MYP unit planner

Teacher(s Subject group and discipline Mathematics

)
Unit title Number and Algebra MYP year Year 1 Unit duration 30 hours
(hrs)
(Patterns and Sequences, Factorisation and Algebraic
Fractions, Algebraic Formulae)

Establishing the purpose of the unit

Key concept Related concept(s) Global context
Scientific and technical Innovation
Pattern
Logic Simplification Exploration
Processes and solutions
Statement of inquiry

A logical process helps us to make simplification and generalize pattern in the natural world.

Conceptual understanding ( key concept + related concepts)

A logic is to follow a pattern and go through simplification.

Inquiry questions
Factual(s) Conceptual(s) Debatable
Line of inquiry : Student will explore Line of inquiry : Students will investigate Line of inquiry : Students will begin to understand how the science and
the patterns of various number sets the pattern and simplification. technical innovation will relate with algebra.
and object .
How to get the nth term in a number How far is algebra being used as solutions in the real life?
What are common number sequences?
patterns?

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What are some examples of number Why factorise an expression is important
patterns in a sequence? during simplification?

Objectives Summative assessment

Outline of summative assessment task(s) including Relationship between the summative assessment
assessment criteria: tasks and the statement of inquiry :
Criterion A: Knowing and understanding Task :
A logical process helps us to simplication and
i. select appropriate mathematics when MATHEMATICAL INVESTIGATION generalize pattern in the natural world.
solving problems in both familiar and (INVESTIGATING IN ALGEBRA)
unfamiliar situations Students manage to think and justify their
ii. apply the selected mathematics successfully Students are given a set question that include both knowledge by completing the test correctly.
when solving problems familiar and unfamiliar situation. They must apply
iii. solve problems correctly in a variety of their knowledge and understanding to answer all
contexts. the question given.

Criterion B : Investigating Patterns

i. apply mathematical problem - solving Student apply mathematical problem-solving

techniques to discover complex patterns. techniques when solving higher order thinking
ii. describe patterns as relationships and/or skills questions.
general rules consistent with findings.
iii. verify whether the pattern works for other
examples.

Approaches to learning (ATL)

Category Cluster Prompts

Thinking Transfer skills Apply skills and knowledge in unfamiliar

situations.

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Self-management Affective skills Practise focus and concentration while solving
multiple problems.

Planning for teaching and learning through inquiry

Content
Learning process (Learning experiences and teaching strategies)
Learning experiences and teaching strategies
1.0 PATTERNS AND SEQUENCES
WEEK 1 :
1.1 Patterns ● Recognize and describe patterns of various number sets and objects based on real life situations,
1.2 Sequences and hence make generalisation on patterns
1.3 Patterns and Sequences ● Explain the meaning of sequence
● Identify and describe the pattern of a sequence, and hence complete and extend the sequence
2.0 FACTORISATION AND ALGEBRAIC
WEEK 2 :
FRACTIONS
● Make generalisation about the pattern of a sequence using numbers, words and algebraic
expressions
2.1 Expansion ● Determine specific terms of a sequence
2.2 Factorisation ● Solve problems involving sequences

2.3 Algebraic Expressions and Laws of WEEK 3 :

Basic Arithmetic Operations. ● Explain the meaning of the expansion of two algebraic expressions
● Expand two algebraic expressions
● Simplify algebraic expressions involving combined operations, including expansion
3.0 ALGEBRAIC FORMULAE
● Solve problems involving expansion of two algebraic expressions.
3.1 Algebraic Formulae
WEEK 4 :
● Relate the multiplication of algebraic expressions to the concept of factors and factorisation, and
hence list out the factors of the product of the algebraic expressions
● Factorise algebraic expressions using various methods.
● Solve problems involving factorisation.

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 WEEK 5 & 6 :
● Perform addition and subtraction of algebraic expressions involving expansion and factorisation
● Perform multiplication and division of algebraic expressions involving expansion and factorisation
● Perform combined operations of algebraic expressions involving expansion and factorisation

WEEK 7 & 8 :
● Write a formula based on a situation
● Change the subject of formula of an algebraic equation
● Determine the value of a variable when the value of another variable is given
● Solve problems involving formulae.

WEEK 9 & 10
● Assessment test
● Report

Formative assessment

1. Quiz
2. Questions and answers
3. Rocket writing

Differentiation

1. Prepare different sheets of enhancement activities.

2. Flexible grouping.
3. Allow students to apply various types of presentations.

Resources

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● DSKP KSSM For Mathematics Form 2
● Mathematics text book
● Mathematics workbook
● Digital resources including internet and websites

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Reflecting and evaluating

Prior to teaching the unit During teaching After teaching the unit

1. Why do we think that the unit or the 1. What difficulties did we encounter while 1. What were the learning outcomes of this
selection of topics will be interesting? completing the unit or the summative unit?
assessment task(s)?

2. What do students already know, and what 2. How well did the summative assessment task
can they do? 2. What resources are proving useful, and what serve to distinguish levels of achievement?
other resources do we need?

3. What have students encountered in this 3. Was the task sufficiently complex to allow
discipline before? 3. What student inquiries are emerging? students to reach the highest levels?

4. What does experience tell us about what to 4. What can we adjust or change? 4. What evidence of learning can we identify?
expect in this unit?

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 5. What skills need more practice? 5. What artefacts of learning should we
document?
5. What attributes of the learner profile does
this unit offer students opportunities to
develop?

6. What is the level of student engagement?

6. Which teaching strategies were effective?
Why?

6. What potential interdisciplinary connections

can we identify?
7. How can we scaffold learning for students
who need more guidance?
7. What was surprising?

7. What do we know about students’

preferences and patterns of interaction?
8. What is happening in the world right now
with which we could connect teaching and 8. What student-initiated action did we notice?
learning in this unit?

8. Are there any possible opportunities for 9. What will we do differently next time?
meaningful service learning? 9. How well are the learning experiences
aligned with the unit’s objectives?

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9. What in the unit might be inspiring for
community or personal projects?
10. What opportunities are we listening to help 10. How will we build on our experience to plan
students explore the interpretative nature of the next unit?
knowledge, including personal biases that
might be retained, revised or rejected? (DP
theory of knowledge, skills development)
10. Could we develop authentic opportunities for
service learning?

11. How effectively did we differentiate learning

in this unit?

12. What can students carry forward from this

unit to the next year/level of study?

13. Which subject groups could we work with

next time?

14. What did we learn from standardizing the

assessment?

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