IB MYP Unit
Planner
YEAR 10 - TERM 1 - NUMBER SYSTEM AND
PROPERTIES Current Unit
Global Jaya School
Virastuty . on Friday, Sep 27, 2019 at 10:14 PM
Teachers
Virastuty ., Ranto Sarindo Hinsa S, Sanjay Batt, Krisna Budiarti, Yusak Pariang
Pasaribu
Subject
Standard mathematics
Shared grades
Year 10/MYP Year 5
Course part
Start Date
Week 3, August
Duration
9 weeks
27 hours
INQUIRY
Key Concept
Form is the shape and underlying structure of an entity or piece of work, including its organization, essential nature and external
appearance.
Related Concepts
Mathematics
Representation
Conceptual Understanding
Conceptual lens: Number System and Properties
Concepts in the unit: Scientific Notations, Radical and Surds, Sequences and Series
Process concepts: Representation, problem-solving, mathematical instruments
The number system is very important to represent the result and solution of scientific research.
Global Context & Explorations
Scientific and technical innovation
Rounding numbers to a certain degree of accuracy in the process of measurement to get a significant solution.
Explorations to develop
• Processes and solutions
Statement of Inquiry
Numbers can be represented in the different forms to show the reasonableness of the solutions in scientific research and innovation.
Inquiry Questions
Factual
Standard mathematics
How do we write a very big number? How do we write a very small number?
Scientific Notations
Factual
Standard mathematics
How do we simplify surds with integer denominator?
Radical and Surds
To what extent does number system influence the development of the scientific innovation?
Conceptual
Standard mathematics
Number System
Debatable
Standard mathematics
When is the result from the calculator inaccurate?
IB MYP Unit
Planner
YEAR 10 - TERM 1 - NUMBER SYSTEM AND
PROPERTIES Current Unit
Reasonableness of Results
STREAM
1
Additional Practices of radicals and surds
Added by Virastuty . on August 26, 2019
2
MYP 5 For International Students Haese and Harris
Added by Virastuty . on August 26, 2019
Textbook
3
Surds
Added by Virastuty . on August 26, 2019
Simplifying the surds
4
MYP Investigation Practice
Added by Virastuty . on September 25, 2019
Finding the pattern of sequences
5
Sequences and Series
Added by Virastuty . on September 4, 2019
The main material for Sequences and Series.
RESOURCES
SEP
2
Unit test: Radicals and Surds
Summative
Class test
Monday at 7:40 AM
Topics covered : Radicals and Surds (Textbook chapter 3) and Standard Form (from the additional resources)
SEP
2
Unit test: Radicals and Surds
IB MYP Unit
Planner
Summative
YEAR 10 - TERM 1 - NUMBER SYSTEM AND
PROPERTIES Current Unit
Class test
Monday at 7:40 AM
SEP
2
Year 10 Summative Criteria A: Radicals & Surds
Summative
Class test
Monday at 7:45 AM
Topics covered : Radicals and Surds (Textbook chapter 3)
SEP
30
Year 10 Investigation Task Criteria B, C: Sequence & Series
Summative
Investigation
Monday at 7:40 AM
SEP
30
MYP Investigation: Sequences and Series
Summative
Investigation
Monday at 7:40 AM
Investigating problems with Arithmetic and Geometric Sequences and Series.
SEP
30
MYP Investigation: Sequences and Series
Summative
Investigation
Monday at 7:40 AM
Investigating problems with Arithmetic and Geometric Sequences and Series.
Weekly Plan Year 10 - Term 1
Added by Virastuty . on August 17, 2019
Please read carefully about our plan in term 1 so that you can prepare the upcoming assessment.
Measurement
Added by Virastuty . on August 17, 2019
We are going to use this resource for scientific notations and rounding numbers. This is the basic concept of the
number system.
Scientific Notation
https://www.cimt.org.uk/projects/mepres/allgcse/pr1-es.pdf
Added by Virastuty . on August 17, 2019
Additional practice of scientific notations.
IB MYP Unit
Planner
YEAR 10 - TERM 1 - NUMBER SYSTEM AND
PROPERTIES Current Unit
CURRICULUM
MYP Objectives
• A: Knowing and understanding
• i. select appropriate mathematics when solving problems in both familiar and unfamiliar situations
• ii. apply the selected mathematics successfully when solving problems
• iii. solve problems correctly in a variety of contexts
• B: Investigating patterns
• i. select and apply mathematical problem-solving techniques to discover complex patterns
• ii. describe patterns as general rules consistent with findings
• iii. prove, or verify and justify, general rules
• C: Communicating
• 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
• iv. communicate complete, coherent and concise mathematical lines of reasoning
• v. organize information using a logical structure
• D: Applying mathematics in real-life contexts
• 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. justify the degree of accuracy of a solution
• v. justify whether a solution makes sense in the context of the authentic real-life situation
Content & Skills
Content
Scientific Notations
Rounding Numbers to Decimal Places and Significant Figures
Percentage errors
Radicals and Surds
Sequences and Series
Skills
Representing numbers in the scientific notations.
Rounding numbers to a certain of accuracy of decimal places and significant figures.
Finding the percentage error of a measurement.
Simplifying radicals and surds.
Rationalizing radicals and surds with integer denominator.
Solving equation involving radicals and surds.
Determining the nth term of the arithmetic and geometric sequences and series.
Determining the sum of first n terms of the arithmetic and geometric series.
Solve application problems by using the concepts of the arithmetic and geometric sequences and series.
YEAR 10 - TERM 1 - NUMBER SYSTEM AND
PROPERTIES Current Unit
IB MYP Unit
Planner
ASSESSMENT
Tasks
SEP
2
Unit test: Radicals and Surds
Summative
Class test
Monday at 7:40 AM
Topics covered : Radicals and Surds (Textbook chapter 3) and Standard Form (from the additional resources)
SEP
2
SEP
2
5/8
A: Knowing and understanding
N/A
B: Investigating patterns
N/A
C: Communicating
N/A
D: Applying mathematics in real-life contexts
Unit test: Radicals and Surds
Summative
Class test
Monday at 7:40 AM
3/8
A: Knowing and understanding
N/A
B: Investigating patterns
N/A
C: Communicating
N/A
D: Applying mathematics in real-life contexts
Year 10 Summative Criteria A: Radicals & Surds
Summative
Class test
Monday at 7:45 AM
Topics covered : Radicals and Surds (Textbook chapter 3)
SEP
30
4/8
A: Knowing and understanding
N/A
B: Investigating patterns
N/A
C: Communicating
N/A
D: Applying mathematics in real-life contexts
Year 10 Investigation Task Criteria B, C: Sequence & Series
Summative
Investigation
Monday at 7:40 AM
IB MYP Unit
Planner
SEP
YEAR 10 - TERM 1 - NUMBER SYSTEM AND
PROPERTIES Current Unit
N/A
A: Knowing and understanding
N/A
B: Investigating patterns
N/A
C: Communicating
N/A
D: Applying mathematics in real-life contexts
MYP Investigation: Sequences and Series
30
Summative
Investigation
Monday at 7:40 AM
Investigating problems with Arithmetic and Geometric Sequences and Series.
SEP
N/A
A: Knowing and understanding
N/A
B: Investigating patterns
N/A
C: Communicating
N/A
D: Applying mathematics in real-life contexts
MYP Investigation: Sequences and Series
30
Summative
Investigation
Monday at 7:40 AM
Investigating problems with Arithmetic and Geometric Sequences and Series.
N/A
A: Knowing and understanding
N/A
B: Investigating patterns
N/A
C: Communicating
N/A
D: Applying mathematics in real-life contexts
Formative assessment
Quiz
Students are doing quizzes in a short time to check their basic understanding.
Homework
Students do independent study at home and the teacher will check informally during class time.
Teacher observation
IB MYP Unit
Planner
YEAR 10 - TERM 1 - NUMBER SYSTEM AND
PROPERTIES Current Unit
The teacher does observation during exercise time.
Peer and self assessment
Peer Assessment
Students can correct their peer work.
Standardization and moderation
The teacher in charge will set a paper test one week prior to the assessment.
Other teachers will check the criteria and skills assessed and give feedback to improve the quality of the test paper, they also set up
the standard of the expectation.
After the assessment, all the year 10 teachers will gather to set up the standardization. Each teacher will give 6 papers for the
standardization, 2 below, 2 average, 2 above. Teachers will exchange and re-marking for the all 30 papers in total, then after finishing
correction, we set up the standard of each strand of each criterion.
MYP Assessment criteria
Mathematics
Standard mathematics
5/8
A: Knowing and understanding
N/A
B: Investigating patterns
N/A
C: Communicating
N/A
D: Applying mathematics in real-life contexts
* - Class mean of Assessed Criteria
LEARNING EXPERIENCES
Prior learning experiences
Prior Knowledge:
Students understand the number system and properties and the characteristics of each type of numbers.
Students are able to find the next term from simple number pattern.
Teaching Strategy:
The teacher gives a diagram and by brainstorming asks students about the character of each type of numbers.
IB MYP Unit
Planner
YEAR 10 - TERM 1 - NUMBER SYSTEM AND
PROPERTIES Current Unit
Number System Diagram
The teacher also exposes some simple number pattern and ask students to determine the next term of the sequence and the pattern
of the sequence. Here is the link for simple number pattern.
Learning experiences
Here is the file of weekly lesson objectives.
Year_10_Weekly_Planner_Term_1_2019-2020_Std_with_ATL.pdf Aug 18, 2019
Differentiation
Peer teaching ("TEACH UP")
Students can discuss with their peer in a pair so that students can explain with their own words without misunderstanding. The teacher
allows students to discuss when doing mathematics practice in the class.
Differentiated Math Instruction Strategies and Examples
The teacher gives different instructions and example for students having difficulty in understanding mathematical concepts.
Personal Consultation Session
The teacher gives time for a personal consultation during class time and after school time.
Relate Math to Personal Interests and Everyday Examples
Use real-life comparisons to help some learners grasp new concepts.
IB MYP Unit
Planner
YEAR 10 - TERM 1 - NUMBER SYSTEM AND
PROPERTIES Current Unit
CONNECTIONS
Approaches to Learning
Communication
I. Communication skills
Reading, writing and using language to gather and communicate
information
• Understand and use mathematical notation
Understand and use correct mathematical notations of
scientific number (very big numbers and very small
numbers), radical and surds, the nth term of arithmetic
and geometric sequences and series, exponents, and
logarihtms.
Self-management
III. Organization skills
Managing time and tasks effectively
• Bring necessary equipment and supplies to class
• Select and use technology effectively and productively
V. Reflection skills
(Re-)considering the process of learning; choosing and using ATL
As IB Diploma requirements, students have to be
familiar with technology. Therefore, students must bring
a graphic display calculator to learn Mathematics in the
class. Students must be responsible to bring necessary
equipment, such as rulers, textbooks, pencils and GDC
to the class. The assessment will also involve
technology for problem solving.
skills
• Develop new skills, techniques and strategies for effective
learning
• Identify strengths and weaknesses of personal learning
strategies (self-assessment)
Thinking
VIII. Critical thinking skills
Analysing and evaluating issues and ideas
• Use models and simulations to explore complex systems
and issues
• Identify trends and forecast possibilities
X. Transfer skills
Utilizing skills and knowledge in multiple contexts
• Apply skills and knowledge in unfamiliar situations
Students are able to form a best fit model of real life
application by using sequences and series.
For example: the model of bank saving, population
growth and decay.
Students are able to use the model to forecast
possibilities, such as finding the population of the world
in 2050? What is the impact of resources in 2050?
IB Learner Profile
• Knowledgeable: The teacher exposes the problems about the population and resources then the teacher asks students to
analyze the problems and extend their concepts and skills to solve the problems. Then the teacher builds awareness of how
scientific and technical innovation can contribute to solving the problems by giving some article or research journal of scientific
and technical innovation.
• Communicators: The teacher emphasizes students to write answers and solutions in the correct mathematical forms and
notations.
International Mindedness
Some countries use different units of measurement. USA, Myanmar, and Liberia still apply the Imperial units, meanwhile, other
countries use the Metric System. Therefore, we need to be careful to interpret the unit of measure of a product, such as in USA sugar
is sold in 4 lb equivalent to 3 g.
The different format writing of decimals. In most European countries use a comma to separate decimals, however, in the US, UK,
New Zealand, and Australia use a point to separate decimals. This also affects the format writing in Indonesia. Dutch ever colonized
IB MYP Unit
Planner
YEAR 10 - TERM 1 - NUMBER SYSTEM AND
PROPERTIES Current Unit
Indonesia for 350 years. Therefore, in Indonesia, people use a comma for separating decimals instead of a point because of the
heritage from Dutch.
Academic honesty
Seat arrangement during tests and summative assessments.
Language development
For students having the language barrier, teacher gives the list of command terms and the description used in this unit.
Interdisciplinary links
Not applicable
Service as Action
• Work collaboratively with others: Helping classmates to understand the concepts of Mathematics in this unit.
REFLECTIONS
2019 - 2020
Prior to studying the unit
• Why do we think that the unit or the selection of topics will be interesting?
• What do students already know, and what can they do?
• What have students encountered in this discipline before?
Number is one of the branches of Mathematics. Number system and properties are very important for students to build a strong
foundation for learning Mathematics further. Scientific notation is important to represent numbers in the international standard form.
The very big numbers and the very small numbers can be written in the form of scientific notations, such as the radius of the earth,
the diameter of a galaxy, the radius of a cell, etc. After students have a good foundation in representing number scientific notation,
students need to learn radicals and surds. The radicals and surds belong to irrational numbers. An engineer usually uses the radicals
and surds to measure the exact values of an object. Students should understand how to work with radicals and surds to get an
accurate result without a calculator. Then students need to learn the exponential and logarithmic numbers which are very applicable
in real-life situations. The function of population growth, decay, compound interest, and depreciation uses the concepts of exponents
and logarithms.
In the previous students learn about the basic laws of exponents. They simplify exponential expressions. Students also learn about
simplifying the surds by using prime factor trees. Logarithm will be a new topic for students. Therefore, teachers need to ensure that
students really understand how to use the exponent laws to simplify the exponential expression before teaching logarithms.
Last year teachers found that logarithm is a difficult topic to teach. The students felt confused about when using roots and when using
logarithm as both root and logarithm are the inverse operations of exponents. In this topic teachers need to do diagnostic assessment
how far the students understand the exponents and roots.
During the unit
•
•
•
•
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•
•
What difficulties did we encounter while completing the unit or the summative assessment task(s)?
What resources are proving useful, and what other resources do we need?
What student inquiries are emerging?
What can we adjust or change?
What skills need more practice?
What is the level of student engagement?
How can we scaffold learning for students who need more guidance?
IB MYP Unit
Planner
YEAR 10 - TERM 1 - NUMBER SYSTEM AND
PROPERTIES Current Unit
Radicals and Surds
Teachers should recall the basic algebra expansions such as quadratic algebra expressions and difference of two squares:
Then teachers can start explaining why the surds are prohibited for the denominator. The denominator may not contain surds, therefore
teachers should explain the importance of algebra to change surd denominator to integer denominator. The textbook is useful for
students. There is a lot of explanation and the worked example that students can use to strengthen their concepts. Students feel
comfortable with additional practices to prepare for the unit test. Students can find the root of a root by using the rule:
(√a+√b)2=(a+b)+2√ab