Center for Inquiry - Indianapolis Public School #2 · Jeffrey Muncy Mathematics: Standard...

Jeffrey Muncy Mathematics: Standard mathematics

Rational Numbers

IB MYP 6A Math (Year 6)

MYP

1Year

Start Date

W3Oct

Duration

13weeks

45hours

Second Grading Period(Oct 2016 - Jan 2017)

Form

Key concept

Measurement Space

Mathematics

Related concept(s)

Identities and relationships

Standard mathematics: similarities and connections

Global context

Inquiry: Establishing the purpose of the unit

Rational numbers are modeled by taking similar fractions and forming connections between different values.

FactualWhat patterns are you able to identify within equivalent fractions.• Using equivalent fractions simpliFes the process of combiningfractions.

ConceptualWhy do we need to take the inverse of a fraction to divide itcorrectly?• We take the inverse of a fraction when we are dividing byfractions.

DebatableWhen can we measure a negative distance?• Distance is always expressed as positivevalue.

Statement of inquiry

Inquiry questions

Center for Inquiry - Indianapolis Public School #2 MYP Unit Planner

March 13, 2017 • IB MYP 6A Math (Year 6) by Jeffrey Muncy of 14

Mon

7Nov2016

9:00 AMClass testMid-Module Assessment Task: Module 2

Students will model their understanding for dividing fractions byfractions and explain their reasoning.

Fri

11Nov2016



Fri

18Nov2016

9:00 AMExaminationEnd of Module 2 Assessment Task

i. select appropriate mathematics when solving problems in bothfamiliar and unfamiliar situationsii. describe patterns as relationships or general rules consistent withcorrect Fndingsii. se...

Fri

18Nov2016

9:45 AMExaminationModule 3 Mid Module Assessment

Assessment Criteria Tasks in all classes QR

A

Knowing andunderstanding

B

Investigatingpatterns

C

CommunicatingD

Applyingmathematics inreal-life contexts

5/8 4/8 5/8 4/8

Class mean of Assessed Criteria

ObjectivesA Knowing and understanding• i. select appropriate mathematics when solving problems in both familiar and

unfamiliar situationsB Investigating patterns• ii. describe patterns as relationships or general rules consistent with correct

FndingsD Applying mathematics in real-life contexts• ii. select appropriate mathematical strategies when solving authentic real-life

situations

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

Students will use fractions and decimals to Fnd solutions and express their answers in asimpliFed form.

Summative assessment



Wed

7Dec2016

10:00 AMExaminationModule 3 End of Module Assessment and Rubric

End of module 3 assessment covering integers and coordinateplane.

Wed

18Jan2017

12:40 PMExaminationEnd of Module 2 Assessment Task


Assessment Criteria Tasks in all classes QR

MathematicsA Knowing and understanding• i. select appropriate mathematics when solving problems in both familiar and unfamiliar situations

VIII Critical thinking skillsAnalysing and evaluating issues and ideas• Practise observing carefully in order to recognise problems

Learning ExperiencesStudents will consider each problem and determine what process is necessary to Fnda solution. Each problem will have different values and operations, students will haveto determine what strategy they will use to successfully solve the problem.Each problem may be unique, but they will have to apply their knowledge andunderstanding in unfamiliar situations.

Approaches to learning (ATL)



MathematicsB Investigating patterns• ii. describe patterns as relationships or general rules consistent with correct Fndings

X Transfer skillsUtilizing skills and knowledge in multiple contexts• Utilize effective learning strategies in subject groups and disciplines

Learning ExperiencesStudents will need to explain their solution to a problem by using the strategiesdiscussed in class and patterns highlighted throughout the learning process. They willalso use models to demonstrate their understanding.

VI Information literacy skillsFinding, interpreting, judging and creating information• Collect and analyse data to identify solutions and make informed decisions

Learning ExperiencesStudents will consider the information within a problem to determine the strategy bestnecessary to Fnd a solution.

Action: Teaching and learning through inquiry

• Students will be taught how to Fnd equivalent values through reducing a fractions to the smallest terms.Students will be taught how to use multiples to Fnd equivalent larger values.

Standards

Knowledge & Skills



Tue

25Oct2016

9:00 AMExit TicketDraw models to (nd the quotient

Students will demonstrate how to take a fraction and divide by afraction with a similar denominator.

Mon

31Oct2016



Mon

31Oct2016

9:00 AMExit TicketRelationships between visual fraction models and equations

Find a relationship between visual fraction models and equations.

Fri

4Nov2016



Fri

6Jan2017

9:00 AMExit TicketLesson 16

Determining sum or product

Learning process Formative Assessment QR

Module 2Week 1: Students answer one to two Bell-Ringer questions from challengesidentiFed in daily exit tickets. Teacher will access students prior knowledge withratios and unit rates. Weekly lessons will include lesson 1-3. Students will write intheir manual and complete work in their math notebook. At the end of class theteacher will check for understanding and students will complete exit ticket. Teacherwill assign the problem set at the end of each lesson as homework. Also this weekwe will establish essential agreements and expectations in the class. Students willcreate their own tape diagram and divide it into ten equal segments. They will labeleach segment and identify and the equivalent value for each piece.Week 2: Students answer one to two Bell-Ringer questions from challengesidentiFed in daily exit tickets. Weekly lessons will include lesson 4-8. Students willwrite in their manual and complete work in their math notebook. At the end of classthe teacher will check for understanding and students will complete exit ticket.Teacher will assign the problem set at the end of each lesson as homework. At timessupplemental and extension material will be assigned based on student needs.Students will create their own tape diagram and divide it into twelve equalsegments. They will label each segment and identify and the equivalent value foreach piece. Each student will compare and contrast this weeks tape diagram withthe one from last week.Week 3: Students answer one to two Bell-Ringer questions from challengesidentiFed in daily exit tickets. Weekly lessons will include lesson 9-11. Thursday wewill review the content up to this point. On Friday students will complete Mid-Module Assessment Task on pages 105-108 (need to be copied). Score will be givenand exemplar answers will be examined. Students will write in their manual andcomplete work in their math notebook. At the end of class the teacher will check forunderstanding and students will complete exit ticket. Teacher will assign theproblem set at the end of each lesson as homework. At times supplemental andextension material will be assigned based on student needs. Students will createtheir own tape diagram and divide it into equal segments determined by rolling atwenty sided die. They will label each segment and identify and the equivalent valuefor each piece. Each student will compare and contrast this weeks tape diagramwith the each one from last two weeks.Week 4: Students answer one to two Bell-Ringer questions from challengesidentiFed in daily exit tickets. Weekly lessons will include lesson 12-16. Students willwrite in their manual and complete work in their math notebook. At the end of class




the teacher will check for understanding and students will complete exit ticket.Teacher will assign the problem set at the end of each lesson as homework. At timessupplemental and extension material will be assigned based on student needs.Students will rotate among four stations choosing from a list of possible numbers toFnd an appropriate solution. Station 1: Least Common Multiple Stations 2: GreatestCommon Factor Station 3: Prime Factorization Station 4: Distributive Property.Week 5: Students answer one to two Bell-Ringer questions from challengesidentiFed in daily exit tickets. Weekly lessons will include 17-19 with a review thefollowing day. The day following the review (Friday), students will take the End ofModule Assessment on pages 206-210 (need to be copied). If time permits at theend of class to grade the assessment, have students score the assessment with adifferent color grading utensil. Discuss the assessment with the students and howexemplar answers may be constructed. If reteaching is necessary, spend one or twodays reteaching speciFc concepts.Module 3Week 1: Students answer one to two Bell-Ringer questions from challengesidentiFed in daily exit tickets. Teacher will access students prior knowledge withratios and unit rates. Weekly lessons will include lesson 1-3. Students will write intheir manual and complete work in their math notebook. At the end of class theteacher will check for understanding and students will complete exit ticket. Teacherwill assign the problem set at the end of each lesson as homework. Also this weekwe will establish essential agreements and expectations in the class. Students willmeasure and identify a ratio among the class, club, or other group they are involvedin this week.Week 2: Students answer one to two Bell-Ringer questions from challengesidentiFed in daily exit tickets. Weekly lessons will include lesson 4-8. Students willwrite in their manual and complete work in their math notebook. At the end of classthe teacher will check for understanding and students will complete exit ticket.Teacher will assign the problem set at the end of each lesson as homework. At timessupplemental and extension material will be assigned based on student needs. Attimes supplemental and extension material will be assigned based on studentneeds.Week 3: Students answer one to two Bell-Ringer questions from challengesidentiFed in daily exit tickets. Weekly lessons will include lesson 9-13. Students willwrite in their manual and complete work in their math notebook. At the end of classthe teacher will check for understanding and students will complete exit ticket.




Teacher will assign the problem set at the end of each lesson as homework. At timessupplemental and extension material will be assigned based on student needs. Attimes supplemental and extension material will be assigned based on studentneeds. Students will measure the ratio of their height to their shadow. Then they willmeasure the shadow of another object (tree, telephone pole, building, etc) and use aproportional equation to Fnd the height of their object.Week 4: Students answer one to two Bell-Ringer questions from challengesidentiFed in daily exit tickets. On Monday students will complete Mid-ModuleAssessment Task on pages 126-130 (need to be copied). Score will be given andexemplar answers will be examined. Weekly lessons will include 14-16. Students willwrite in their manual and complete work in their math notebook. At the end of classthe teacher will check for understanding and students will complete exit ticket.Teacher will assign the problem set at the end of each lesson as homework. At timessupplemental and extension material will be assigned based on student needs.Students will measure the ratio of their height to their shadow. Then they willmeasure the shadow of another object (tree, telephone pole, building, etc) and use aproportional equation to Fnd the height of their object.Week 5: Students answer one to two Bell-Ringer questions from challengesidentiFed in daily exit tickets. Weekly lessons will include 17-19 with a review thefollowing day. The day following the review (Friday), students will take the End ofModule Assessment on pages 186-191 (need to be copied). If time permits at theend of class to grade the assessment, have students score the assessment with adifferent color grading utensil. Discuss the assessment with the students and howexemplar answers may be constructed. If reteaching is necessary, spend one or twodays reteaching speciFc concepts.

Describe how you will differentiate teaching & learning for this unit?Differentiation will take place through• ModiFed practice problems-students who are challenged by the concept learned will work on the basic algorithm. Students who are understand the basic algorithm will workon application of the concept.• Students will meet with the teacher in small groups to discuss the concept at their current level to try and move them a higher order of thinking.• Some students will work one to one with a teacher.• Students will be offered an opportunity for self-guided lessons.• Extensions will be given to students that require more challenge through application of the concepts studied.

Differentiation



Summary index

Parent GuideWebsiteAdded by Jeffrey Muncy on July 31, 2016SummaryTake a moment to look through the module for answers to your questions.

0Journal 1Website 0Video 0File 0Photos 0Books

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

Prior to teaching the unit• What have students encountered in this discipline before?• What does experience tell us about what to expect in this unit?

As with all the units this year, I'm a little concerned about the conceptual component of this program. Some of the examples look very challenging on the conceptual side andI'm worried they may cause more confusion. I'm prepared to reteach if necessary, but part of my concern is the time it will take to teach each lesson with a possible reteachingof several lessons.Last year we introduced integers to the students. They were challenged by the subtraction concepts, both single and double negative.

During teaching• What can we adjust or change?• What is the level of student engagement?

The students had a lot of struggle with Lessons 4-8 which is conceptionally trying to show students how to divide fractions by fractions, which is proving to be a signiFcantabstract concept for most of the students. After those lessons they teach the students to use inverse multiplication to Fnd the solutions. It seems the frustration the studentsare experiencing is not necessary for Fve lessons. I think we can expose them to the conceptual understanding over a lesson or two and then dive into the inversemultiplication.In 6A the students were highly engaged as they always are. In 6B, every other day we have to revisit the importance of continued, sustained focus and attention in class alongwith completing all assignments to the best of their ability.

Resources



http://greatminds.net/support/parents

.

After teaching the unit• What student-initiated action did we notice?• What will we do differently next time?• How effectively did we differentiate learning in this unit?

During our investigation of dividing fractions by fractions, many students chose to solve through methods they were familiar with. This at times provided challenges when theywere required to model dividing fractions by fractions.I felt we differentiated well by identifying students within ability groups that required more support through Math Lab or spending time in small groups at lunch or before schoolto visit the concept through different approaches.Next time I want to teach Module 3 before Module 2. Module 3 focuses on rational numbers and would give students a better foundation for the math necessary for fractionsand decimals in Module 2.



Appendices: Assessment Index

Calendar Summary Summative Formative

QR

Tue

25Oct2016



First Grading Period

Aug Sep Oct

Second Grading Period

Oct Nov Dec Jan

Third Grading Period

Jan Feb Mar Apr

Fourth Grading Period

Apr May Jun

Assessment Criteria Tasks

A


B


C

CommunicatingD

Applyingmathematics in real-life contexts

Assessment Tasks

IB MYP 6A Math (Year 6)



QR

Mon

31Oct2016



Mon

7Nov2016




N/A N/A N/A N/A

A


B


C

CommunicatingD


N/A N/A N/A N/A

A


B


C

CommunicatingD


5/8 5/8 5/8 N/A



QR

Fri

18Nov2016

9:00 AMExaminationEnd of Module 2 Assessment Task


QR

Mon

31Oct2016



Fri

4Nov2016




A


B


C

CommunicatingD


5/8 4/8 N/A 4/8


A


B


C

CommunicatingD


N/A N/A N/A N/A

A


B


C

CommunicatingD


IB MYP 6B Standard Math (Year 6)



QR

Fri

11Nov2016



Fri

6Jan2017

9:00 AMExit TicketLesson 16

Determining sum or product

Wed

18Jan2017

12:40 PMExaminationEnd of Module 2 Assessment Task

i. select appropriate mathematics when solving problems in bothfamiliar and unfamiliar situationsii. describe patterns as relationships or general rules consistent with


N/A N/A N/A N/A

A


B


C

CommunicatingD


4/8 3/8 3/8 N/A

A


B


C

CommunicatingD




QR

correct Fndingsii. se...

QR

Fri

18Nov2016

9:45 AMExaminationModule 3 Mid Module Assessment

Wed

7Dec2016

10:00 AMExaminationModule 3 End of Module Assessment and Rubric

End of module 3 assessment covering integers and coordinateplane.


3/8 3/8 N/A 3/8


A


B


C

CommunicatingD


N/A N/A N/A N/A

A


B


C

CommunicatingD


N/A N/A N/A N/A

IB MYP Math (Year 7) A



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