MYP unit planner



6th Grade MATH MYP Unit Planner: 1st 6 Weeks

|Unit Title |“It’s All Rational” Understanding equivalence amongst the Rational Numbers |

|Teachers |Jo Ann Meza, Raudel Ramirez, Jesse Contreras Jr. |

|Subject/Grade/Team |MATH / 6th Grade-- Teams Alliance, Glory, & Legacy |

|Time Frame and Duration |4 Weeks / 20 Instruction Days |

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? | |What are the big ideas? What do we want our students to|

|Why have we chosen this? | |retain for years into the future? |

| | | |

|Community And Services | |Rational Number Equivalence |

|This unit considers how a student engages with his or | | |

|her immediate family, classmates and friends in the | |For each rational number there is an equivalent whole |

|outside world as a member of these communities. Through| |number, fraction and decimal. Student will see this in |

|effective understanding of rational number equivalence,| |various scenarios of community fundraising, sport |

|the student will have a greater appreciation of these | |statistics, etc.. |

|services to the community. | | |

|MYP Unit Question |

| |

|How can rational equivalencies help us better understand social and economic |

|services within our community? |

|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? |

| |

|Students will read and discuss the following investigations to lead towards a better understanding of rational number equivalence |

|from the connected mathematics book, “Bits and Pieces 1” |

| |

|Investigation 1 Fundraising Fractions |

|Reporting Progress: Whole Numbers and Fractions |

|Folding Fraction Strips |

|Measuring Progress: Finding Fractional Parts |

|Comparing Classes: Using Fractions to Compare |

|Investigation 2 Sharing and Comparing with Fractions |

|2.1 Equivalent Fractions and Equal Shares |

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|2.2 Finding Equivalent Fractions |

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|2.3 Comparing Fractions to Benchmarks |

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|2.4 Fractions Between Fractions |

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|2.5 Naming Fractions Greater Than 1 |

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|Investigation 3 Moving Between Fractions and Decimals |

|3.1 Making Smaller Parts: Using Tenths and Hundredths |

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|3.2 Making Even Smaller Parts: Place Value Greater Than Hundredths |

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|3.3 Decimal Benchmarks |

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|3.4 Moving From Fractions to Decimals |

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|3.5 Ordering Decimals |

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|Investigation 4 Working With Percents |

|4.1 Who’s The Best?: Making Sense of Percents |

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|4.2 Choosing the Best: Using Percents to Compare |

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|4.3 Finding a General Strategy: Expressing Data in Percent Form |

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|4.4 Changing Forms: Moving Between Representations |

|Which specific MYP objectives will be addressed during this unit? Which specific aims will be used? |

|Objectives: |

|A Knowledge and Understanding |

|B Investigating Patterns |

|C Communication in Mathematics |

|D Reflection in Mathematics |

|Aims: |

|Use appropriate mathematical concepts and skills to solve problems in both familiar and unfamiliar situations, including those in |

|real-life contexts. |

|Select and apply general rules correctly to make deductions and solve problems, including those in real-life contexts. |

|Select and apply appropriate inquiry and mathematical problems-solving techniques |

|Recognize patterns |

|Describe patterns as relationships or general rules |

|Draw conclusions consistent with findings |

|Justify or prove mathematical relationships and general rules. |

|Use appropriate mathematical language in both oral and written explanations |

|Use different forms of mathematical representation |

|Communicate a complete and coherent mathematical line of reasoning using different forms of representations when investigating |

|problems. |

|Explain whether their results make sense in the context of the problem |

|Explain the importance of their findings in connection to real life where appropriate |

|Justify the degree of accuracy of their results where appropriate |

|Suggest improvements to the method when necessary |

|Which MYP assessment criteria will be used? |

|Mathematics Assessment Criteria |

|Criterion A – Knowledge and Understanding |

|Criterion B – Investigating Patterns |

|Criterion C – Communication in Mathematics |

|Criterion D – Reflections in Mathematics |

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? |

|TEKS: 6th Grade MATH |

| |

|(a) Introduction. |

|(1) Within a well-balanced mathematics curriculum, the primary focal points at Grade 6 are using ratios to describe direct |

|proportional relationships involving number, geometry, measurement, probability, and adding and subtracting decimals and fractions.|

| |

|(2) Throughout mathematics in Grades 6-8, students build a foundation of basic understandings in number, operation, and |

|quantitative reasoning; patterns, relationships, and algebraic thinking; geometry and spatial reasoning; measurement; and |

|probability and statistics. Students use concepts, algorithms, and properties of rational numbers to explore mathematical |

|relationships and to describe increasingly complex situations. Students use algebraic thinking to describe how a change in one |

|quantity in a relationship results in a change in the other; and they connect verbal, numeric, graphic, and symbolic |

|representations of relationships. Students use geometric properties and relationships, as well as spatial reasoning, to model and |

|analyze situations and solve problems. Students communicate information about geometric figures or situations by quantifying |

|attributes, generalize procedures from measurement experiences, and use the procedures to solve problems. Students use appropriate |

|statistics, representations of data, reasoning, and concepts of probability to draw conclusions, evaluate arguments, and make |

|recommendations. |

|(3) Problem solving in meaningful contexts, language and communication, connections within and outside mathematics, and formal and |

|informal reasoning underlie all content areas in mathematics. Throughout mathematics in Grades 6-8, students use these processes |

|together with graphing technology and other mathematical tools such as manipulative materials to develop conceptual understanding |

|and solve problems as they do mathematics. |

|(b) Knowledge and skills. |

|(1) Number, operation, and quantitative reasoning. The student represents and uses rational numbers in a variety of equivalent |

|forms. The student is expected to: |

|(A) compare and order non-negative rational numbers; |

|(B) generate equivalent forms of rational numbers including whole numbers, fractions, and decimals; |

|(C) use integers to represent real-life situations; |

|(D) write prime factorizations using exponents; |

|(E) identify factors of a positive integer, common factors, and the greatest common factor of a set of positive integers; and |

|(F) identify multiples of a positive integer and common multiples and the least common multiple of a set of positive integers. |

|(2) Number, operation, and quantitative reasoning. The student adds, subtracts, multiplies, and divides to solve problems and |

|justify solutions. The student is expected to: |

|(A) model addition and subtraction situations involving fractions with objects, pictures, words, and numbers; |

|(B) use addition and subtraction to solve problems involving fractions and decimals; |

|(C) use multiplication and division of whole numbers to solve problems including situations involving equivalent ratios and rates; |

|(D) estimate and round to approximate reasonable results and to solve problems where exact answers are not required; and |

|(E) use order of operations to simplify whole number expressions (without exponents) in problem solving situations. |

|(3) Patterns, relationships, and algebraic thinking. The student solves problems involving direct proportional relationships. The |

|student is expected to: |

|(A) use ratios to describe proportional situations; |

|(B) represent ratios and percents with concrete models, fractions, and decimals; and |

|(C) use ratios to make predictions in proportional situations. |

|(4) Patterns, relationships, and algebraic thinking. The student uses letters as variables in mathematical expressions to describe |

|how one quantity changes when a related quantity changes. The student is expected to: |

|(A) use tables and symbols to represent and describe proportional and other relationships such as those involving conversions, |

|arithmetic sequences (with a constant rate of change), perimeter and area; and |

|(B) use tables of data to generate formulas representing relationships involving perimeter, area, volume of a rectangular prism, |

|etc. |

|(5) Patterns, relationships, and algebraic thinking. The student uses letters to represent an unknown in an equation. The student |

|is expected to formulate equations from problem situations described by linear relationships. |

|(6) Geometry and spatial reasoning. The student uses geometric vocabulary to describe angles, polygons, and circles. The student is|

|expected to: |

|(A) use angle measurements to classify angles as acute, obtuse, or right; |

|(B) identify relationships involving angles in triangles and quadrilaterals; and |

|(C) describe the relationship between radius, diameter, and circumference of a circle. |

|(7) Geometry and spatial reasoning. The student uses coordinate geometry to identify location in two dimensions. The student is |

|expected to locate and name points on a coordinate plane using ordered pairs of non-negative rational numbers. |

|(8) Measurement. The student solves application problems involving estimation and measurement of length, area, time, temperature, |

|volume, weight, and angles. The student is expected to: |

|(A) estimate measurements (including circumference) and evaluate reasonableness of results; |

|(B) select and use appropriate units, tools, or formulas to measure and to solve problems involving length (including perimeter), |

|area, time, temperature, volume, and weight; |

|(C) measure angles; and |

|(D) convert measures within the same measurement system (customary and metric) based on relationships between units. |

|(9) Probability and statistics. The student uses experimental and theoretical probability to make predictions. The student is |

|expected to: |

|(A) construct sample spaces using lists and tree diagrams; and |

|(B) find the probabilities of a simple event and its complement and describe the relationship between the two. |

|(10) Probability and statistics. The student uses statistical representations to analyze data. The student is expected to: |

|(A) select and use an appropriate representation for presenting and displaying different graphical representations of the same data|

|including line plot, line graph, bar graph, and stem and leaf plot; |

|(B) identify mean (using concrete objects and pictorial models), median, mode, and range of a set of data; |

|(C) sketch circle graphs to display data; and |

|(D) solve problems by collecting, organizing, displaying, and interpreting data. |

|(11) Underlying processes and mathematical tools. The student applies Grade 6 mathematics to solve problems connected to everyday |

|experiences, investigations in other disciplines, and activities in and outside of school. The student is expected to: |

|(A) identify and apply mathematics to everyday experiences, to activities in and outside of school, with other disciplines, and |

|with other mathematical topics; |

|(B) use a problem-solving model that incorporates understanding the problem, making a plan, carrying out the plan, and evaluating |

|the solution for reasonableness; |

|(C) select or develop an appropriate problem-solving strategy from a variety of different types, including drawing a picture, |

|looking for a pattern, systematic guessing and checking, acting it out, making a table, working a simpler problem, or working |

|backwards to solve a problem; and |

|(D) select tools such as real objects, manipulatives, paper/pencil, and technology or techniques such as mental math, estimation, |

|and number sense to solve problems. |

|(12) Underlying processes and mathematical tools. The student communicates about Grade 6 mathematics through informal and |

|mathematical language, representations, and models. The student is expected to: |

|(A) communicate mathematical ideas using language, efficient tools, appropriate units, and graphical, numerical, physical, or |

|algebraic mathematical models; and |

|(B) evaluate the effectiveness of different representations to communicate ideas. |

|(13) Underlying processes and mathematical tools. The student uses logical reasoning to make conjectures and verify conclusions. |

|The student is expected to: |

|(A) make conjectures from patterns or sets of examples and nonexamples; |

|(B) validate his/her conclusions using mathematical properties and relationships |

|Approaches to Learning |

|How will this unit contribute to the overall development of subject-specific and general approaches to learning skills? |

|Students will develop the necessary skills and knowledge to become successful learners. Students will use various methods to fully |

|understand rational number equivalence such as visual, computational, and using patterns. |

|Learning Experiences |Teaching Strategies |

|How will students know what is expected of them? Will they |How will we use formative assessment to give students feedback during |

|see examples, rubrics, templates? |the unit? |

|How will students acquire the knowledge and practice the |What different teaching methodologies will we employ? |

|skills required? How will they practice applying these? |How are we differentiating teaching and learning for all? How have we |

|Do the students have enough prior knowledge? How will we |made provision for those learning in a language other than their |

|know? |mother tongue? How have we considered those with special educational |

| |needs? |

|Students will be actively involved while reading and |Accommodations and Modifications for Special Education and 504 |

|discussing investigations. Students will work in small |students |

|groups using manipulatives, to demonstrate knowledge and |SIOP strategies will be used for all students with special emphasis |

|understanding of each investigations key concepts. |for LEP students. |

|Students will rely on prior knowledge to indentify patterns |Listing of objectives for daily lessons |

|and relationships amongst equivalent rational numbers. |CIF Strategies |

|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? |

|Teacher-Created Activities and Assignments |

|TEKS Objectives |

|STAAR Objectives |

|MYP subject guides and support materials |

|C-Scope |

|CIF Strategies |

|Connected Mathematics Publications |

|Math Journal Writings |

|Ignite |

|Brain Pop Website |

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? |

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