details: Details:
Details:

Resources

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 List and attach (if applicable) any resources used in this unit

 Cambridge lower secondary Mathematics student’s book (Satge-9)

 Cambridge teaching resources
 Scheme of work
 Activity sheets

Stage 3: Reflection—considering the planning, process and impact of the inquiry

What worked well What didn’t work well Notes/changes/suggestions:

List the portions of the unit (content, List the portions of the unit (content, List any notes, suggestions, or considerations
assessment, planning) that were successful assessment, planning) that were not as for the future teaching of this unit
successful as hoped

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