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Teacher  Dr. Naji  Subject group and  Grade 10 Extended Mathematics 

Unit title  Functions and Graphs  MYP year  5  Unit duration  5-6 

Inquiry: Establishing the purpose of the unit 

Key concept –
​ include a sentence to relate  Related concept(s)​ - include a sentence to  Global context​ - include a sentence to relate to 
to the unit  relate to the unit  the unit 
Relationships: ​students will explore the  Representation: m ​ athematical ideas can be  Identities and relationships: 
relationship between dependant (Y value) and  represented in different ways for different 
Relationships​ can be ​identified​ by ​generalizing 
independent variables (X value) in different  purposes. 
data into various models and ​forms​, which allows 
types of functions, and how the relationship is 
Model: ​mathematicians will use models to help  us to solve and predict these real-world 
expressed mathematically. 
make generalisations in order to come to a  relationships 
  Generalisation: i​ n Mathematics, more often 
than not, we do not get the “perfect data.” In 
such situations we use a “best fit” scenario 
which can help us make useful generalisations 
to give meaning to the data. 
Change:​ students will be looking at how one 
number can change a function 
Statement of inquiry – try to combine the Key Concept with one or more Related Concepts and the Global Context. Needs to be timeless, cross 
disciplinary, and worthy of inquiry 
Mathematical models can be used to better understand changes in relationships in our world. 
Inquiry questions 
Factual:  What is a function? 
How do we use functions to find values? 
How can functions be reversed or combined? 
How and why do we develop the form of functions to improve their accuracy? 

Middle Years Programme Unit planner 1 

Conceptual (there needs to be a direct  Why do we use functions to generalize? 
link here to your Key/Related Concepts):  How can we use them as predictions? 
What is meant by exponential growth or decay? 
Debatable:  How far should we trust functions or models to tell us about the real world? 
  Can multiple functions be correct for a single situation? 
Objectives – from Subject Guide found  Summative assessment 
Criterion C: Communicating  Outline of summative assessment task(s)  Relationship between summative assessment 
● use​ appropriate mathematical  including assessment criteria, ​make sure to set  task(s) and statement of inquiry: 
language (location, symbols and  out how the ATL skill(s) are linked to the 
terminology) in both oral and written  summative assessment task(s): 
explanations  Summative Task 1 - Students will show that 
● use​ appropriate forms of mathematical  different models better represent different sets of 
representation to present information  Criterion C - s​ tudents will select any four of the  data. 
● move​ between different forms of  functions listed below and create a Khan 
mathematical representation  Academy style video that explains firstly the key 
● communicate​ complete, coherent and  characteristics of the function, and secondly the  Summative Task 2 - Students need to use an 
concise mathematical lines of  similarities and differences differences between  evolving data set to model the change in value of 
reasoning  them:  Genome Sequencing and then use their model to 
● organise​ information using a logical  interpolate and extrapolate other data points. 
● Quadratic 
structure  ● Cubic 
  ● Polynomial 
Criterion D: Applying mathematics and  ● Exponential 
real-life contexts  ● Logarithmic 
● identify​ relevant elements of authentic  ● Rational (?) 
real-life situations  ● Trigonometric 
● select​ appropriate mathematical 
strategies when solving authentic   
real-life situations  Criterion D - How do we approximate a function 
● apply​ the selected mathematical  equation to represent and analyze data? 
strategy successfully to reach a 
● justify​ the degree of accuracy is of a  Students are provided a set of data (taken from p. 
solution  239 of MYP by Concept Resource). 

Middle Years Programme Unit planner 2 

● justify​ whether a solution makes sense  1. Hypothesise how the graph will look 
in the context of the authentic real-life  2. Use Google Sheets to create a graph and 
situation  us the trendline to determine the line of 
best fit. 
3. Using their equation and/or graph, 
students must:  
a. Find domain and range 
b. Elicit specific information from a 
Approaches to learning (ATL) – at APIS we select one/two per unit to focus on, identify the strands, and how we are going to teach them. 

IB ATL Category  Strands from Principles  Specific Strands from Scope and Sequence  Learning Experiences 
and Practices  Explain how they relate to the 
formative/summative assessment tasks 

Communication Skills  Communicating Skills:  use subject-specific vocabulary to express  For the Criterion C summative task, students 
Reflection Skills  Make effective summary  abstract concepts, and refine vocabulary  will need be able to communicate effectively 
Organizational Skills  notes for studying and  choices to discriminate between shades of  as a mathematician in order to achieve the 
Information literacy skills  explaining understanding  meaning  high levels 
Critical Thinking Skills  to an audience.     
    For the Criterion D formative and summative 
Reflection Skills:  assess their strengths and challenges and  tasks students need to be able to use 
Considering the process  devise personally appropriate strategies to  graphing technology to create a d​ igital 
of learning; choosing and  achieve future success  model in order to generate precise data 
using ATL skills: identify    and information. 
strengths and weakness     
of personal learning      
Organizational Skills:  evaluate the effectiveness of commonly 
Use appropriate  used learning strategies and work 
strategies for organizing  practices and refine these as required 
complex information   

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Information Literacy  use advanced search tools and 
Skills:​ Understand and  techniques or simulations and digital 
use technology systems  models to locate or generate precise 
  data and information that supports the 
  development of new understandings  
Critical Thinking Skills: 
critically analyse independently sourced 
Recognize unstated 
information to determine bias and 
assumptions and bias 
Learner Profile ​Traits Encouraged  Learning Experiences 
Inquirer​: We nurture curiosity; developing  - Criterion B formative task where students use guided questions to recognize patterns in the way 
skills for inquiry and research. We know  a cubic and polynomial functions make graphs 
how to learn independently and with  - Criterion D formative and summative tasks where students must explore different lines of best fit 
others. We learn with enthusiasm and  and decide which one is most appropriate 
sustain our love of learning throughout life. 

Action: Teaching and learning through inquiry 

Content – b
​ enchmarks (AERO/ Common  Learning process 
Core/ Standards 
Learning experiences and teaching strategies 
HSF-IF Functions—Interpreting Functions   
Teacher modeling 
Understand the concept of a function and  Think, pair, share, and group work 
use function notation. 
HSF-IF.B  Lecture, tables, graphs, and examples from the book; practice working problems from the book, 
worksheets from Kuta software website. Group collaboration 

Middle Years Programme Unit planner 4 

Interpret functions that arise in applications   
in terms of the context. 
Analyze functions using different  Formative assessment: make sure to set out how the ATL skill(s) are linked to the formative 
representations.  assessment task(s): 
  Criterion A - Quizzes 
HSF-BF  Students will complete regularly scheduled quizzes about each type of function and their key 
Functions—Building Functions  characteristics 
  Criterion B - Inquiry about Cubics/Polynomial Functions 
Build a function that models a relationship  Students will use graphing software (TI-84 or Desmos) to explore the properties of cubic and 
between two quantities.  polynomial functions 
HSF-BF.B  Criterion D - What is the cool function on Instagram? 
Build new functions from existing functions. 
Students create a post they hope to go viral. Data is collected over a period of time to be used in the 
HSF-LE - Functions—Linear, Quadratic,  4. Hypothesise how the graph will look 
and Exponential Models  5. Identify the type of graph  
6. Go to the actual task 
Construct and compare linear, quadratic,   
and exponential models and solve  Task: students will use their data to create a table, equation and graph.   
HSF-LE.B  Using their equation and/or graph, students must:  
Interpret expressions for functions in terms  ● Find domain and range 
of the situation they model.  ● Elicit specific information from a graph 
● Move between different forms of representation 
○ Identify functions from a graph 
HSF-TF- Functions—Trigonometric  ○ Graph transformations 
Extend the domain of trigonometric 
functions using the unit circle. 

Middle Years Programme Unit planner 5 

Model periodic phenomena with  Differentiation 
trigonometric functions. 
Prove and apply trigonometric identities. 


Works Cited 

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

Prior to teaching the unit  During teaching  After teaching the unit 
● Will need to be conscious of the pacing     
of the unit so that don’t run out of time 
before getting to more challenging types 
of equations 
● Would like to build a more collaborative 
atmosphere → is there a way to create a 
group assessment (maybe formative) 

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