MYP Unit Planner s2

MYP Unit Plan

Unit title Phythagorean Theorem

Sutaria ([email protected] ) Tiffany Yackuboskey Holly Schlein Teacher(s) Juan Fernandez Eunie Shin

Subject and grade level 8th Grade Mathematics/MYP 3

Time frame and duration December 10 – 21, 2012

Stage 1: Integrate significant concept, area of interaction and unit question

GLOBAL CONTEXT Significant concept(s) Which area of interaction will be our focus? What are the big ideas? What do we want our Why have we chosen this? students to retain for years into the future?

Human Ingenuity Key Concept: Communication The process involved in innovation, Related: Architecture, construction, creation, development, and change measurement, design, innovation, mathematics The impact of innovation and creation on individuals, communities, societies and the world. Significant Concept: Mathematics is the The products of innovation, creation language that engineers use to construct, and development in context measure and create innovative ideas.

MYP unit question

How do engineers use math to construct, design, measure and create innovative ideas?

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 use Pythagorean Theorem to solve problems involving rational numbers in real- life problem situations including construction, measurement and design.

Which specific MYP objectives will be addressed during this unit?

Inquirer, Knowledgeable, Thinker, & Risk-Takers  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.  Use pictures or models to demonstrate the Pythagorean Theorem (8.7) Communication in Mathematics  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 representation when investigating problems.

Which MYP assessment criteria will be used?

Criteria B: Measurement & Criteria 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?

MA.8.9.A.4 and MA.8.7.A.11 (AIMS M)

Use pictures and models to demonstrate the Pythagorean Theorem. Use Pythagorean Theorem to solve real-life problems.

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

Thinking Understanding and applying knowledge and concepts of Pythagorean Theorem using connections with the real world. Inquirer Connecting and organizing information from different sources. Knowledgeable How does Pythagorean Theorem connect across the curriculum? Risk-Taker Open to new and different ideas to improve the quality of the architecture around them.

Learning experiences Teaching strategies

How will we use formative assessment to give students feedback How will students know what is expected of them? Will during the unit? they see examples, rubrics, templates? What different teaching methodologies will we employ? How will students acquire the knowledge and practise the skills required? How will they practise applying How are we differentiating teaching and learning for all? How have these? we made provision for those learning in a language other than their mother tongue? How have we considered those with special Do the students have enough prior knowledge? How will educational needs? we know?

Students will be given a daily lesson objective Daily demonstration of learnings will be given that is and demonstration of learning to highlight what aligned to the district curriculum and daily lesson is expected of them throughout the unit. The objectives to assess student learning. This will give guiding unit question will be posted and referred students immediate and daily feedback based on their to throughout the lesson to always point the progress in the unit. We will also be using Common students back to the bigger picture of each Assessments to target gaps in the learning. lesson objective. We will employ large group instruction, small group instruction, pair-tutoring, co-teaching, and individual work/reflections throughout the unit to engage learners. Students will be using the following resources to acquire and practice the knowledge: Powerpoint To differentiate, the co-teaching will help students instruction, High Level Tasks, Guided Practice, understand different methods of approaching problems. Dot Paper, GeoBoards, Patty Paper, We will also be doing tier 2 tutoring after school hours to Construction pictures and models such as students who need further instruction. Also students Baseball Fields, televisions, bridges, ladders, who are identified as LEP and need help in their mother- etc. tongue, pair tutoring will be employed to help those students catch onto the mathematics vocabulary and instruction.

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?

Will use the following resources: Internet, text book, IB Curriculum, A.I.R.R Curriculum, other math department colleagues, and the world around us.

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? Thinker, Inquirer, Knowledgeable, Reflective.

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? We could have improved on out collaboration with other content areas. 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?

Students founds the real world applications such as ladders leaning against buildings, diagonals for TV Monitors, or inclined ramps compelling because they actually see this in the world around them.

Something that came up as a question is if the Pythagorean Theorem could be used as a+b=c or tripling the sides. Students investigated to learn why it had to be a2+b2 = c2 using pictures and models.

We reflected by drawing parallels to our previous units such as the Pythagorean Theorem and scale factor and how what we are learning as 8th graders all inter connects and has applications greater than just in the classroom. Students had a misconception about which side they were looking for. They wanted to find c every time, but they struggled to find and identify a and b. Many times the triangle wasn’t given and the students had to come up with their own drawing or visualization of the situation in order to know what they were looking for. Trough formal assessment, such as 3 week common assessments, students were able to demonstrate their understanding through small group real life simulations.

Figure 12 MYP unit planner