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
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March 13, 2017 • IB MYP 6A Math (Year 6) by Jeffrey Muncy Page 1 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
9:00 AMClass testMid-Module Assessment Task: Module 2
Students will model their understanding for dividing fractions byfractions and explain their reasoning.
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
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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
i. select appropriate mathematics when solving problems in bothfamiliar and unfamiliar situationsii. describe patterns as relationships or general rules consistent withcorrect Fndingsii. se...
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)
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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
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March 13, 2017 • IB MYP 6A Math (Year 6) by Jeffrey Muncy Page 4 of 14
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
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
9:00 AMExit TicketRelationships between visual fraction models and equations
Find a relationship between visual fraction models and equations.
Fri
4Nov2016
9:00 AMExit TicketRelationships between visual fraction models and equations
Find a relationship between visual fraction models and equations.
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
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Learning process Formative Assessment QR
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.
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Learning process Formative Assessment QR
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
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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
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.
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.
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Appendices: Assessment Index
Calendar Summary Summative Formative
QR
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.
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
Knowing andunderstanding
B
Investigatingpatterns
C
CommunicatingD
Applyingmathematics in real-life contexts
Assessment Tasks
IB MYP 6A Math (Year 6)
Center for Inquiry - Indianapolis Public School #2 MYP Unit Planner
March 13, 2017 • IB MYP 6A Math (Year 6) by Jeffrey Muncy Page 10 of 14
QR
Mon
31Oct2016
9:00 AMExit TicketRelationships between visual fraction models and equations
Find a relationship between visual fraction models and equations.
Mon
7Nov2016
9:00 AMClass testMid-Module Assessment Task: Module 2
Students will model their understanding for dividing fractions byfractions and explain their reasoning.
Assessment Criteria Tasks
N/A N/A N/A N/A
A
Knowing andunderstanding
B
Investigatingpatterns
C
CommunicatingD
Applyingmathematics in real-life contexts
N/A N/A N/A N/A
A
Knowing andunderstanding
B
Investigatingpatterns
C
CommunicatingD
Applyingmathematics in real-life contexts
5/8 5/8 5/8 N/A
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March 13, 2017 • IB MYP 6A Math (Year 6) by Jeffrey Muncy Page 11 of 14
QR
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...
QR
Mon
31Oct2016
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.
Fri
4Nov2016
9:00 AMExit TicketRelationships between visual fraction models and equations
Find a relationship between visual fraction models and equations.
Assessment Criteria Tasks
A
Knowing andunderstanding
B
Investigatingpatterns
C
CommunicatingD
Applyingmathematics in real-life contexts
5/8 4/8 N/A 4/8
Assessment Criteria Tasks
A
Knowing andunderstanding
B
Investigatingpatterns
C
CommunicatingD
Applyingmathematics in real-life contexts
N/A N/A N/A N/A
A
Knowing andunderstanding
B
Investigatingpatterns
C
CommunicatingD
Applyingmathematics in real-life contexts
IB MYP 6B Standard Math (Year 6)
Center for Inquiry - Indianapolis Public School #2 MYP Unit Planner
March 13, 2017 • IB MYP 6A Math (Year 6) by Jeffrey Muncy Page 12 of 14
QR
Fri
11Nov2016
9:00 AMClass testMid-Module Assessment Task: Module 2
Students will model their understanding for dividing fractions byfractions and explain their reasoning.
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
Assessment Criteria Tasks
N/A N/A N/A N/A
A
Knowing andunderstanding
B
Investigatingpatterns
C
CommunicatingD
Applyingmathematics in real-life contexts
4/8 3/8 3/8 N/A
A
Knowing andunderstanding
B
Investigatingpatterns
C
CommunicatingD
Applyingmathematics in real-life contexts
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March 13, 2017 • IB MYP 6A Math (Year 6) by Jeffrey Muncy Page 13 of 14
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.
Assessment Criteria Tasks
3/8 3/8 N/A 3/8
Assessment Criteria Tasks
A
Knowing andunderstanding
B
Investigatingpatterns
C
CommunicatingD
Applyingmathematics in real-life contexts
N/A N/A N/A N/A
A
Knowing andunderstanding
B
Investigatingpatterns
C
CommunicatingD
Applyingmathematics in real-life contexts
N/A N/A N/A N/A
IB MYP Math (Year 7) A
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