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MYP 3 Unit Planner - Exponential Functions

This document provides a unit planner for a 3-week MYP 3 math unit on exponential functions. The unit will focus on using mathematical representations of patterns to inform decisions about population conservation. Students will learn about exponential growth and decay models and how they can be used to make long-term predictions about population changes. Assessment will include weekly quizzes where students graph and solve exponential functions and apply them to real-world growth and decay situations. Differentiation and extra support will be provided to meet individual student needs.

Uploaded by

Kelly Orosz
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© © All Rights Reserved
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Download as DOCX, PDF, TXT or read online on Scribd
310 views

MYP 3 Unit Planner - Exponential Functions

This document provides a unit planner for a 3-week MYP 3 math unit on exponential functions. The unit will focus on using mathematical representations of patterns to inform decisions about population conservation. Students will learn about exponential growth and decay models and how they can be used to make long-term predictions about population changes. Assessment will include weekly quizzes where students graph and solve exponential functions and apply them to real-world growth and decay situations. Differentiation and extra support will be provided to meet individual student needs.

Uploaded by

Kelly Orosz
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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MYP 3 Math Unit Planner

Teacher/s Orosz Subject Group & Discipline Algebra


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

INQUIRY: ESTABLISHING THE PURPOSE OF THE UNIT

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


Relationships Pattern Globalization and
Sustainability
Representation

Statement of Inquiry (incorporate the key concept, related concepts, and the global context)
Mathematical representations of patterns inform decisions about conservation. (conservation: i.e. growth or decay
of animal population)

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.

What is population growth?


How can we model population growth?
What situation would represent exponential growth?
What situation would represent exponential decay?

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

Why might an exponential model be useful in making long-term predictions?

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

Does mathematical modeling reduce or increase decision making capacity?

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. Apply mathematical order to demonstrate their achievement of the of inquiry:
problem-solving techniques to objectives:
recognize patterns. Students will learn to
Students will take five quizzes during this unit. use exponential
C. v. Organize information functions to study
using a logical structure. Graph exponential functions. population growth.

D. i. Identify relevant elements Solve exponential growth and decay situations.


of authentic real-life
situations. Compare exponential with linear and quadratic
functions.

Solve two stage exponential functions.

Find the domain and range of exponential functions.

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. Apply mathematical problem-solving techniques to recognize patterns.

ATL Category MYP ATL Cluster Specific ATL Skill

Thinking Transfer Apply skills and knowledge in unfamiliar


situations (X).

 In order for the students to apply mathematical problem-solving techniques to recognize patterns,
students must apply skills and knowledge in unfamiliar situations.

Objective – C. v. Organize information using a logical structure.

ATL Category MYP ATL Cluster Specific ATL Skill

Self Management Organization Skills Use appropriate strategies for organizing


complex information (III).

 In order for the students to organize information using a logical structure, students must use appropriate
strategies for organizing complex information.

Objective – D. i. Identify relevant elements of authentic real-life situations.

ATL Category MYP ATL Cluster Specific ATL Skill

Thinking Creativity and Innovation Make guesses and generate testable


hypotheses (IX).

 In order for the students to identify relevant elements of authentic real-life situations, students must make
guesses and generate testable hypotheses.
Contents – include facts, topics, terms, Learning Process
symbols, & notation; document TEKS

  Analysis of exponential functions Learning Experiences and Teaching Strategies – Focus on student-
and their characteristics. centered, inquiry-based learning; include sufficient details about
what students will do and in what order (provide a road map for
 Determine growth and decay of
developing detailed lesson plans):
populations, money, and other
situations. During the warm–up time, students will solve problems and or write
notes about a concept. Then students will follow guided examples
and learn by example from watching instructional videos. Then we
will discuss concepts, answer questions, and practice by solving
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 re–teaching. Advanced students will receive additional
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?
exponential functions? What concepts still needs to be
enhanced for the next unit?
What do students know about
population growth and decay?
What do students know about domain
and range?

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