MYP unit planner
MYP unit planner
|Unit title |Relationships |
|Theme | |
|Teacher(s) |Janine da Silva |
|Subject and grade level |6th Mathematics (Fractions, Decimals, Percents) |
|Time frame and duration |6 weeks |
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? |
|Health and Social Education | |Students will develop an understanding of the |
|Students will dive into the range of human issues that | |interrelatedness of different ways to represent parts of |
|exists in human societies, such as social structures, | |a whole. |
|relationships, and health. | |Responsible choices can be made to lead a healthy |
|The area can be used by students to find out how these | |lifestyle using your knowledge of number sense. |
|issues affect societies, communities and individuals, | | |
|including students themselves. | | |
|Students can identify and develop skills that will enable | | |
|them to function as effective members of societies, as | | |
|well as learning about how they are changing and how to | | |
|make informed decisions that may relate to their welfare. | | |
|MYP unit question |
|How do you accept the difference of others, because really, we’re all the |
|same? |
|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? |
|Healthy Cookbook: Students will complete a small group project based on healthy recipes. Students will be expected to provide |
|appropriate fraction conversions for at least 2 different yield amounts. |
|Family Night Out: Students will receive a menu and have to take their family’s order. Students keep a chart of what was ordered. At |
|school, coupons are given, the tax amount is revealed, and the “waiters” receive a certain percentage tip. Individually students |
|calculate the total their family owes and maintains all work. Students then partner up to check each other’s work.. |
|Which specific MYP objectives will be addressed during this unit? |
|Recognizing patterns. |
|Use appropriate mathematical language (notation, symbols, terminology) in both oral written explanations. |
|Move between different forms of representation. |
|Explain whether results make sense. |
|Which MYP assessment criteria will be used? |
|“Healthy Cookbook” Project: Criterion A (Knowledge and Understanding) |
|“Family Night Out” Project: Criterion A (Knowledge and Understanding) |
|Written Response: Criterion C (Communication 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? |
|Students will use prior knowledge of fractions and decimals to gain a further understanding of the manipulation of various number |
|representations. Students will need to use their knowledge of problem solving techniques and vocabulary words to appropriately solve |
|problems. Students will need to remain open minded to understand how fractions, decimals, and percents relate to one another. |
|AERO Standards |
|1a-f |
|3a,b |
|4a |
|5b,c |
|6b |
|Approaches to learning |
|How will this unit contribute to the overall development of subject-specific and general approaches to learning skills? |
|Knowledge-acquisition skills |
|Problem-solving skills |
|Collaborative skills |
|Critical thinking |
|Applying, analysing, and evaluating. |
|Learning experiences |Teaching strategies |
|How will students know what is expected of them? Will they see examples, rubrics, and |How will we use formative assessment to give |
|templates? |students feedback during the unit? |
|How will students acquire the knowledge and practise the skills required? How will they |What different teaching methodologies will we |
|practise applying these? |employ? |
|Do the students have enough prior knowledge? How will we know? |How are we differentiating teaching and |
| |learning for all? How have we made provision |
| |for those learning in a language other than |
| |their mother tongue? How have we considered |
| |those with special educational needs? |
| Review of factors and multiples, introduction of GCF and LCM, review of divisibility |Students will receive differentiated |
|rules, review of prime numbers and prime factorization, review of equivalent fractions, |instruction being guided through concepts using|
|review of comparing and ordering fractions, use of benchmark fractions, review of adding |open ended questions then by placing them in |
|and subtracting fractions with like and unlike denominators, introduction of multiplying |groups with varying levels of abilities. |
|and dividing fractions with like and unlike denominators |Students will be given access to learning |
|Review of place value, review of converting fractions to decimals and vice versa, review |stations of varying degrees of difficulty. |
|of comparing and ordering decimals, review adding and subtracting decimals, introduction |Formative assessments will be used to evaluate |
|of scientific notation |areas needing re-looping. These areas will be |
|Review of ratios/proportions, introduction of percents, introduction of fraction, |taught again using hands on methodologies |
|decimal, and percent connection, introduction of use of percents- tax, discount, tip |converting among fractions, decimals, and |
|Students will use prior knowledge to expand upon number concepts. Students will be given |percents; evaluating sales tax, tips, and |
|open ended questions upon which to expound and rubrics for project and other group |discounts. Students needing additional help |
|activities. Students will participate in group and individual practice in order to apply |will be given one-on-one instruction or small |
|concepts for numeric understanding. Students will be given real world examples that will |group instruction by the teacher during group |
|explore the effects of consumerism and social aspects of life. |or station activities. |
|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? |
|Websites |
|Haese and Harris text |
|Calculators |
|Menus |
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? |
| |
Figure 12
MYP unit planner
................
................
In order to avoid copyright disputes, this page is only a partial summary.
To fulfill the demand for quickly locating and searching documents.
It is intelligent file search solution for home and business.
Related download
- progression in fractions decimals percentages new
- percents decimals
- mathematics instructional plan grade 7
- fractions to decimals
- bloom s fans fractions decimal fractions and
- grade 8 mathematics
- fraction decimal percent chart
- using ratios proportions and percents activity
- myp unit planner
- defining the destination
Related searches
- free business planner printable
- certified financial planner courses online
- montana hunt planner map
- online financial planner certificate progra
- financial planner training courses
- certified financial planner requirements
- certified financial planner online program
- certified financial planner certification online
- free certified financial planner course
- certified financial planner program
- free printable business planner pages
- financial planner job