Contoh : MYP Unit Planner
Teacher(s)
Pn. Nurul Khaireyah Hakimah bt Katnin
Unit title
Algebraic Expressions
Subject group and discipline
MATHEMATICS
MYP year
Unit duration (hrs)
1
2 weeks
Inquiry: Establishing the purpose of the unit
Key concept
Related concept(s)
Global context
Relationships
Representation
Personal and cultural expressions
Simplification
-explore the ways in which they discover and
express ideas.
Statement of inquiry
Decision making can be determined by using simplification to represent relationships in which they explore and discover ideas to express their
personal and cultural expressions.
Inquiry questions
Factual—Do you know an unknown? What is unknown?
Conceptual—How algebraic term or algebraic expression is used in student’s real-life situation?
Debatable—Does every situation can be represented by using algebraic expressions?
Objectives
Summative assessment
Objective A : Knowing and understanding
Outline of summative assessment task(s)
including assessment criteria:
i) select appropriate mathematics when solving
problems in both familiar and unfamiliar
Statement of inquiry dalam satu ayat
ii) apply the selected mathematics successfully
when solving problems.
iii) solve problems correctly in a variety of
contexts.
Objective C : Communicating
i) Use appropriate mathematical language
(notation, symbols and terminology) in both
oral and written explanations.
ii) use different forms of mathematical
representation to present information.
iii) communicate coherent mathematical lines
of reasoning.
Students are divided into group. By using
unknown, they are assigned to investigate at
least one from these following tasks:
i)
Count the number of text books
according to the selected title ;
ii) Count the number of sports equipment
available at the sports room ;
iii) Count the number of cars according to
their colours at the parking area.
Students are required to produce and present
their findings according to their own
creativity.
Students should be able to :
i) Write a variable expression to figure out
how many items are available.
ii) Identify the unknown to represent the
quantity.
Relationship between summative
assessment task(s) and statement of
inquiry:
Students determine decision making by
using simplification to represent
relationships in order to express their
personal and cultural expressions.
v) organize information using a logical
structure.
Approaches to learning (ATL)
Thinking skills : Students identify obstacles and challenges.
Communication skills : Students organize and depict information logically.
Social skills : Students exercise leadership and take on a variety of roles within group.
Action: Teaching and learning through inquiry
Content
Learning process
1. Algebraic Expressions
Learning experiences and teaching strategies
1.1 Understand the concept of unknowns.
Week 1 :
1.2 Understand the concept of algebraic
terms.
i. Use letter symbols to represent unknown numbers.
1.3 Understand the concept of algebraic
expressions.
ii. Identify unknown in given situations.
iii. Identify algebraic term in one unknown.
iv. Identify the coefficients in given algebraic terms in one unknown.
v. Identify like and unlike algebraic terms in one unknown.
vi. State like terms for a given term.
-
Quiz, Journal Entries
Week 2 :
i. Recognize algebraic expressions.
ii. Determine the number of terms in given algebraic expressions.
iii. Simplify algebraic expressions by combining like terms.
-
Table talker, Presentations , Journal Entries
Formative assessment
1. Quiz
- pre-quiz and post-quiz are held to measure students’ knowledge.
2. Table talker
- students are encouraged to voice out their understanding on algebraic expressions.
3. Journal entries.
- students reflect their studies by writing a journal.
4. Presentations.
- students present their finding according to their own creativity.
Differentiation
i) Grouping students according to their interests.
ii) Students with different learning modalities are placed in a same group.
Resources
Textbook, websites, personal experience, reference books, social media presentation.
Reflection: Considering the planning, process and impact of the inquiry
Prior to teaching the unit
During teaching
After teaching the unit
Students have learn numbers and integers.
Week 1
Students could produce surveys on number of
text books available, sports equipment available
or number of cars according to their colours.
They could present them in good manner.
Students also have experience in
computations involving numbers and
integers.
Most students have very wide knowledge
on numbers and integers.
A few students faced problems to identify
like and unlike algebraic terms in one
unknown.
Students show reflective attribute during
field work investigation.
Teacher might conduct more effective
activities to enhance skills among
students.
Students are expected to relate the
knowledge with the real-life situations.
Week 2
Students worked effectively in groups
during presentation.
Only a few students showed reflective
attribute during conducting investigation.
Teachers should encourage students more
to build their confidence.
Table talkers and journal entries were good
teaching strategies. Students expressed their
ideas brilliantly during the activity.
Summative assessment provided a wide range of
thinking skills. It encouraged students to be
more reflective and risk-takers. Students
produced and presented their projects in various
interesting forms.
Teacher might collaborate with Geography
teachers who are always encouraging students
to conduct surveys. They might share some
good ideas on how to conduct and present
surveys.