Unit Plan for MYP Mathematics 4&5 Standard

UNIT 3
Topics Unit title MYP year Unit duration

11.1

14.3
Equality models
4 20 hours

Key concept Related concepts Global context Exploration

Form Equivalence, Identities and Exploring

Models relationships personal and
social health by
using models
to help in the
decision-making
process.

Inquiry: Establishing the purpose of the unit

Statement of inquiry:
Modelling with equivalent forms of representation can improve decision making.
In this unit the students will explore the concepts of form, equivalence and models by
looking at equivalence transformations to solve systems of linear equations, creating
mathematical models to solve real-life problems, and interpreting the solution in order to
make applicable decisions.
It will enable them to see the links between these concepts and the real-life problems.
In addition, the students will look at using and moving between appropriate forms of
mathematical representation to present the information in the most suitable manner to
express their decisions.
ATL Skills

Category Cluster Skill indicator Page references

Thinking Transfer Apply skills and 419, 420, 421

knowledge in
unfamiliar situations

Communication Communication Organize and depict 564

information logically

Unit Inquiry questions

F Factual – What determines equivalence?
Students will re-examine linear equations and inequalities through the lens of
equivalence transformations, looking specifically at achieving solutions.

Content based Inquiry questions

• What is an equivalence transformation?
• How can you solve linear equations using equivalence transformations?
• Can you use all the equivalence transformations to solve inequalities
algebraically?
• How can you solve inequalities graphically?

C Conceptual – Which skills enable you to model effectively?

By understanding the equivalence transformations, the students will then
investigate systems of equations and inequalities and begin to understand
how these evolve into models of real-life situations.

Content based Inquiry questions

• Are all solution methods for systems of equations equivalent?
• How do the graphs of systems of equations relate to the types of solutions
they may have?
• What does it mean to be linear?
• How do the gradients of different lines demonstrate the relationship
between them?
 D Debatable – To what extent does understanding identities and relationships help
you make the best choices?
The students will examine the advantages and limitations of using models to
make decisions and how linear programming can lead to informed decision
making skills.

Content based Inquiry questions

• Can good decisions be calculated?
• What are the advantages and limitations of linear programming?

Action: Teaching and learning through inquiry

Content based objectives
• Solving linear equations and systems of linear equations algebraically and graphically
• Using equivalence transformations to solve linear equations and systems of equations
• Creating a mathematical model to solve real-life problems
• Determining if a model solution is equivalent to the real-life solution
• Evaluating and interpreting your solutions in light of the real-life problems
• Solving systems of inequalities algebraically and graphically
• Modelling real-life problems with linear programming
Objectives with reference to the textbook

A – Knowing and understanding

iii. solve problems correctly in a variety p421: Review in context

of contexts

C – Communicating

ii. 
use appropriate forms of p416: Example 3
mathematical representation to
present information

iii. move between different forms of p416: Practice 4

mathematical representation

v. organize information using a logical p564: Practice 3

structure
p564: Exploration 6

D – Applying mathematics in real-life contexts

i. identify relevant elements of p419: Example 4

authentic real-life situations

ii. select appropriate mathematical p419: Practice 6

strategies when solving authentic
real-life situations
Mathematics skills framework
Algebra MACC/MAFS
Topic Skill Related concept Standard Standard code

Inequalities Solving and Models Create equations MAFS.912.A-CED.1.2

graphing linear in two or more
inequalities variables to
represent
relationships
between quantities;
graph equations on
coordinate axes with
labels and scales.
Inequalities Linear Models Represent MAFS.912.A-CED.1.3
programming constraints by
equations or
inequalities, and by
systems of equations
and/or inequalities,
and interpret
solutions as viable or
non-viable options in
a modelling context.
Factorization Factorizing linear Equivalence Solve linear MAFS.912.A-REI.2.3
of algebraic and quadratic equations and
expressions expressions inequalities in
one variable,
including equations
with coefficients
represented by
letters.
Solving equations Solving Equivalence Prove that, given MAFS.912.A-REI.3.5
simultaneous a system of two
equations equations in two
variables, replacing
one equation by the
sum of that equation
and a multiple of
the other produces
a system with the
same solutions.
Inequalities Solving and Equivalence Solve systems of MAFS.912.A-REI.3.6
graphing linear linear equations
inequalities exactly and
approximately
(e.g. with graphs),
focusing on pairs of
linear equations in
two variables.