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Myp Math Extended Unit 04

Unit Plan for MYP Mathematics 4&5 Extended This 20-hour unit explores simplifying irrational numerical expressions through changing forms. Students will learn to simplify radicals using rules of indices and fractional exponents. They will also study direct and inverse proportional relationships by finding constants of proportionality and graphing relationships. The goal is for students to understand how simplification through change can model real-world scenarios like consumption and conservation.

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360 views6 pages

Myp Math Extended Unit 04

Unit Plan for MYP Mathematics 4&5 Extended This 20-hour unit explores simplifying irrational numerical expressions through changing forms. Students will learn to simplify radicals using rules of indices and fractional exponents. They will also study direct and inverse proportional relationships by finding constants of proportionality and graphing relationships. The goal is for students to understand how simplification through change can model real-world scenarios like consumption and conservation.

Uploaded by

vato otav
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Unit Plan for MYP Mathematics 4&5 Extended

UNIT 4
Topics Unit title MYP year Unit duration

5.1

4
Simplifying is a
10.3 change for the 20 hours
better
E5.1

Key concept Related concepts Global context Exploration

Form Simplification, Globalization Exploring


Change and sustainability the inter­
connectedness
of human-made
systems through
consumption and
conservation

Inquiry: Establishing the purpose of the unit

Conceptual understanding:
Forms can be changed through simplification.

Statement of inquiry:
Changing to simplified forms can help with analyzing the effects of
consumption and conservation.
In this unit students will explore the concepts of form, simplification and change by
looking at different forms of irrational numerical expressions. Topic 5.1 on radicals
has the conceptual understanding statement: “Forms can be changed through
simplification”, and this allows the students to explore the concepts of form and
change before studying proportionality and linking to real-life examples and thus
making a transferable, synthesized statement of inquiry. In addition, students
will look at describing patterns as general rules to find links between the related
concepts and application to real-life situations. In the Extended topic, the students
will consolidate their knowledge by applying the rules to positive and negative
fractional exponents.

ATL Skills

Category Cluster Skill indicator Page references

Communication Communication Draw reasonable 162, 164, 166, 169, 172


conclusions and
generalizations

Thinking Transfer Combine knowledge, 385, 389, 393


understanding and
skills to create products
or solutions

Thinking Critical thinking Analyze complex 99, 100, 101, 102, 104,
concepts and projects 105
into their constituent
parts and synthesize
them to create
something new
Unit Inquiry questions
F Factual – How can you simplify?
Students will look at the differences between rational and irrational
numbers and investigate techniques into simplifying radicals; they will
learn the rules associated with radicals and how to simplify for different
mathematical operations.

Content based Inquiry questions


• What is the difference between a rational number and an irrational
number?
• What is a radical (surd)?
• How do you approximate a radical?
• How do you find a constant of proportionality?
• What does a proportional relationship look like?
• How do you evaluate a number with a fractional exponent?
• How do you use the rules of indices to simplify expressions with
fractional exponents?

C Conceptual – Do all changed forms imply a simplification?


By looking at changing variables in a proportional relationship the
students will investigate a variety of changes and how this can lead to
expressing generalizations in a simpler form.
They can find a link between simplifying mathematical expressions and
the implications of this change.

Content based Inquiry questions


• How are the rules of radicals related to the rules for combining terms
in algebra?
• How is simplifying radicals similar to simplifying fractions?
• What does it mean to be proportional?
• How does changing one variable in a proportional relationship affect
the other?
• How are the rules of indices and the rules of radicals related?
• How do the rules of indices help simplify radical expressions?
D Debatable – Is simpler always better? To what extent do global changes impact
humankind and the environment?
The students will incorporate their knowledge of simplification and change with
respect to proportionality to determine the advantages of simplifying, specifically
with a focus on impacting others and the environment.

Content based Inquiry questions


• Can irrational numbers be combined to form rational numbers?
• Can situations seem proportional when they are not?
• Can expressions with decimal exponents be simplified?

Action: Teaching and learning through inquiry


Content based objectives
• Simplifying irrational numerical expressions
• Approximating radicals
• Applying rules of radicals to simplify them
• Performing operations on radicals to simplify expressions that contain radicals
• Finding a constant of proportionality
• Setting up direct and indirect proportion equations to model a situation
• Graphing direct and indirect relationships
• Recognizing direct and inverse proportion from graphs
• Identifying direct and inverse proportion from tables of values
• Evaluating numerical expressions with a positive or negative fractional exponent
• Writing numerical expressions with fractional exponents as radicals
• Using the rules of indices to simplify expressions that contain radicals and/or fractional
exponents
Objectives with reference to the textbook

B – Investigating patterns
 i. 
select and apply problem-solving p169: Exploration 7
 techniques to discover complex
patterns

ii. 
describe patterns as general rules p174: Exploration 9
consistent with findings
p389: Exploration 2

iii. prove, or verify and justify general p393: Exploration3


rules

C – Communicating

 iii. move between different forms of p103: Practice 4


mathematical representation

p105: Practice 5

p106: Practice 6
Mathematics skills framework
Number MACC/MAFS
Topic Skill Related concept Standard Standard code

Number systems: Simplification Simplification Explain why the MAFS.912.N-RN.2.3


set of positive of numerical sum or product
integers and zero expressions with of two rational
(N), integers (Z), rational numbers numbers is
rational numbers rational; that the
(Q), irrational sum of a rational
numbers (Q’), number and an
and real numbers irrational number
(R) is irrational; and
that the product of
a nonzero rational
number and an
irrational number
is irrational.
Ratio, percentage; Finding a constant Change n/a
direct and inverse of proportionality,
proportion setting up
equations and
graphing direct
and inverse
relationships
Fractional Using the rules Simplification Rewrite MAFS.912.N-RN.1.2
exponents of indices to expressions
simplify numerical involving radicals
expressions and rational
involving radicals exponents using
and exponents the properties of
exponents.

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