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