MYP unit planner
Teacher(s)
Lucy Allsopp
Subject group and
discipline
Standard Level
Maths
Unit title
Pythagoras and Trigonometry
MYP year
4
Number of weeks
5
Unit duration (hrs)
(Lessons)
30
Stage 1 – Establishing the purpose of the unit
Key concept
Related concept(s)
Context
Form
Form in MYP Mathematics refers to the
understanding that the underlying structure and
shape of an entity is distinguished by its
properties.
Measurement
Space
Fairness and Development
Statement of inquiry
Using mathematical knowledge our community can be a safer and more accessible place for everyone.
Inquiry questions
Factual: What rules allow us to find angles and
side lengths in right angled triangles?
Draft for MYP the next chapter training
Conceptual: How does the form of a shape dictate
which rules we use?
Debatable: Do limitations exist for wheelchair
uses in Uganda?
Summative assessment
Objectives:
Outline of summative assessment task(s)
A: Knowledge and Understanding
D: Assessment of disabled facilities at ISU.
Solutions to the problem and how maths can
help.
C: Communication
D: Reflection
Relationship between summative assessment
task(s)
and
statement
of
inquiry:
A and C: Planning a ramp from the C block to the
Principals office. Students are to draw a plan of
their idea and use appropriate calculations to
show that it will fit.
Approaches to learning (ATL)
Creative Thinking:
Stage 2 –Planning for teaching and learning through inquiry
Content
Pythagoras Theorem, Using scale diagrams, trigonometric ratios, trigonometric problem solving, 3D problem solving, bearings, the unit circle, area of
a triangle using the sine rule, the sine rule, the cosine rule, problem solving with the sine and cosine rule. Plan and side view elevations.
Draft for MYP the next chapter training
Learning Experiences and Teaching Strategies
Formative assessment
Differentiation
Reflection on wheelchair/disabled access at ISU –
students will go around the campus and document
what disabled facilities they can find. They will then
think about solutions to the problems and more
importantly reference how maths can help them to
find solutions to the problems. Students will write
between 1 and 2 sides of A4 – Criterion D
assessment
Students may use cameras to document what they
see and include these in their reports to help them
describe what they will do. Students will be given the
opportunity to discuss this as a group before writing
their reports so that ideas can be shared and
students understand the task.
Task is differentiated by design.
Class discussion
Class discussion – what would be the most effective
solution given the environment and cost? We will
then look into how we can use maths (trigonometry
and Pythagoras) to install a ramp between C block
and the principals office.
Trigonometry review – students will review the laws
associated with trigonometry (SOHCAHTOA) and
Pythagoras. They will do an exercise reviewing
finding side lengths and finding angles.
Teacher led with students writing notes and
answering questions from the text book.
Weaker students will work on problems from the
MEP text book which involve less problem solving.
What are the ideal angles for a ramp? How long will
the ramp need to be? Students will find the height of
the stairs using clinometers and measuring tapes.
Some may use trundle wheels which would bring up
an interesting point of accuracy) They are given a
plan of the stairs drawn by me. This will then allow
us to use trigonometry to find the length of ramp
needed. What problems do we face?
Students will use problem solving methods to find
the height of the stairs.
I have a worksheet prepared which outlines a
method in case students struggle with this. I will
demonstrate how long the ramp needs to be in real
life so that they understand the problem
Students will then plan their own solution to the
problem. They will need to create a ramp that bends
at some point. Students must provide plan and side
elevations to their problem. Drawings must have
measurements and angles on them. All calculations
must be provided. Assessed against Criteria A and
C
I will monitor them closely to see what parts they are
finding difficult and help as required.
The task can be differentiated so that weaker
students look at a simple plan of the area to be
covered.
Draft for MYP the next chapter training
Looking at the wider community – how do we ensure
the safety of others using mathematics? Students
will consider the use of bearings and how
trigonometry can help to find lengths and angle.
Safety will be addressed through links to lifeguards,
search and rescue at sea and in hostile areas
(moors in UK). Students will use maps to
understand bearings.
Weaker students can be given a very simple map
with just major points on to find bearings and
distance. Cut down the amount of work that they
need to do.
3D problems – the only thing not connected but
needs to be covered! Students will learn about how
to solve problems in 3D. Any ideas on how this can
be addressed using the AoI?
Weaker students should not try this but be
directed to work more with basic trigonometry.
Resources
Stage 3 – Reflecting and evaluating
Prior to teaching the unit
Draft for MYP the next chapter training
During teaching
After teaching the unit
Students and teachers
What did we find compelling / fascinating?
Students found the introductory activity intriguing → students
were asked to accurately draw 3 right triangles of angles 20, 30
and 45 degrees, measure the sides of each triangle, find (in
decimal form) the ratio of:
side Opp smallest < ÷ Hyp, side Adj smallest< ÷ Hyp and
side Opp smallest < ÷ side Adj smallest < for each of the 3
tri<s and compare their results
Were our disciplinary knowledge/skills challenged in any way?
Yes: lack of precision when measuring angles / sides was
surprisingly a big challenge!
Identifying side opposite and side adjacent (the correct
ratio )for any given angle
Translating Bearing word problems into diagrams
Identifying related Right triangles in 3-D problems
What inquiries arose during the learning?
Identifying side opposite and side adjacent (the correct ratio)
for any given angle
What, if any, extension activities arose? None
Draft for MYP the next chapter training
How did we reflect—both on the unit and on our own learning?
Through: class discussions/explanations, class activities,
homework, the Investigation and the test.
Which attributes of the learner profile were encouraged through
this unit? What opportunities were there for student-initiated
action?
Inquirer, Thinker, Risk taker, Reflective
Possible connections
How successful was the collaboration with other teachers
within my subject group and from other subject groups?
The collaboration with other teachers within my subject was
very successful
What interdisciplinary understandings were or could be forged
through collaboration with other subjects?
To be discussed with Art and Design teachers
Assessment
Were students able to demonstrate their learning?
Yes, through discussions and classwork activities, and by
doing: Homework and the Test
How did the assessment tasks allow students to demonstrate
the learning objectives identified for this unit?
Through classroom activities, Homework, and the Test
How did I make sure students were invited to achieve at all
levels of the criteria descriptors?
Draft for MYP the next chapter training
By setting tasks/activities/ questions (in the Homework and the
Test) that covered all levels of the assessment criteria
Are we prepared for the next stage? Yes
Data collection
How did we decide on the data to collect? Was it useful? N/A
Draft for MYP the next chapter training