TheRightTool

MYP unit planner

 * =====Unit title===== || =====The Right Tool for the Right Job===== ||
 * Teacher(s) || Jimenez, Suarez, Herndon ||
 * Subject and grade level || Year 3 - 8th Grade Algebra ||
 * Time frame and duration || Six weeks ||

Stage 1: Integrate significant concept, area of interaction and unit question
Which area of interaction will be our focus?
 * ===== Area of interaction focus =====

 Why have we chosen this? || ===== ===== || ===== Significant concept(s) ===== What are the big ideas? What do we want our students to retain for years into the future? || Students will correctly apply algebraic problem-solving techniques to solve familiar and unfamiliar problems. ||^  || Using the right tools makes the job easier. ||
 * Human Ingenuity

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? || 2. Warm-up Exercises 3. Collaborative Posters 4. Daily Homework 5. Curriculum Practice Problems 6. Checkpoint Quiz 7. Teacher Created Assessment 8. Create – Exchange - Assess || C. Communication in Mathematics: D. Reflection in Mathematics: C – Communication in Mathematics D – Reflection in Mathematics ||
 * ===== MYP unit question ===== ||
 * How do the right tools make the job easier? ||
 * =====Assessment=====
 * 1. Knowledge Rating Vocabulary Worksheet
 * Which specific MYP objectives will be addressed during this unit? ||
 * A. Knowledge and Understanding:
 * Students will use appropriate mathematical concepts and skills to solve simple problems in both familiar and unfamiliar contexts, including those in real-life contexts.
 * Use different forms of mathematical representation (simple formulae, diagrams, tables, charts, graphs, and models)
 * Communicate a mathematical line of reasoning in solving simple problems using different forms of representation.
 * Consider the importance of their findings. ||
 * Which MYP assessment criteria will be used? ||
 * A - Knowledge and Understanding

Stage 2: Backward planning: from the assessment to the learning activities through inquiry
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? || California Content Standards: Algebra How will this unit contribute to the overall development of subject-specific and general approaches to learning skills? || Students will use self-management to organize their learning and presentation of their thinking for the create-exchange-assess problem. Students will work in groups to delegate and take responsibility, adapting to roles, resolving group conflicts, and demonstrating teamwork to solve and communicate their findings. Students will use a variety of strategies to communicate their finding for the investigations. (visuals, charts, computations, and writing to explain their findings) Students will be able to use the information gained from solving the equations and apply it to the findings of the investigation. They will be able to make connections between the variable expression and the final solutions for the investigation. Students were able to reflect on the collaborative process and describe strategies they used to jointly solve the investigation and effectively communicate the reasonableness of their findings. Collaborative learning groups will include the opportunity for the students to generate novel ideas, by planning, inquiring, applying, and generating their own unique mixture problem investigations. Students will need to evaluate the accuracy and reasonableness of the finding of their peer groups unique mixture problems. || How will students know what is expected of them? Will they see examples, rubrics, templates? How will students acquire the knowledge and practise the skills required? How will they practise applying these? Do the students have enough prior knowledge? How will we know? || ======** Teaching strategies **====== How will we use formative assessment to give students feedback during the unit? What different teaching methodologies will we employ? 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? || Direct instruction Collaborative posters Communicate findings Define variables/expressions Solve multi-step algebraic equations using Order of Operations Daily Note-taking Applies learning strategies: drawing diagrams, pictures, charts, etc. || **Formative Assessments** Homework Checkpoint quizzes Exit slips Benchmark assessments Chapter test Cornel note-taking Direct instruction Collaborative group projects Think pair share Peer tutors Independent practice Collaborative group work of homogeneous groups Seating to assist student learning potential EL student pairing for language assistance Oral and visual representations strategies Classroom visual supports (Multiplication charts, number lines, teaching charts, student work samples || 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? || [] [] [|http://algebra.com] (movie mixture problem) [|http://www.mathforum.org] ||
 * ======** Content **======
 * MYP Mathematics Year 3: Algebra
 * Solving equations algebraically
 * Expanding and simplifying algebraic expressions
 * Rearranging algebraic expressions
 * 15.0 – Apply algebraic techniques to solve rate problems and percent mixture problems.
 * 5.0 - Solve multi-step problems, including word problems, involving linear equations in one variable and provide justification for each step.
 * 4.0 – Students simplify expressions before solving linear equations and inequalities in one variable.
 * 25.0 – Students use properties of the number system to judge the validity of results, to justify each step of a procedure, and to prove or disprove statements
 * Mathematical reasoning and conceptual understanding are not separate from content; they are intrinsic to the mathematical discipline students master at more advanced levels. ||
 * =====Approaches to learning=====
 * Generating ideas, applying knowledge ad concepts, planning
 * ======** Learning experiences **======
 * Daily warm-ups
 * Teaching Methods**
 * Differentiated Instruction**
 * =====Resources=====
 * Access to computer based learning, videos and self help resources;

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**
<span style="font-family: 'Arial','sans-serif'; font-size: 10.6667px;">How successful was the collaboration with other teachers within my subject group and from other subject groups? <span style="font-family: 'Arial','sans-serif'; font-size: 10.6667px;">What interdisciplinary understandings were or could be forged through collaboration with other subjects? 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? How did we decide on the data to collect? Was it useful? ||
 * Assessment **
 * Data collection **

Figure 12 MYP unit planner