MYP unit planner
Unit title
What Part do you Play
Teacher(s)
Suarez, Herndon
Subject and grade level
Year 3 - 8th Grade Algebra Readiness chapter 1&2
Time frame and duration
Five weeks
Stage 1: Integrate significant concept, area of interaction and unit
question
Area of interaction focus
Significant concept(s)
Which area of interaction will be our focus?
Why have we chosen this?
What are the big ideas? What do we want our
students to retain for years into the future?
Health and Social
Looking at the parts helps us understand
the whole
MYP unit question
Do the parts define the whole?
Assessment
What task(s) will allow students the opportunity to respond to the unit question?
What will constitute acceptable evidence of understanding? How will students show what they have understood?
1.
Knowledge Rating Vocabulary Worksheet
2.
Warm-up Exercises
3.
Collaborative Posters or Test
4.
Daily Homework
5.
Curriculum Practice Problems
6.
Checkpoint Quiz
7.
Teacher Created Assessment
8.
Create – Exchange - Assess
Which specific MYP objectives will be addressed during this unit?
A.
B.
D.
Knowledge and Understanding:

Students will use appropriate mathematical concepts and skills to solve simple problems in
both familiar and unfamiliar contexts, including those in real-life contexts.

Students will select and apply general rules correctly to solve problems, including those in
real-life context.
Investigating Patterns:

Use different forms of mathematical representation (simple formulae, diagrams, tables,
charts, graphs, and models) to generalize a rule or recognize a pattern.

Use mathematical justifications for their generalization or rules to explain their reasoning.
Reflection in Mathematics:

Consider the importance of their findings in connection to real-world contexts.

Based on their generalization the students will reflect on their challenges to meet their
ultimate weight.
Which MYP assessment criteria will be used?
A - Knowledge and Understanding
B – Investigation Patterns
D – Reflection in Mathematics
Stage 2: Backward planning: from the assessment to the learning
activities through inquiry
Content
What knowledge and/or skills (from the course overview) are going to be used to enable the student to respond to the unit
question?
What (if any) state, provincial, district, or local standards/skills are to be addressed? How can they be unpacked to develop the
significant concept(s) for stage 1?
MYP Mathematics Year 3: Algebra

Write and solving linear equations algebraically

Interpret and explain linear growth over time using algebraic expressions and graphs

Rearranging algebraic expressions

Graphing linear equations
California Content Standards: Algebra

5.0 - Solve multi-step problems, including word problems, involving linear equations in one
variable and provide justification for each step.

6.0 Graph a linear equation and compute the x- and y- intercepts

7.0 Verify the point lies on a line, given an equation of the line. Derive linear equations by
using the point-slop formula.

25.0 – Students use properties of the number system to judge the validity of results, to
justify each step of a procedure, and to prove or disprove statements
Approaches to learning
How will this unit contribute to the overall development of subject-specific and general approaches to learning skills?
Generating ideas, applying knowledge ad concepts, planning
Students will use self-management to organize their learning and presentation of their thinking for the
create-exchange-assess problem.
Students will work in groups to delegate and take responsibility, adapting to roles, resolving group conflicts,
and demonstrating teamwork to solve and communicate their findings.
Students will use a variety of strategies to communicate their finding for the investigations. (visuals, charts,
computations, and writing to explain their findings)
Students will be able to use the information gained from solving the equations and apply it to the findings of
the investigation. They will be able to make connections between the variable expression and the final
solutions for the investigation.
Students were able to reflect on the collaborative process and describe strategies they used to jointly solve
the investigation and effectively communicate the reasonableness of their findings.
Students will be able to solve real-life problems in which the context is relevant to the student.
Students will use a variety of strategies to mind multiple solutions to a given investigation.
Students will be encouraged to speculate and pursue their own ideas to solve the investigation.
Students will be investigating, questioning, discussing, and justifying or proving that they have a solution for
the investigation.
Learning experiences
How will students know what is expected of them? Will
they see examples, rubrics, templates?
How will students acquire the knowledge and practise
the skills required? How will they practise applying
these?
Do the students have enough prior knowledge? How will
we know?
Teaching strategies
How will we use formative assessment to give students feedback
during the unit?
What different teaching methodologies will we employ?
How are we differentiating teaching and learning for all? How have
we made provision for those learning in a language other than their
mother tongue? How have we considered those with special
educational needs?
Daily warm-ups
Formative Assessments
Direct instruction
Homework
Collaborative posters
Checkpoint quizzes
Communicate findings
Exit slips
Define variables/expressions and write linear
equations
Benchmark assessments
Solve multi-step algebraic equations using
Order of Operations
Daily Note-taking
Applies learning strategies: drawing diagrams,
pictures, charts, etc.
Chapter test
Teaching Methods
Cornel note-taking
Direct instruction
Collaborative group projects
Write algebraic expressions to demonstrate
change over time
Think pair share
Calculate slope reflective of weight gained or
lost
Independent practice
Graph linear equations to find a solution
Differentiated Instruction
Peer tutors
Guest lecture on identifying linear equations or algebraic
expressions from word problems using QTEL strategies
Collaborative group work of homogeneous groups
Seating to assist student learning potential
EL student pairing for language assistance
Oral and visual representations strategies
Classroom visual supports (Multiplication charts,
number lines, teaching charts, student work samples
Resources
What resources are available to us?
How will our classroom environment, local environment and/or the community be used to facilitate students’ experiences during
the unit?
Access to computer based learning, videos and self help resources;
http://mathplayground.com/
http://www.webmath.com/
http://www.mcdonalds.com/
http://www.mcdonalds.com/app_controller.nutrition.index1.html
http://www.weightwatchers.com/health/asm/calc_helthyweight.aspx
http://www.caloriecontrol.org/calcalcs.html
http://algebra.com
(movie solving linear systems problem)
http://www.mathforum.org
Ongoing reflections and evaluation
In keeping an ongoing record, consider the following questions. There are further
stimulus questions at the end of the “Planning for teaching and learning” section of
MYP: From principles into practice.
Students and teachers
What did we find compelling? Were our disciplinary knowledge/skills challenged in any way?
What inquiries arose during the learning? What, if any, extension activities arose?
How did we reflect—both on the unit and on our own learning?
Which attributes of the learner profile were encouraged through this unit? What opportunities were there for student-initiated
action?
Possible connections
How successful was the collaboration with other teachers within my subject group and from other subject groups?
What interdisciplinary understandings were or could be forged through collaboration with other subjects?
Assessment
Were students able to demonstrate their learning?
How did the assessment tasks allow students to demonstrate the learning objectives identified for this unit? How did I make
sure students were invited to achieve at all levels of the criteria descriptors?
Are we prepared for the next stage?
Data collection
How did we decide on the data to collect? Was it useful?
Figure 12
MYP unit planner