Teacher(s) Shashikant (Shashi) Boricha

Subject group and discipline Mathematics: Extended mathematics

Unit title

MYP Year

INDICES

MY3

Unit duration 3 weeks (8 hours)

Inquiry: Establishing the purpose of the unit

Key concept

Related concept(s)

Logic

Global context

Mathematics
Pattern
Simplification

Representation

Scientific and technical innovation

how humans use their understanding of scientific

principles

Statement of inquiry
The characteristics of power and radical functions and their representations are
useful in solving real-world problems
Inquiry questions
Factual

what is the difference between power and the base?

Conceptual

Debatable

How are expressions involving radicals and

exponents related?

Objectives

Summative assessment

B: Investigating patterns
i. select and apply mathematical problemsolving techniques to discover complex patterns
ii. describe patterns as relationships and/or
general rules consistent with findings
iii. verify and justify relationships and/or general
rules.
C: Communicating
i. use appropriate mathematical language
(notation, symbols and terminology) in both oral
and written explanations
ii. use appropriate forms of mathematical
representation to present information
iii. move between different forms of
mathematical representation

Outline of summative assessment task(s) including assessment

criteria:

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Investigation

Can you write a rule from the formulas of indices?

Relationship between summative assessment task(s) and

statement of inquiry:

Indices Criteria - B and C (B, C)

October

20
Tuesday

10:20 AM

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 iv. communicate complete and coherent

mathematical lines of reasoning
v. organize information using a logical structure.
Approaches to learning (ATL)
Mathematics
B: Investigating patterns
i. select and apply mathematical problem-solving techniques to discover complex patterns
ii. describe patterns as relationships and/or general rules consistent with findings
iii. verify and justify relationships and/or general rules.
C: Communicating
i. use appropriate mathematical language (notation, symbols and terminology) in both oral and written explanations
ii. use appropriate forms of mathematical representation to present information
iii. move between different forms of mathematical representation
iv. communicate complete and coherent mathematical lines of reasoning
v. organize information using a logical structure.

Social

Research

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II. Collaboration skills

Working effectively with others
Practise empathy
Build consensus

VI. Information literacy skills

Finding, interpreting, judging and creating information
Collect and analyse data to identify solutions and
make informed decisions
Evaluate and select information sources and digital
tools based on their appropriateness to specific tasks
VII. Media literacy skills
Interacting with media to use and create ideas and
information
Seek a range of perspectives from multiple and
varied sources

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Action: Teaching and learning through inquiry

Content

Learning process

Knowledge & Skills:

Learning Experiences

The student is able to:

understand algebraic products and quotients
derive algebraic products in index notation
Use Index laws and Expansion laws
classify Zero and negative indices
represent Scientific notation (Standard form)

Student checklist given at start of unit. instructions will be given during lessons.
Completing text book questions and Maths homework.
Prior knowledge will be tested using KWL method alongwith a recap at beginning of each unit. Assessment
tasks include a rubric cover sheet.
Teaching strategies
Self correction using answer in the text book
Class discussion
Modify textbook work given.

Describe how you will differentiate teaching & learning for this unit?
Students struggling with the mathematical concepts as well as students as students struggling with the
language will be paired with stronger students.
Learner Profile
Open minded: Students explore and discover multiple methods of solving problems. Students understand that there are different perspectives that can be equally effective
in visualizing, setting up, or solving problems.
Risk takers: Risk takers speak in class despite the possibility of being incorrect. Risk takers attack unfamiliar problems because they know they are good at math when they
can solve them.
Resources
Journal:
HAESE AND HARRIS PUBLICATIONS; MATHEMATICS MYP3

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EIS MATHS SITE: https://sites.google.com/a/edubridgeschool.org/my-math-3/

www.khanacademy.org
www.ck12.org
Reflection: Considering the planning, process and impact of the inquiry
Prior to teaching the unit

During teaching

After teaching the unit

Why do we think that the unit or the selection of topics

will be interesting?
What do students already know, and what can they do?
What have students encountered in this discipline
before?
What does experience tell us about what to expect in
this unit?
What attributes of the learner profile does this unit offer
students opportunities to develop?
What potential interdisciplinary connections can we
identify?
What do we know about students preferences and
patterns of interaction?
Are there any possible opportunities for meaningful
service learning?
What in the unit might be inspiring for community or
personal projects?
Could we develop authentic opportunities for service
learning?
How can we use students multilingualism as a resource
for learning?

What difficulties did we encounter while completing the

unit or the summative assessment task(s)?
What resources are proving useful, and what other
resources do we need?
What student inquiries are emerging?
What can we adjust or change?
What skills need more practice?
What is the level of student engagement?
How can we scaffold learning for students who need
more guidance?
What is happening in the world right now with which we
could connect teaching and learning in this unit?
How well are the learning experiences aligned with the
units objectives?
What opportunities are we hearing to help students
explore the interpretative nature of knowledge, including
personal biases that might be retained, revised or
rejected? (DP theory of knowledge skills development)

What were the learning outcomes of this unit?

How well did the summative assessment task serve to
distinguish levels of achievement?
Was the task sufficiently complex to allow students to
reach the highest levels?
What evidence of learning can we identify?
What artifacts of learning should we document?
Which teaching strategies were effective? Why?
What was surprising?
What student-initiated action did we notice?
What will we do differently next time?
How will we build on our experience to plan the next
unit?
How effectively did we differentiate learning in this unit?
What can students carry forward from this unit to the
next year/level of study?
Which subject groups could we work with next time?
What did we learn from standardizing the assessment?

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