MYP unit planner
Unit title
Relations and Functions
Teacher(s)
Hammond, Sullivan, Ulmer
Subject and grade level
8th Pre-Algebra
Time frame and duration
2nd-3rd marking period (7 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?
Human Ingenuity
Before structures are built, the structures
need to be tested.
Emphasize the importance of researching
the developments made by people across
place, time and cultures, and the
importance of taking time to reflect on these
developments.
In designing a structure, what is the
importance of testing, collecting and
analyzing results?
What is the importance of preparing a
sound, safe structure?
MYP unit question
What are the possible implications of lying about your
height and/or weight?
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?
Barbie Bungee Activity (Illuminations)
Quizzes
Unit Test
Tipping Point Lab
Which specific MYP objectives will be addressed during this unit? (use interim Objectives)
 Describe simple patterns as relationships or rules
 Explain simple mathematical relationships and general rules using logical arguments.
 Use different forms of mathematical representations
 Consider the reasonableness of results in the context of the problem and attempt to explain whether
they make sense
 Know and demonstrate understanding of Algebra and Geometry
Which MYP assessment criteria will be used? (attach rubric)
Criterion A- Knowledge and Understanding
Criterion D- Reflection
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?
8-3.1 Translate among verbal, graphic, tabular, and algebraic representations of linear functions
8-3.5 Classify relationships between two variables in graphs, tables, and/or equations as either
linear or nonlinear
8-3.6 Identify the coordinates of the z and y intercepts of a linear equation from a graph, equation,
and/or table
8-3.7 Identify the slope of a linear equation from a graph, equation, and/or table.
8-4.2 Use ordered pairs, equations, intercepts, and intersections to locate points and lines in a
coordinate plane.
8-6.1 Generalize the relationship between two sets of data by using scatterplots and lines of best fit.
Approaches to learning
How will this unit contribute to the overall development of subject-specific and general approaches to learning skills?
Use real life problem to develop the appropriate bungee jumping cord for Barbie.
Use pictures and graphs to determine slopes.
Group activities
Study guides/note cards
Reflect on activities
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?
Students will know what is expected of
them through the use of rubrics, models
and examples.
Students will acquire the knowledge
needed through direct instruction from the
teacher. Notes and homework will be given
for practice.
The students should come to 8th grade with
enough prior knowledge to begin the unit.
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?
Teacher will give formative assessments in the form of
quizzes, tests, in-class hands-on activities, warm-ups
and exit slips
Teacher will give lectures and provide necessary notes,
hands-on experiments, inquiry-based learning method
Teacher will integrate algebra concepts versus just
number concepts for higher order thinking, hands-on
activities, models, a list of mathematical formulas and
detailed descriptions/examples of project will be
provided for struggling students. Teacher will work
closely with special education and ESL teachers for
input on how to meet the needs of students receiving
special education services.
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?
 Internet access
 Promethean Boards
 Compass Learning activities
 Graphing calculators
 Math tools (ruler, compass, protractor, etc.)
 Mathalicious website
 Mathematics Course 3 textbook (Holt McDougal)
 Kutasoftware.com
 Junior math bits website (subscription required).
Activities will be completed in the classroom. Students will have access to all available
resources and assistance from instructor when needed
Planning for Learning
Next, plan the learning experiences and instruction:
Given the targeted understandings, other unit goals, and the assessment evidence
identified, what will I teach each day of the unit?
Week 1:


Week 2:
General review of coordinate plane and ordered pairs
Define intercepts, x and y-axis

Create input/output tables

Slope
Week 3:

slope intercept form

Determine intercepts from a graph and an equation
Week 4:

Linear /nonlinear (identifying from graph)
Week 5:

Explain the effects of changing m and b

Analyzing slope as a rate of change- analyze y intercept as the starting point
Week 6:

Scatter plots

Barbie Bungee
Week 7:

Unit review and test
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