Teacher(s) Ms.Kanika Suri ,Ms.

Manisha Sehgal Subject group and Mathematics

discipline
Unit title Number System MYP year 2 Unit duration 26
(hrs) hrs

Inquiry: Establishing the purpose of the unit

Key concept Related concept(s) Global context

Logic System, Quantity Globalization and Sustainability

Statement of inquiry Key Concept + Related Concepts + Global Context Exploration = Statement of Inquiry

Logical understanding of systems and quantities helps in decision making towards humankind and environment.

Inquiry questions

Factual—how do we express quantities? How do we convert fractions to decimals, and vice versa?
Conceptual—how do we divide something that was already divided? Do different forms lead to different situations?
Debatable— Does money make the world go round? Is money good or bad, neither or both?

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Objectives Summative assessment
Objective-A-Knowing and Understanding Outline of summative assessment task(s) Relationship between summative assessment
including assessment criteria: task(s) and statement of inquiry:
i. select appropriate mathematics when
solving problems in both familiar and End of Unit Assessment (Summative task)
unfamiliar situations End of unit assessment will be conducted on
The summative task and SOI are related as
Criteria A: Knowledge and understanding and
ii. apply the selected mathematics the Eoua will be having questions based on
Criteria C: Communicating.
successfully when solving problems fair trade coffee. How fair trade is helping
The aim of the assessment will be that
farmers by giving proper prices for their coffee
Iii. Solve problems correctly in a variety of students should be able to apply their
crops and is this fair for farmers and other
contexts. knowledge in familiar and challenging
companies selling coffee?
situations and also communicate in
mathematical language.
Objective-C-Communicating
i. use appropriate mathematical language
(notation, symbols and terminology) in both
oral and written statements
iii. communicate coherent mathematical lines
of reasoning

Approaches to learning (ATL)

1.Thinking –
 Practise observing carefully in order to recognize problems (FA-1 Fraction)

2. Communication skill —
 use and interpret a range of discipline –specific terms and symbols. (FA-1, FA-2)

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  Organize and depict information logically (FA-1, FA-2)

3. Self-Management-Organization skills
 Bring necessary equipment and supplies to class

4.Social Skills- Collaboration skills

 Listen actively to other perspectives and ideas
 Build consensus

Action: Teaching and learning through inquiry

Content Learning process

Ch-3 Positive and negative numbers. Learning experiences and teaching strategies
Introduction of lesson with various forms of number system.

An opening problem will be given to scholars to assess the knowledge of

addition and subtraction of integers (Pg-62 Hasse)
The opening problem:
Credit Cards are a common way to pay for things .When you buy something
,its value is subtracted from the card balance .When you make payments
onto the card ,the amount is added to the card balance.

Things to think about:

 Graham’s credit card has a balance of - $1230.He purchases a table
for $799 using his card .What will his new balance be?
 Jill’s credit card has a balance of -$271.She pays some money onto
the card,and her balance now reads +$105.How much money did Jill
put on the card ?

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  Kate buys $75 worth of groceries each week using her credit card .If
her starting balance is -$330.What will her balance be after 5 weeks
?

Concept of multiplication and division of integers will be explained. Scholars

will be asked to practice from the book to enhance their skill.

Rules of order of operations will be discussed and application of these rules

will be taught using various problem solving questions.

Students will be introduced to the way that fractions appear in daily aspects
Ch-5 Fractions of life and that knowledge of fractions helps us to solve difficult situations
and issues.

Equivalent Fractions will be explained using following diagram

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 Introduction

Types of fractions
(Proper, Improper, Mixed, Like, Unlike, Equivalent) The first one says that is red and the second one says that is red...

Comparison of fractions

But, the same amount is red on both circles!So, must be the same
Addition and Subtraction of fractions

amount as . Therefore,
Multiplication of Fractions

Division of Fractions These are called equivalent fractions. (Since they are equal amounts)
Introduction of Decimal Numbers

Look at another one:
Comparison and Conversion

Multiplication and Division of Decimal Numbers

The same amount is green on both so

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 After this discussion various fractions will be written on the board and the
students will be asked to classify the fractions as: like, unlike, proper,
improper and then they will be asked to find their equivalent fractions. Also
then they will be asked to convert the fractions in their lowest form.

Recap of addition and subtraction of fractions will be done with the help of
examples and the method will also be discussed again for the students to
understand i.e. There are two cases of addition and subtraction of fractions:

1. Fractions with same denominator

2. Fractions with different denominator
 We use the following steps to add or subtract fractions:

 Change any mixed numbers to improper fractions.

 Find the lowest common multiple of the denominators.
 Express all fractions with the same denominator.
 Perform addition or subtraction using the numerators to obtain
the numerator of the answer; and then simplify the fraction, if
possible.
 Write the answer either as an improper fraction or as a mixed
number.

Multiplication of Fractions (Fraction with a whole number)

 The fact that multiplication by a fraction does not increase the value
of the product may confuse those who remember the definition of
multiplication presented earlier for whole numbers.
 Another way of thinking about the multiplication of l/12 by 4 is as
follows:

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 2 2 2 2
 In the same manner, we will evaluate 3 ×
as + + (
7 7 7 7
2 2 222 6
since 3 × means adding three times) = = or
7 7 7 7
2 6
3× =
7 7

On the basis of this illustration we may generalize it as: If a fraction is

multiplied by a whole number then only the numerator of the fraction is
multiplied by that number keeping the denominator as it is.

2 4
 Represent pictorially 2 × =
5 5

1 1 2
Can you tell what is a) of 10? b) of 16? c) of 25?
2 4 5

Multiplication of a Fraction with another fraction.

Progression of the concept:

 There are 3 simple steps to multiply fractions
1. Multiply the numerators of the fractions
2. Multiply the denominators of the fractions
3. Place the product of the numerators over the product of the
denominators

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 4. Simplify the Fraction
1 2
Example 1. ×
4 5

1. Multiply the numerators:

2. Multiply the denominators:

3. Simplify the fraction if possible:

1 9
Example2: ×
3 16

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 1 9 1 9
Step 1. Multiply the top numbers: × = =
3 16
1 9 1 9 9
Step 2. Multiply the bottom numbers: × = =
3 16 3  16 48

9 3
Step 3. Simplify the fraction: =
48 16

 The problem with multiplication is the numbers can get quite big ,
which means it is easy to make mistakes in the multiplication and
hard to simplify the resulting fraction. To prevent this we do not
multiply out the numerators (tops) and denominators (bottoms)
immediately. First of all we break all the numbers involved down in to
there factors and then look for common factors between the
numerators (tops) and denominators (bottoms), any that are found
are cancelled out.
 To clarify what happens when you multiply fractions. For example,
here's how we would use the area model to demonstrate the problem
3/8 × 2/3:

Shade one square,

partitioned
vertically, to Shade another Superimpose the
represent 3/8 square, partitioned two squares. The
(shown below in horizontally, to product is the area
pink): represent 2/3 that is double-

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 (shown below in shaded (shown
blue): below in purple):

 What is the value of this purple area? There are 3 × 2, or 6, purple

parts out of 8 × 3, or 24, parts in all, so the value of the purple area is
6/24.
 This model visually demonstrates the familiar algorithm: To multiply
two fractions, multiply the numerators and then multiply the
denominators. This algorithm "counts" both the purple parts (the
product of the two numerators) and the total number of parts (the
product of the two denominators).

 We can also use this model to "reduce" the fraction. First we swap
the positions of some of the purple parts. Two of the purple parts can
be moved to the top, and thus, two of the eighths are now shaded.

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 These two eighths are the same area as one quarter:

Division of fractions

Progression of the concept:

The Reciprocal Method: The word "reciprocal" denotes an interchangeable
relationship. It is used in mathematics to describe a specific relationship
between two numbers. We say that two numbers are reciprocals of each
other if their product is one.

 In the example the fractions 4/1 and 1/4 are reciprocals.

Notice the interchange ability: 4 is the reciprocal of 1/4 and 1/4 is the
reciprocal of 4.

What is the reciprocal of 3/7? It must be a number which, when multiplied by

3/7, produces the product, 1. Therefore,

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 We see that 7/3 is the only number that could fulfill the requirement.

Notice that the numerator and denominator of 3/7 were simply interchanged
to get its reciprocal. If we know a number, we can always find its reciprocal
by dividing 1 by the number.

The rule for finding the reciprocal of any number: The reciprocal of a number
is the fraction formed when 1 is divided by the number. (If the final result is a
whole number, it can be considered as a fraction whose denominator is 1.)
A shortcut rule which is purely mechanical and does not involve reasoning
may be stated as follows: To find the reciprocal of a number, express the
number as a fraction and then invert the fraction.When the numerator of a
fraction is 1, the reciprocal is a whole number. The smaller the fraction, the
greater is the reciprocal. For example, the reciprocal of 1/1,000 is 1,000

 Then the rules of division of fractions will be discussed with the

help of examples.
 To divide a whole number by any fraction, multiply that whole
number by the reciprocal of that fraction.
 While dividing a whole number by a mixed fraction, first convert
the mixed fraction into improper fraction and then solve it

Will the reciprocal of a proper fraction be again a proper fraction? Will the
reciprocal of an improper fraction be again an improper fraction?
Concepts of fractions were revised with various maths games on

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 www.sheppardsoftware.com

1.Formative Assessment 1 on Fractions: Criteria A: Knowledge and

Understanding
Description of the Topic: The aim of the activity is that student should be
able to apply all the four operations on fractions and simplify them.
Instructions for FA:
1. Each student will be provided with 10 dominoes.
2. Students will operate on the fractions mentioned in dominoes and
arrange them in rectangular shape and paste in the answer script.
3. Time limit to arrange the dominoes for each student is 35 minutes.

Decimal Numbers

Introduction of the lesson with an opening problem to assess the knowledge

of scholars.
A small activity will be conducted where students will be asked to work in
pairs and list examples of where you have seen decimals.
 At home
 On the news
 At school
 In sport
 At the shops

Rounding off decimal numbers: Rules for rounding off decimal numbers
will be discussed and students will be asked to apply these rules on various
decimal numbers

Comparison of Decimal Numbers

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  After the recap of decimal numbers , how to compare two decimal
numbers will be discussed

 If there are two decimal numbers we can compare them. One

number is either greater than, less than or equal to the other
number.
 A decimal number is just a fractional number. Comparing 0.7
and 0.07 is clearer if we compared 7/10 to 7/100. The fraction
7/10 is equivalent to 70/100 which is clearly larger than 7/100.

 Ordering decimals can be tricky. Because often we look at 0.42 and

0.402 and say that 0.402 must be bigger because there are more
digits. But no! If you follow the following method you will see which
decimals are bigger.

 Set up a table with the decimal point in the same place for each
number.

 Put in each number.

 Fill in the empty squares with zeros.

 Compare using the first column on the left, and pick out the highest
in order.

 If the digits are equal move to the next column to the right until one
number wins.

Example: Order the following decimals: 0.402, 0.42, 0.375, 1.2, 0.85

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 Step 1: Set up the place value table and put in each number

Step 2: Fill in the empty squares with zeros:

Decimal
Units Tenths Hundredths Thousandths
Point
0 . 4 0 2
0 . 4 2 0
0 . 3 7 5
1 . 2 0 0
0 . 8 5 0

Step 3: Compare using the first column (Units): then the second column
(Tenths): and if the digits at the tenths place are also same then compare
the digits at the hundreths place and so on.
Multiplication of decimals

To multiply a decimal number by a whole number:

 ignore the decimal point and multiply the digits

 place the decimal point in the answer so that it has the same number
Ch-6 Decimal Number of decimal places as the number being multiplied

 After this discussion, concept of multiplication of decimal numbers

with 10, 100 or 1000 will be taken up with the help of various
examples like:

3.23 × 10 =323× 10 = 32.3

100

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 Decimal point shifted to the right by one place since 10 has one zero .
3.23 × 100 =323× 100 = 323
100
Decimal point shifted to the right by two places since 100 has two zeros .
3.23 × 1000 =323× 1000 = 3230
100

 Then they will be told about a "mental math" shortcut: When

multiplying a number by a multiple of ten, just move the decimal point
one space to the right for every zero.

10 x 0.6284 = 6.284 (1 zero, 1 place right)

100 x 0.6284 = 62.84 (2 zeroes, 2 places right)
1000 x 0.6284 = 628.4 (3 zeroes, 3 places right)
10,000 x 0.6284 = 6284 (4 zeroes, 4 places right)
100,000 x 0.6284 = 62,840 (5 zeroes, 5 places right)

To multiply decimal numbers:

1. Multiply the numbers just as if they were whole numbers.

 Line up the numbers on the right - do not align the decimal points.
 Starting on the right, multiply each digit in the top number by each
digit in the bottom number, just as with whole numbers.
 Add the products.

2. Place the decimal point in the answer by starting at the right and
moving a number of places equal to the sum of the decimal places in
both numbers multiplied.

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 Division of decimals

 Then division of a decimal number by 10, 100 or 1000 will be done.

While dividing a number by 10, 100 or 1000, the digits of the number
and the quotient are same but the decimal point in the quotient shifts
to the left by as many places as there are zeros over one.

To divide a decimal number by a whole number:

 Use Long Division (ignoring the decimal point)

 Then put the decimal point in the same spot as the dividend (the
number being divided)

 The trick is to convert the number you are dividing by to a whole

number first, by shifting the decimal point of both numbers to the

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 right:

Now you are dividing by a whole number, and can continue as normal.
It is safe to do this if you remember to shift the decimal point of both
numbers the same number of places.

Students revisited the concepts of decimals with the help of Kahoot Quiz
made by students and also played maths games on
www.sheppardsoftware.com

2.Formative Assessment 2 on Decimals: Criteria C-Communicating

Description of the Topic: The aim of the activity is that student should be
able to multiply and divide decimal numbers by powers of 10.

Solve the Riddle:

Complete each of the multiplication problems carefully. Write each letter

from the top boxes in the box below with the matching answer. The shaded
and unshaded areas make up the words that answer this riddle:

When the little girl’s father encouraged her to study, so she could get
ahead, what did she say?

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 .

Formative assessment
Activity-1) Description of the Topic: The aim of the activity is that student should be
able to apply all the four operations on fractions and simplify them.
Instructions:
1. Each student will be provided with 10 dominoes.
3. Students will operate on the fractions mentioned in dominoes and arrange
them in rectangular shape and paste in the answer script.
4. Time limit to arrange the dominoes for each student is 35 minutes.

Activity –2 ) Description of the Topic: The aim of the activity is that student should
be able to multiply and divide decimal numbers by powers of 10.

Solve the Riddle:

Complete each of the multiplication problems carefully. Write each letter from the
top boxes in the box below with the matching answer. The shaded and unshaded
areas make up the words that answer this riddle:

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 When the little girl’s father encouraged her to study, so she could get ahead, what
did she say?

End of Unit Assessment (Summative task)

End of unit assessment will be conducted on Criteria A: Knowledge and

understanding and Criteria C: Communicating.
The aim of the assessment is that the students are able to apply their
knowledge in familiar and challenging situations and also communicate in
mathematical language.

Differentiation

 Differential worksheet will be given.

 Students revisited the concepts of decimals with the help of Kahoot Quiz
made by students and also played maths games on
www.sheppardsoftware.com

Resources

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  MYP by Concept 2 –Hodder Education
 Hasse Mathematics-Mathematics for the international students MYP 2
 www.sheppardsoftware.com
 www.kahoot.com
 www.youtube.com

Reflection: Considering the planning, process and impact of the inquiry

Prior to teaching the unit During teaching After teaching the unit
The students were thorough with the concepts The students knew most of the concepts and
of integers and fractions. But some students Fractions took very less time while in
The students have fair idea about integers,
still need to work on the operations of decimals more time was spent on
fractions and decimals .So our main focus will
fractions. Students needs to practice decimal multiplication and division of decimals.
be operations on various number forms.
more in order to be clear with the concept.

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Middle Years Programme Unit planner
22
Teacher(s) Ms.Kanika Suri ,Ms.Manisha Sehgal Subject group and Mathematics
discipline
Unit title Commercial Mathematics MYP year 2 Unit duration 17hrs
(hrs)

Inquiry: Establishing the purpose of the unit

Key concept Related concept(s) Global context

Relationship Change and Simplification Globalization and Sustainability

Statement of inquiry Key Concept + Related Concepts + Global Context Exploration = Statement of Inquiry

Financial, personal and economic change can be understood and simplified using proportional relationships like ratios
and percentages.

Inquiry questions

Factual
 What is a ratio?
 How do we reason with ratios?
 What is the difference between percentage ‘of’ and percentage ‘off’?
Conceptual
 How do we simplify a ratio?
 How do we share quantities in a given ratio?

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  Can ratios shed light on problems?
Debatable
 What is the best way to find the percentage of something?
 Can percentage go over 100%?
 Does money make the world go round? Is money good or bad, neither or both?

Objectives Summative assessment

Outline of summative assessment task(s) Relationship between summative
Objective-B-Investigating Patterns including assessment criteria: assessment task(s) and statement of
inquiry:
i. Apply mathematical problem-solving End of Unit Assessment (Summative
techniques to recognize patterns. task)
ii. Describe patterns as relationships or Questions based on financial changes like
general rules consistent with correct End of unit assessment was clubbed with profit and loss were given in Eota to apply
findings. End of term assessment. The aim of the the concept of percentage.
iii. Verify whether the pattern works for assessment was that students should be
other examples. able to apply their knowledge in
investigating patterns and challenging
situations.

Objective –D-Applying Mathematics in

real life context

i. Identify relevant elements of authentic

real-life situations

iii. Apply the selected mathematical

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 strategies successfully to reach a
solution

v. Describe whether a solution makes

sense in the context of the authentic
real-life situation.

Approaches to learning (ATL)

1.Communication skills—Exchanging thoughts, messages and information effectively through interaction

 Give and receive meaningful feedback (Fa-2)

2.Creative thinking skills

 Draw reasonable conclusions and generalizations (Fa-1)

3.Collaborative skills
 Delegate and share responsibility for decision-making. (Jigsaw)
 Manage and resolve conflict, and work collaboratively in teams.
4.Affective skills
 Demonstrate persistence and perseverance (Jigsaw puzzle)
5.Organization skills
 Bring necessary equipment and supplies to class

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Action: Teaching and learning through inquiry

Content Learning process

Learning experiences and teaching strategies
Ch-14 Ratio
Introduction of Ratios with the help of opening Problem.
Ratio
Then the video by Math Antics on introduction to Ratios will be shown.
Writing Ratios as Fraction https://www.youtube.com/watch?v=RQ2nYUBVvqI
Through this video students will be able to find the difference between a fraction and a
ratio. Also, they will be able to write the ratios in correct representations

Concept of Equal ratios will be discussed, and questions based on the same will be
done from the book. After doing the questions the student will have the clarity that we
Equal Ratios have to simplify the ratios before comparing to find whether the ratios are equal or not.
Also various situations will be given to students to identify whether the ratios involved
are equal or not.

Problems based on ratios will be discussed and the method to solve the problems
based on ratios will be developed through solving various questions.

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Problem Solving using Ratios
How can we divide quantities using ratios will be discussed.
Students will be given situations where total quantity and the ratio in which the quantity
is divided will be given. The students have to find the quantity in each part of the ratio.

Formative Assessment-1 –Criteria B(i,ii,iii) will be conducted

Using Ratios to divide quantities Description of the Topic: The aim of the activity will be that student should be able to
find the pattern and form a generalized formula
The students will be provided with examples of Equal ratios and using these examples
the students have to find the generalized formula and show that this formula works for
another example too.
Also, the students will be provided with particular questions of dividing a quantity in the
given ratio and then they will be asked to derive a particular formula and show that the
formula works for another example.

Introduction to percentages by a video from Math Antics. Below is the link

https://www.youtube.com/watch?v=JeVSmq1Nrpw

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 Through this video the students will have clarity about What are percentages? Where
are they used in real life? What is the relationship between percentage and fraction?
How can a percentage be converted into a fraction? Also, they will discover what is 0%
and hat is 100%. Can we have something more than 100 %.
Ch-8 Percentage
After the video there will be discussion on use of percentages in real life where students
will be asked to cite examples from real life where they are using percentages.
Understanding Percentages

How to change percentage into fraction and percentage into decimals and vice versa
will be discussed. Questions based on the same will be solved by the students.

Activity-Jigsaw Puzzle

Activity Based on Percentages where students are supposed to identify the fraction and
decimal that are representing the same percentage and arrange them in such a way
that they form a hexagonal shape. Activity Jigsaw puzzle.docx
After finishing the activity students will get clarity that percentages can be converted to
fractions and fractions can be converted to decimal numbers. Also, percentages can be
directly converted to decimal numbers. This implies that percentage can be written in
terms of fractions and in terms of decimal numbers also.

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 The concept of calculating a percentage of a quantity will be discussed using different
Interchanging number forms examples where students will be asked to calculate percentages of various quantities
and then they will solve problems based on the same.

The concept of profit and loss will be introduced by citing examples from real life.
Example of a shop owner selling pens will be discussed that how the cost price and
selling price plays an important role in finding whether the business will have profit or
loss.

Students will be asked to cite examples on the same.

After that students will solve some challenging problems on the same.

Formative Assessment-2 –Criteria D(i,iii,v) will be conducted

Students are supposed to apply the concept of percentages and answer the following
questions.
Students will be provided with some simple, challenging and complex problems of

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 percentages in real life. So, students have to apply their knowledge to solve it and
describe the solutions of the same.

Finding a percentage of a quantity

Formative assessment
1. Formative Assessment-1 –Criteria B(i,ii,iii) will be conducted
Description of the Topic: The aim of the activity will be that student should be able to
find the pattern and form a generalized formula
Business Application (Applying the Students will be provided with examples of Equal ratios and using these examples the
concepts of percentages for obtaining students have to find the generalized formula and show that this formula works for
profit and loss) another example too.
Also the students will be provided with particular questions of dividing a quantity in the
given ratio and then they will be asked to derive a particular formula and show that the
formula works for another example.

2. Formative Assessment-2 –Criteria D(i,iii,v) will be conducted

Students are supposed to apply the concept of percentages and answer the following
questions.
Students will be provided with some simple, challenging and complex problems of
percentages in real life. So, students have to apply their knowledge to solve it and
describe the solutions of the same.

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 End of Unit Assessment (Summative task)- Criteria B(I,ii,iii) and criteria-D(I,iii,v)

End of unit assessment will be clubbed with End of term assessment. The aim of the
assessment was that students should be able to apply their knowledge in investigating patterns
and challenging situations and also apply the mathematics in real life.

Differentiation

 Differential worksheet will be given.

 Jigsaw puzzle activity-Students will perform the activity in groups which will promote
peer learning as we have mixed learners in the group and students can share their
strategies to complete the activity. Also, there are simple problems and challenging
problems which cater to different group of learners.

Resources
 MYP by Concept 2 –Hodder Education
 Hasse Mathematics-Mathematics for the international students MYP 2
 www.youtube.com

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Reflection: Considering the planning, process and impact of the inquiry

Prior to teaching the unit During teaching After teaching the unit

Students will be learning ratios for the first Students are quite happy to learn ratios Teaching ratios and percentages was
time. So, it can take more than the and they are finding it very easy, Also, quite fun. Students were citing new
dedicated time. Also, they will find they need to observe more in order to examples in the activities. Students are
applications of percentages very recognize patterns in daily life. thorough with the concept of percentages,
interesting but they still face difficulty in finding profit
and loss.

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Teacher(s) Ms.Kanika Suri ,Ms.Manisha Sehgal Subject group and Mathematics
discipline
Unit title Algebra MYP year 2 Unit duration 20-25
(hrs) hours

Inquiry: Establishing the purpose of the unit

Key concept Related concept(s) Global context

Relationship Simplication, Patterns personal and cultural expression
(artistry, craft, creation, beauty)

Statement of inquiry Key Concept + Related Concepts + Global Context Exploration = Statement of Inquiry

The relationship among the different patterns and their simplifications can be used for beautiful creation.

Inquiry questions

Factual
 What are like terms and how do we collect them?
 How can I tell if terms are like or not? What are algebraic products?
 What are equal algebraic expressions?
 What is the difference between algebraic expression and equation?

Conceptual
 What is the language of Algebra? How does the language of Algebra tell us what is happening in a problem?
 How to maintain the balance of an equation?

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Debatable:
 Could algebra be a universal language?

Objectives Summative assessment

Outline of summative assessment task(s) Relationship between summative
Objective-B-Investigating Patterns including assessment criteria: assessment task(s) and statement of
End of Unit Assessment (Summative inquiry:
i) apply mathematical problem-solving
techniques to recognize patterns task)

ii) describe patterns as relationships The Eoua is well aligned with SOI as the
or general rules consistent with students will create beautiful pattern by
Activity: Mystic roses joining different number of dots (Points)in
correct findings
the circle.
Objective-C-Communicating Students will create beautiful patterns in
circles by joining different number of points
i) use appropriate mathematical and generalise them.
language (notation, symbols and
terminology) in both oral and written
statements
ii)use different forms of mathematical
representation to present information
iii) communicate coherent mathematical
lines of reasoning

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Approaches to learning (ATL)
1.Communication skills -Exchanging thoughts, messages and information effectively through interaction
 Interpret and use effectively modes of non-verbal communication
 Give and receive meaningful feedback

2.Creative thinking skills

 Generating new ideas and considering new perspectives

 Make unexpected or unusual connections between objects and/or ideas
 Create original works and ideas; Use existing works and ideas in new ways
 Apply existing knowledge to generate new ideas, products or processes

3.Transfer skills

 Using skills and knowledge in multiple contexts

 Apply skills and knowledge in unfamiliar situations

4.Affective skills

 Demonstrate persistence and perseverance.

5.Research-Information literacy skills

 Understand and use technology system (Kahoot quiz)

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6.Organization skills
 Bring necessary equipment and supplies to class

Action: Teaching and learning through inquiry

Content Learning process

Learning experiences and teaching strategies
Algebra: Topic will be introduce with the help of the video “What is Algebra by Math Antics”.
Below is the link
https://www.youtube.com/watch?v=NybHckSEQBI .

Writing Algebraic Expressions: Rules to write algebraic expressions will be discussed in the class and students will
practice problems from the book.

Key words in algebra will be defined and students will be asked to identify constant,

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Key words in algebra variables and coefficients in algebraic expressions.

To make students understand the concept of algebraic expression, some pictures will
Equal Algebraic Expressions be shown from the book. Then students will be asked to simplify some expressions and
find whether they are equal or not.

The concept of like and unlike terms will be explained to student and then problems
Collecting like terms based on the same will be discussed.
Activity: Race to the top: Students complete the algebraic pyramids by adding pairs of
expressions together.

Rules for algebraic product will be discussed.

Algebraic Product Activity:The snake is the ladder

Students carry out the operations one step at a time until they arrive at the simplified
solution

Substituting the values in the algebraic expression and finding the values of the
algebraic expressions.
Evaluating algebraic expressions
The concept of Simple equation with be introduced with the help of an opening
problem.

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 The concept of Balancing equation will be explained through a video
Simple Equation https://www.youtube.com/watch?v=l3XzepN03KQ -Math antics
The concept of solving simple equations and equations with a repeated variable will be
explained and word problems based on the concept will be discussed.

Formative assessment
Criteria B - Investigating patterns
i. apply mathematical problem-solving techniques to recognize patterns
ii. Describe patterns as relationships or general rules consistent with correct
findings

FA 1: Activity: Predict the pattern and draw the next two diagrams and answer
the given questions based on it.
Criteria C: Communicating
i. use appropriate mathematical language (notation, symbols and terminology) in both
oral and written statements
ii. use different forms of mathematical representation to present information
iii. communicate coherent mathematical lines of reasoning

FA-2: Activity: Worksheet on Equations

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 End of Unit Assessment (Summative task)

. Activity: Mystic roses

Students will create beautiful patterns in circles by joining different number of points
and generalise them.

Differentiation
 Differential worksheet will be given.
 Use of pair work and peer activities allow students to work with each other and
develop each other’s understanding.

Resources
 MYP by Concept 2 –Hodder Education
 Hasse Mathematics-Mathematics for the international students MYP 2
 www.tes.com
 www.maths-aids.com

Reflection: Considering the planning, process and impact of the inquiry

Prior to teaching the unit During teaching After teaching the unit
Students already know some basic Students are very well aware of all the
terminology about algebra and they know operations on Algebraic Expressions but
rules for combining like terms, algebraic they still need to work on Simple

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product will be an interesting for students. Equations.

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