Unit Plan for MYP Mathematics 4&5 Standard

UNIT 1
Topics Unit title MYP year Unit duration

4.1
4
Representing
4.2 quantities within 20 hours
data sets
6.2

Key concept Related concepts Global context Exploration

Relationships Representation Orientation in Analyzing trends

Quantity space and time and the impact
of decision-
making on the
environment

Inquiry: Establishing the purpose of the unit

Statement of Inquiry:
How quantities are represented can help to establish underlying
relationships and trends in a population.
In this unit the students will continue their understanding of representation
and quantity; they will use statistical analysis to identify the trends in
populations; and by applying these to real–life applications, they will see
how this can impact decision-making with respect to the environment.
ATL Skills

Category Cluster Skill indicator Page references

Communication Communication Organize and depict 84, 87, 91, 94, 100, 104,
information logically 105, 106, 111, 112,
113, 115, 116, 121

Thinking Critical-thinking Revise understanding 191, 192, 195, 199, 200

based on new
information and
evidence

Unit Inquiry questions

F Factual – What makes a good representation?
Students will learn different representations of data and understand
the similarities and differences between them. At the end of this unit
they should be able to understand how and when to use the following
representations:
• Frequency tables
• Stem-and-leaf diagrams
• Box-and-whisker diagrams
• Cumulative frequency curves
• Histograms

Content based Inquiry questions

• What are the different types of data?
• How are the different measures of central tendency calculated?
• How can you find the measures of central tendency from a grouped
frequency table?
• How can you represent grouped data in a cumulative frequency curve?
• What are the differences between a bar chart and a histogram?
 C Conceptual – How does understanding quantities enable you to make
decisions about trends?
Students will be able to analyze these representations and extract the
measures of central tendency and dispersion. These specific quantities
will enable the students to see trends in the distribution and, with
practice, allow them to make decisions based on these trends.

Content based Inquiry questions
• How do measures of dispersion help you describe data?
• How do different representations help you compare data sets?
• How does the type of data affect the way it can be represented and
analyzed?
• How do you accurately analyze a data distribution from a histogram?

D Debatable – How do individuals stand out in a crowd?

By analyzing different distributions the students will learn to identify
outliers and the reasons why these may or may not be involved in the
data sets. There is extension work on how the media can be used to
skew our perception of the data (data torturing), and therefore
change our decision-making.

Content based Inquiry questions

• Should we ignore results that aren’t typical?
• How can real data ever be misleading?
Action: Teaching and learning through inquiry
Content based objectives
• Categorizing data
• Constructing stem-and-leaf diagrams
• Calculating quartiles, the range and the interquartile range
• Giving a five-point summary of a set of data
• Constructing box-and-whisker diagrams
• Identifying outliers
• Comparing distributions
• Finding the mean, median, mode and range from a grouped
frequency table
• Representing grouped data in a cumulative frequency curve
• Finding the five-point summary from a cumulative frequency curve
• Constructing a box-and-whisker diagram from a cumulative
frequency curve
• Constructing and interpreting frequency and relative frequency
histograms with equal class widths
• Constructing and interpreting frequency density histograms with
unequal class widths
• Describing distributions
Objectives with reference to the textbook

C – Communicating

i.  use appropriate mathematical p99: Summary

language (notation, symbols and
terminology) in both oral and written
explanations

ii.  use appropriate forms of mathematical p201: H

 istograms with unequal class
representation to present information widths

iii.  move between different forms of p94: Practice 6

mathematical representation

v. organize information using a logical p119: Mixed practice

structure

D – Applying mathematics in real-life contexts

i.  identify relevant elements of p121: Review in context

authentic real-life situations

ii.  select appropriate mathematical p209: Review in context

strategies when solving authentic
real-life situations

iii. apply the selected mathematical p209: Review in context

strategies to reach a solution

v. justify whether a solution makes p199: Exploration 1

sense in the context of the authentic
real-life situation
Mathematics skills framework
Statistics and probability MACC/MAFS
Topic Skill Related concept Standard Standard code
 easures of central
M Calculating the Quantity Use statistics MAFS.912.S-ID.1.2
tendency/location mean, median appropriate to
(mean, mode, and mode and the shape of the
median, quartile, choosing the best data distribution
percentile) for measure of central to compare
discrete and tendency center (median,
continuous data mean) and spread
(interquartile
range, standard
deviation) of two
or more different
data sets.
Measures of Calculating the Quantity and Interpret MAFS.912.S-ID.1.3
dispersion (range interquartile range Representation differences in
and interquartile shape, center,
range) for discrete and spread in the
and continuous context of the data
data sets, accounting
for possible effects
of extreme data
points (outliers).
Graphical analysis Constructing Representation Represent data MAFS.912.S-ID.1.1
and representation and interpreting with plots on
(Box-and-whisker graphs the real number
plots, Stem-and- line (dot plots,
leaf diagrams, histograms, and
histograms) box plots).
Cumulative Representation N/A
frequency