MYP unit planner

Unit title Quadratic Equations and Functions

Teacher(s) Osama Elkashef

Subject and grade level Algebra1 Myp4

Time frame and duration 4 weeks

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

Area of interaction focus

Which area of interaction will be our 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?

Community & Service

SLE: Students will be able to reflect on Attitudes and responsibilities including

reflect upon different social patterns and showing initiative.

Students will get the chance to involve in solving problems to help their

community through Math.

Students through working on their project will be able to realize that

learning will help their community, also Searching about problems in their

communities and how to reduce the number of accident while driving.

Quadratic function helps us to solve many of real life problems

MYP unit question

What should I know about a parabola in order to Drive Safely?

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?

In class, students will graph many quadratic functions, they will practice this skill. They also will try to model real life situation using quadratic function. Next, students will recognize the relationship between Quadratic functions and Quadratic equations and how to solve quadratic equations Algebraically and Graphically. By getting the sense of the importance of quadratic function. While working on their project students will apply what they know about Quadratic function and equations to try to serve the community.

Which specific MYP objectives will be addressed during this unit?

Student will be able toA- use appropriate mathematical concepts and skills to solve simple problems in both familiar and unfamiliar situations including those in real-life contexts

C- use different forms of mathematical representation (simple formulae, diagrams, tables, graphs and Models. D- consider the reasonableness of their results in the context of the problem and attempt to explain Weather they make Sense.

Which MYP assessment criteria will be used?

A End of Chapter Test

C,D Chapter Project " Drive Safe "

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?

Exploring Quadratic Graph graphing to model real life situation (gravity,..)

Solving Quadratic Equation Using square roots in a real life situation

Solving by Factoring Find the dimensions of a box,…

Solving by completing the square solving real world problems

Using Quadratic Formula Investigate real-world situations

Using Discriminant Solving physics problems

Getting the message that quadratic function is applicable, usable and useful to us.

By modelling real life situations using quadratic functions

The ability to Communication within the unit:

Using different forms, formulas and graphing. Students will be given the chance to interpret the graph, use Mathematical Symbols, some new words. Students also will be given the chance to explain their reasoning.

Using Quadratic function to solve real life problems and to benefit the community:

Working through the project , linking variable explaining processes and reflecting upon result.

Approaches to learning

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

Organization: Throughout the unit the student will improve his organization skills by making tables chose an appropriate scale, and trying to be accurate in graphing function.

Collaboration: Students will be divided into six groups in many occasions throughout the unit, while exploring graphing Quadratic function, solving quadratic equation and working in the project.

Thinker: Students will get the chance to think of using quadratic function to benefit the community, they will get the chance to identify problems, apply their knowledge, and create solution.

Reflection: Student will reflect on his finding and share reflection with other students.

Learning experiences

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?

Students will be given an idea about the guiding question in addition to the learning objectives of the unit. They will be also given all tasks with enough instructions and rubrics

Students will acquire Knowledge and skills they need to answer the unit question by

Brainstorming: discussion with open-end type of questions, participating in group work, and some class activates.

Class work: students will practice learning skills on a daily basses they also practise real life problems.

Weekly Homework: Major homework will be given from the textbook familiar and unfamiliar questions to practice the skills they learned in class

Working on Project: Students will work on a project with Biology and PE

Students have encountered some of basic ideas and concepts related to quadratic functions in preceding courses.

Students will be given instant feedback while discussions, and while class activities and group work. Students also will get a feedback with each task given ( Test, and Project).

Dissections, Link connect extend problem solving practice, encouraging students to do researches, encouraging students to share. Also group works, wt watching videos and online Math games

Different tasks will be given to students then all students with different abilities will get the chance to learn. Group work will help all students regardless to differences in learning. Teaching will be based on motivation through playing Mathematical games to get the best of the students. For students can not speak English, Rubrics will be explained and possible translated into Arabic Investigating, discussions, applications

In addition, In Chapter 9 trinomials are factored to prepare for solving quadratic equations. Building up, in this chapter students examine quadratic graphs and solve quadratic equations by factoring, finding the square roots, completing the square, and applying the quadratic formula. They also identify real-world data that can be modelled by this type of function.

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?

Prentice Hall Textbook,

School Library

Internet, DVDS,…. etc

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