MYP

Unit Planner
Teacher(s) Subject group and discipline Mathematics

Unit title Algebraic Expressions MYP Year Unit duration (hrs)

INQUIRY: Establishing the purpose of the inquiry

Key concept Related concept(s) Global context

Relationships Representations Scientific and Technical Innovation

Statement of inquiry

Algebraic expression shows representations of relationships that aid in analysis and problem-solving.

Inquiry questions

Factual:
What are the properties of equality?
What is the difference between an expression and an equation?
Conceptual:
How does the process of algebra work? Relate it to the properties of equality.
Debatable:
Which representation is more efficient? Is there only one representation to solve a problem?

Relationship between summative assessment task(s)

Objectives Summative assessment and statement of inquiry:
A: Knowing and understanding
i. select appropriate mathematics when
Criterion A: End of Unit Test The different problems are real-life situations that can
solving problems The Criterion A test comprises of situational problems be represented by algebraic expressions
ii. apply the selected mathematics from simple familiar to challenging unfamiliar. The task
successfully when solving problems involves translating the situations into algebraic
iii. solve problems correctly in both familiar
expressions, then computing for X to solve the
and unfamiliar situations in a variety of
contexts.
problem.

B: Investigating patterns
i. apply mathematical problem-solving
techniques to recognize patterns
 ii. describe patterns as relationships or
Criteria B, C, D: The Banquet In this summative task, the students are given a problem
general rules consistent with correct
which involves computing of prices given the limitations
findings
and requirements of the situation.
iii. verify whether the pattern works for
other examples. You are an event organizer for a wedding. You are
preparing a reception for 100 guests. You want the
The problem also requires the students to draw the
C: Communicating dining set on a very long table. You opted to connect
different table set-ups based on the tables shapes and
i. use appropriate mathematical language the tables (side-to-side) so all guests will be in one big count the number of “exposed sides”. For each table
(notation, symbols and terminology) in table. Only the exposed sides of the connected tables shape, the students will identify an algebraic expression
both oral and written explanations will have a chair. and pattern that they can use as a formula to be able to
ii. move between different forms of You can’t decide what table shape to use. Your decision identify the total rental price.
mathematical representation
will be based on the most economical rental price for
iii. organize information using a logical
structure.
each table shape that can fit 100 guests.
This problem is an example of how algebraic
D: Applying mathematics in real-life contexts
expressions can be used as representations to be able
to solve a problem.
i. select appropriate mathematical
strategies when solving authentic real-life
situations
ii. apply the selected mathematical
strategies
iii. successfully to reach a solution
iv. explain the degree of accuracy of a
solution
v. describe whether a solution makes sense
in
vi. the context of the authentic real-life
situation.

Approaches to learning (ATL)

I. Communication skills Learning Experiences
Communication Reading, writing and using language to gather and Reading, writing and using language to gather and
 communicate information communicate information
• Understand and use mathematical notation
• Take effective notes in class • Math note-taking
• Organize and depict information logically • Practice sheets and drills
• Showing complete solutions and equations of
a problem
III. Organization skills Learning Experiences
Self-Management Managing time and tasks effectively Managing time and tasks effectively
• Plan short- and long-term assignments; meet • research for case studies
deadlines • preparing for long term investigations
• Create plans to prepare for summative assessments
(examinations and performances) Managing state of mind
IV. Affective skills • Student-led discussions on what strategies
Managing state of mind work and not for them
• Mindfulness • Classroom work and practice
- Practice focus and concentration • Reflections after every summative task
- Practice strategies to develop mental focus
- Practice strategies to overcome distractions
- Practice being aware of body–mind connections

Learner Profile
Knowledgeable: The students develop a conceptual understanding of properties of equation allowing them to translate problems into equations and solving them.

Thinkers: Students think critically and creatively to solve problems and make good decisions

Open minded: Students see others' ways and strategy and solving a problem. They evaluate these strategies to help them decide which technique is suitable or more
effective.
Risk takers: Students become confident in answering challenging and even unfamiliar problems in Math.
ACTION: Teaching and learning through inquiry
Content Learning process
Knowledge & Skills: Learning experiences and teaching strategies
• Variables and Symbols
- The language of Algebra Expectations/Routines:
- Writing and simplifying expressions • Students are expected to follow procedures and essential agreement in the Math classroom. Expectations
will be discussed during orientation.
- Expanding brackets
• Expectations are seen posted on the Math walls.
- Evaluating expressions
• Each student should always bring his math notebook.
- Using formulae
• Students will receive copies of TSC that will communicate the specific expectations and objectives of their
- Problem solving using expressions and task.
formulae • There will be a summative assessment in a form of a problem-solving, investigation, pattern-analysis, and/or
• Basic Prerequisites case-analysis for every unit, lesson, or topic finished.
- Order of Operations • As the lessons progress, teacher gives students different problem-solving techniques. Students are expected
to apply these in doing mathematical problems.
- Integer Operation
• Students are expected to participate in daily Math Drills, at the start of each class.
• There will be a diagnostic assessment for every new lesson to check for student's retention of the topic and
to check for prior knowledge.
• During discussions, students will be encouraged to ask questions to clarify topics/lessons.

Teaching Methodologies:
• The students will use the scientific method in conducting investigations in Math. Investigations can be
inductive or deductive.
• Direct Instruction: Demonstration, Presentation, and Explanation with the use of ICT (Ipad, Apple TV)
 • Students watch online videos to help learn a math process • Students are allowed to demonstrate and show
their work on the board
• Students are allowed to use different strategies to solve a problem. They are also asked to share the strategy
learned to other classmates
• Student assignments and homework
• Note-Taking Organizers
• Coop Learning Activities: Math Centers, Case-Problems, Real-Life Problem Exercises
• For reviewing lessons, students may choose to work alone or with a group.
• Math Games (with incentives for those who will win)

Teacher provides varied activities for EAL and other students with special needs to help them be successful in the
lessons:
• Teacher provides special one-on-one sessions in class with students who need further guidance.
• At the start of a new lesson, teacher unlocks terms that might be unfamiliar to students.
• Teacher provides visual cues, graphic representations, and pictures.
• Teacher elicits nonverbal cues and responses to check for understanding.
• A chart is provided to help students understand the mathematical symbol that corresponds to a phrase (ex:
increase is +)
• EAL students and others with special needs are grouped with students who they can easily understand/get
along with.
• Choral responses
• Teachers provide EAL students opportunities where they can demonstrate understanding (ex: presentation;
explain your solution)
• Students watch online videos to help learn a math process

Formative assessment
Formative assessments will be used to help students meet specific criteria objectives, practice classroom procedures,
and
provide feedback on how well they understand the lesson. The formative assessment is also used by the teacher as
guide on the
readiness of the students to move to the next lesson and/or have a summative task. The following formative
assessments will be
done:
1. Investigations as introduction to a new concept
2. Classroom participation/Oral recitation
3. Assignments/Homework
4. Weekly quiz
5. Daily drills
6. Ticket-out-the-door
7. Group discussions for collaboration
8. Mock Quiz

Differentiation
ENVIRONMENT
• Different resources are made available in the classroom (computer, calculator, textbooks)
• Big tables for collaborative work but movable stools for individual work.
• Guidelines, essential agreements, classroom expectations, TSC/Rubric, and procedures are posted
on classroom walls
• Groupings and sitting arrangement set by teacher based on students' needs
***At the start of every unit, students are pre-assessed to determine learning styles and to also provide
information to the teacher on a specific students who needs direct instruction.

PROCESS
• Note-taking organizers (Cornell Note-Taking strategy)
• Teacher provide videos to demonstrate processes
• Teacher demonstration
• Video resources from Khan Academy and Youtube channels
• Follow-up discussion after a new lesson
• Tiered lesson and activities
 • Games and puzzles for enrichment activities
• Collaborative work to share strategies.

• Formative Assessments
• Big 6 is implemented when task requires research.

CONTENT
***At the start of every unit, students are pre-assessed to determine learning styles and to also provide
information to the teacher on a specific student who needs direct instruction.
• Curriculum Compacting: Depending on the amount of students who know the topic/concept
already, some students will have"reteaching" with teacher while the others can go ahead and do
an assessment related to the topic.
• Enrichment activities are provided for fast-learners. These topics can be 10th grade or DP topics for
Math in relation to present lesson.
• Provide different techniques strategies to solve a specific problem.
• Varied delivery format: video, presentation, teacher demo, additional readings.

PRODUCT
• Choice of problem to solve/ output during an assessment to meet criteria expectations (for specific
criteria only)
• Provide organizing tables for Investigation and Word Problem tests
• Task specific clarification is always provided together with the assessment task.
• Provide open questions in written tests.
• Varied time to finish test.

Resources
Online Resources:

https://www.khanacademy.org/math/algebra-basics/alg-basics-algebraic-expressions

https://www.ck12.org/c/algebra/expressions-and-variables/

Print:

Mathematics for the International Student

Passport to Mathematics
International Mathematics
Framework of Mathematics

REFLECTION: Considering the planning, process and impact of the inquiry

Prior to teaching the unit During teaching After teaching the unit
Why do we think that the unit or the selection of What difficulties did we encounter while completing What were the learning outcomes of this unit?
topics will be interesting? the unit or the summative assessment task(s)? • examine and analyze real-word problems and
It allows the students to solve problems by making The students need a longer time in getting used to translate them into expressions and equations
equations and expressions to describe them. translating sentences into equations. • formulate a strategy to interpret and solve a
problem
What attributes of the learner profile does this unit What skills need more practice? • formulate a strategy to identify patterns
offer students opportunities to develop? Students should have a mastery of the operation of • identify patterns as rules and make equations out
THINKER: The students use creative and critical integers before they move on to Algebra. of them
thinking skills to analyze a problem and to form and • identify connections of algebra and real-life
solve an equation that best describes it. How can we scaffold learning for students who need problems
KNOWLEDGEABLE: The students develop a more guidance?
conceptual understanding of properties of equation Instructions are given in bullet form; Guide questions Which teaching strategies were effective?
allowing them to translate problems into equations are included to help student analyze; Tables are • modelling and demo
and solving them. provided to help the student organize information • making tables and charts to organize info
OPEN-MINDED: Students see others' ways and • KNWS
strategy and solving a problem. They evaluate these
strategies to help them decide which technique is
suitable or more effective.
RISK-TAKER: Students become confident in
answering challenging and even unfamiliar problems
in Math.