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Myp Math Standard Unit 05

The unit plan focuses on measuring and reasoning quantitatively over 20 hours. Students will explore concepts of quantity and measurement through topics like currency conversions, absolute value, and systems of measurement. The goals are for students to understand the relationship between quantities, measurements, and human-made systems and communities and apply their learning to real-world contexts.

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Suran Lee
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483 views5 pages

Myp Math Standard Unit 05

The unit plan focuses on measuring and reasoning quantitatively over 20 hours. Students will explore concepts of quantity and measurement through topics like currency conversions, absolute value, and systems of measurement. The goals are for students to understand the relationship between quantities, measurements, and human-made systems and communities and apply their learning to real-world contexts.

Uploaded by

Suran Lee
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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Unit Plan for MYP Mathematics 4&5 Standard

UNIT 5
Topics Unit title MYP year Unit duration

6.1
4
Measuring
7.1 and reasoning 20 hours
quantitatively
7.2

Key concept Related concepts Global context Exploration

Relationships Quantity, Globalization Exploring


Measurement and sustainability ­different ways
of measuring to
­discover the inter­
connectedness
of human-made
systems and
­communities.

Inquiry: Establishing the purpose of the unit

Statement of inquiry:
Quantities and measurements illustrate the relationships between
human-made systems and communities.
In this unit students will explore the concepts of quantity and measurement by
looking at the topics of currency conversions, absolute value and systems of
measurement. There is also a link to the concept of system in the latter part of
this unit. At the end of each topic the students will apply their learning to real-life
applications and explore the necessity for both quantity and measurements
within human-made systems. There is an emphasis on the ATL communication
where the students will interpret cultural understanding and draw reasonable
conclusions from the results.
ATL Skills

Category Cluster Skill indicator Page references

Communication Communication Access information 181, 186


to be informed and
inform others

Thinking Critical-thinking Draw reasonable 216, 219


conclusions and
generalizations

Communication Communication Use intercultural 230, 231, 232


understanding
to interpret
communication

Unit Inquiry questions


F Factual – What is the difference between a measurement and a quantity?
Students will discover the intricate differences between quantities
and measurements to ensure they can give complete answers to
questions and to determine whether a quantity or a measurement is an
appropriate answer.

Content based Inquiry questions


• Why do we need to convert currencies?
• What is an exchange rate?
• What is an absolute value
• What are the different systems of measurement?

C Conceptual – Can all quantities be measured?


Once the difference between quantities and measurements has been
established, their continued use should enable the students to determine
in which cases quantities can be measured.

Content based Inquiry questions


• When are quantities in different currencies equivalent?
• How are the properties of absolute value similar to other properties
in mathematics?
• How can error be measured when estimating or approximating?
• How do we convert measures of area and volume into different units?
D Debatable – How do systems influence communities?
Once the students have analyzed different systems containing both
quantities and measurements, they can begin to apply this to real-life
situations to discuss exactness of measurements and globalization
of systems.

Content based Inquiry questions


• How do systems influence communities?
• Can you ever know the exact value of a measurement?
• Should we adopt a single global system of measurement?

Action: Teaching and learning through inquiry


Content based objectives
• Converting between different currencies
• Recognizing conversions in real-life contexts
• Solving word problems involving currencies
• Understanding the meaning of different rates and commission charges
• Calculating commission charges
• Knowing different definitions for the absolute value of a number
• Understanding the properties of the absolute value of a number
• Converting between metric units, including metric units of area and volume
• Converting between metric and imperial units
• Using units correctly in problem-solving
• Solving problems involving compound measures
• Deciding if the answer to a problem is reasonable
Objectives with reference to the textbook

A – Knowing and understanding

ii. apply the selected mathematics p180: Practice 1


successfully when solving problems

iii. solve problems in a variety of contexts p187: Mixed Practice

B – Investigating patterns

ii. 
describe patterns as general rules p216: Exploration 2
consistent with findings

iii. prove, or verify and justify general p221: Reflect and discuss 3
rules

D – Applying mathematics to real-life contexts

iv. justify the degree of accuracy of p221: Reflect and discuss 4


a solution
p229: Practice 3
Mathematics skills framework
Number & Quantity MACC/MAFS
Topic Skill Related concept Standard Standard code

Units of Converting Quantity, Use units as a way MAFS.912.N-Q.1.1


measurement between Measurement to understand
different units of problems and to
measurement and guide the solution
between different of multi-step
currencies problems; choose
and interpret units
consistently in
formulas.
Number systems: Using appropriate Quantity, Choose a level MAFS.912.N-Q.1.3
set of positive forms of rounding Measurement of accuracy
integers and zero to estimate results appropriate to
(N), integers (Z), limitations on
rational numbers measurement
(Q), irrational when reporting
numbers (Q’), and quantities.
real numbers (R)
Number systems: Absolute value of a Measurement n/a
set of positive number
integers and zero
(N), integers (Z),
rational numbers
(Q), irrational
numbers (Q’),
and real numbers
(R)

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