MYP 3 Math Unit Planner

Teacher/s Orosz Subject Group & Discipline Algebra

Unit Title Linear Functions MYP Year 3 Unit Duration (days) 20

INQUIRY: ESTABLISHING THE PURPOSE OF THE UNIT

Key Concept (1) Related Concept/s (2-3) Global Context (1)

Relationships Change, Pattern Identities & Relationship

Statement of Inquiry (incorporate the key concept, related concepts, and the global context)
Looking at patterns helps us understand how relationships change.

Inquiry Questions - include at least 1 of each type of question below

Factual – concrete questions that have right and wrong answers (who, what, when, why, where); often focusing
on recall.

 When you draw a linear function, what kind of line do you see? (straight line)
 Look at the linear function: y = mx + b
o What does “y” represent? (output, range, dependent)
o What does “m” represent? (rate of change, slope)
o What does “x” represent? (input, domain, independent)
o What does “b” represent? (y-intercept, initial value, initial charge)

Conceptual – abstract questions that explore broader meanings, deeper understanding, transferable knowledge;
often involving analysis & synthesis.

 Are predictions helpful? (weather predictions)

 Can a linear function help you make predictions?
 What type of things would you like to predict?

Debatable – questions that generate disagreement, engage multiple perspectives, and promote critical thinking;
often involving the creation and exploration of competing values, theories, and rationales.

 How do you apply what you have learned in mathematics to other aspects of your life?
 What are the benefits of learning about linear functions?
Objectives Summative Assessment
Write each objective and Outline of summative assessment task(s) including Relationship between
strand (Example C-ii….) assessment criteria - Describe the summative summative assessment
assessment task(s) that students will undertake in task(s) and statement
B. i. Select and apply order to demonstrate their achievement of the of inquiry:
mathematical problem-solving objectives:
techniques to discover Students will learn to
Students will take quizzes during this unit. identify relations and
complex patterns.
functions and make
Interpret functional relationships. predictions.

B. ii. Describe patterns as Make predictions from the data.

relationships or general rules
Understand and identify functional relationships.
consistent with findings.
Understand and identify the Domain and Range of
data, Discrete and continuous data, Vertical Line Test,
B. iii. Verify and justify and Increasing and Decreasing functions.
relationship and/or general
Identify and express independent and dependent
rules. relationships.

Analyze patterns in functional data.

C. iii. Move between different
forms of mathematical
representation.

Approaches to Learning (ATL) – skills to master

In order for the students to [list objective strand], students must [list specific ATL skill].

Objective – B. i. Select and apply mathematical problem-solving techniques to discover complex patterns.

ATL Category MYP ATL Cluster Specific ATL Skill

THINKING VIII. Critical Thinking Evaluate and manage risk (VIII).

 In order for the students to select and apply mathematical problem-solving techniques to discover complex
patterns , students must evaluate and manage risk.

Objective – B. ii. Describe patterns as relationships or general rules consistent with findings.

ATL Category MYP ATL Cluster Specific ATL Skill

THINKING VIII. Critical Thinking Practice observing carefully in order to

recognize problems (VIII).

 In order for the students to describe patterns as relationships or general rules consistent with findings,
 students must practice observing carefully in order to recognize problems.

Objective – B. iii. Verify and justify relationship and/or general rules.

ATL Category MYP ATL Cluster Specific ATL Skill

RESEARCH VI. Information Literacy Make connections between various sources

of information (VI).

 In order for the students to verify and justify relationship and/or general rules, students must make
connections between various sources of information.

Objective – C. iii. Move between different forms of mathematical representation.

ATL Category MYP ATL Cluster Specific ATL Skill

COMMUNICATION I. Communication Interpret and use effectively modes of

non-verbal communication (I).

 In order for the students to move between different forms of mathematical representation, students must
interpret and use effectively modes of non-verbal communication.

Contents – include facts, topics, terms, Learning Process

symbols, & notation; document TEKS

  Multiple processes for writing Learning Experiences and Teaching Strategies – Focus on student-
equations of lines. centered, inquiry-based learning; include sufficient details about
what students will do and in what order (provide a road map for
 Interpreting the meaning of key
developing detailed lesson plans):
attributes in problem situations.
 Analyze data to determine a During the warm–up time, students will solve problems and or write
function model. notes about a concept. Then students will follow guided examples
and learn by example from watching instructional videos. Then we
 Analyze strength of the function will discuss concepts, answer questions, and practice by solving
model in making predictions. problems in teams and individually.

Formative Assessment – Plan and record assessment for learning

(classwork or homework that provides practice and feedback for
developing ATL skills, knowledge, and understanding:

Formative assessments will include: Warm-ups, Homework,

Assignments, and in–class activities.

Differentiation – What options do we provide to meet the individual

learning needs of all students? How can we help students access
 the curriculum by developing a range of content, processes,
products, and learning environments?

Students who are slow to understand a concept will receive tutoring

and reteaching. Advanced students will receive challenges.

Resources – Include detailed information: textbooks, other reading, reference materials, internet sites, student
experience, people & organizations, learning environments, and community - cultural and linguistic.

Algebra textbook, video tutorials, worksheets guided and independent, smartboard, smart response clickers.

Reflection: Considering the Planning, Process, and Impact of the Inquiry

Prior to Teaching the Unit During Teaching After Teaching the Unit

Review the IFD. Which questions are causing the Did students understand the
most problems? main concepts?
How can I relate the topic to the real-
work and my experiences? Who needs extra help? What did I learn?
Are there resources available? How can I reteach a concept? What can be changed for next
year?
What do students know about Who needs to be challenged?
functions? What concepts still needs to be
enhanced for the next unit?
What do students know about inputs
and outputs?
What do students know about
independent and dependent?