MYP unit planner ~ Year 5: Logarithms

Teacher(s) Louise Fung Greaves Subject group and discipline Mathematics

Unit title Logarithms MYP year 5 Unit duration (hrs) 7 weeks (27 hours)

Inquiry: Establishing the purpose of the unit

Key concept Related concept(s) Global context

Relationships Change Orientation in space and time - discoveries

Equivalence
Quantity

Statement of inquiry

Generalising changes in quantity helps establish relationships that can model real-life contexts.

Inquiry questions

Factual – How can change facilitate understanding?

Conceptual – Does understanding transformation and change lead to developing more precise models?
Debatable – Is change measurable and predictable?

Objectives Summative assessment

Outline of summative assessment task(s) including Relationship between summative assessment task(s) and
assessment criteria: statement of inquiry:

Logarithmic modelling: (C & D) This assessment gives students the opportunity to develop a
A: Knowing and understanding
Goal: To demonstrate knowledge and understanding of logarithmic model for a topic of their own choice. Thy must
i. select appropriate mathematics when solving
logarithms and how to apply it to model real-life situations. realise the properties of logarithms and choose an
problems in both familiar and unfamiliar situations
appropriate context to apply the model to. Using their
ii. apply the selected mathematics successfully when
Role: You are a researcher. model, they can make prediction and describe the trends
solving problems
that they see.
iii. solve problems correctly in a variety of contexts.
Audience: Subscribers to a scientific journal
C: Communicating
Situation: You will write an article that explains how we can
i. use appropriate mathematical language (notation,
use the logarithmic model to explain the phenomena of a
symbols and terminology) in both oral and written real-life situation. You may choose the case-study you wish
explanations to look at. The model must be logarithmic and you must
ii. use appropriate forms of mathematical explain the reasons why you chose this model but also the
 representation to present information limitations of this model.
iii. move between different forms of mathematical
representation Product: You will present your article as a piece of scientific
research.
iv. communicate complete, coherent and concise
mathematical lines of reasoning Standards: The assessment will be completed individually in
v. organize information using a logical structure. two double lessons. A task-specific rubric will be shared
prior to the assessment too.
D: Applying Maths in real-life contexts
i. identify relevant elements of authentic real-life
situations
ii. select appropriate mathematical strategies when
solving authentic real-life situations
iii. apply the selected mathematical strategies
successfully to reach a solution
iv. justify the degree of accuracy of a solution
v. justify whether a solution makes sense in the
context of the authentic real-life situation.

Approaches to learning (ATL)

i. Communication – Use and understand mathematical notation

vi. Information literacy – Make connections between various sources of information
viii. Critical-thinking – Consider ideas from multiple perspectives

Action: Teaching and learning through inquiry

Content Learning process

• Evaluating logarithms with and without a calculator Learning experiences and teaching strategies
• Writing an exponential statement as a logarithmic statement
Conceptual questions to consider:
• Solving exponential equations
- Factual:
• Writing and solving exponential equations from real-life
situations • What does logab mean?
• Using natural logarithms • How can you find logarithms using a calculator?
• Drawing graphs of logarithmic functions • What does a logarithmic function look like?
• Finding the inverse of an exponential function • How are logarithmic functions related to exponential functions?
• Justifying algebraically and graphically that a logarithmic • What are the laws of logarithms?
function and the corresponding exponential function are mutual - Conceptual:
inverses • How do logarithms make problems easier to solve?
• Identifying and applying function transformations on graphs of • What are the properties of logarithmic functions?
logarithmic functions • How are the properties of logarithmic functions related to those of exponential functions?
• Developing the laws of logarithms • How can you prove generalizations?
• Using the laws of logarithms to simplify expressions and solve - Debatable:
equations • How can anything in mathematics be considered natural?
• Proving the laws of logarithms • How do you transform logarithmic functions?
• Proving the change of base formula • How do you solve logarithmic equations?

IB MYP Maths Framework

MAFS.912.F-BF.2.5 Formative assessment
MAFS.912.F-LE.1.4 Skills practice: This will be done through home learning and using Mangahigh tasks. This will inform formative criterion
MAFS.912.F-BF.2.a A achievement levels.
MAFS.912.F-IF.3.7
CNC: -- Practice D task: We will look at using real-life data such as radioactive decay, etc. to think about the suitability of the
MYP 4/5: Ch E6.1, E10.1 & E12.1 logarithmic model. In this task, we will discuss the limitations of the model and our degrees of accuracy and their
impact on our solutions.

Differentiation
Students will be encouraged to work in mixed pairs when we swap work and look at each other’s examples. Peer
assessment and feedback will be used to help support the students who are not familiar with the logarithmic function.

Skills practice will be differentiation through Red, Amber, Green tasks where problem solving tasks will differ according
to students’ confidence.

Possible extension topics:

● Logarithmic regression
● Inverse logarithmic function

Resources
 MYP Mathematics 4&5 Extended and Standard: A concept based approach – Chapter E6.1, E10.1 and E12.1

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

Prior to teaching the unit During teaching After teaching the unit