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EDUC 622 Performance Based Assessment

EDUC 622 Performance Based Assessment MYP Unit Plan for Year 7: Simple expressions for real life phenomenon Amina Jameel George Mason University

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Introduction The purpose of this PBA is to create a sample unit planner in order to implement the written, taught and assessed curriculum, as defined by the IB thought processes to create internationally minded students. As family migrations increase due to the nature of working environments changing, children are being exposed to different cultures and regions (Hayden et al., 2002). This prompts a need for these children to be educated such that they are taught to create a balance between allegiance to nation and to humankind. They also need an active learning environment where teachers are quick to change teaching strategies according to regional and cultural requirements, while at the same time encouraging openmindedness for students to explore events beyond their regional boundaries. Thus, a global curriculum includes cultural awareness, multilingualism, critical thinking, research and IT skills that are used to change minds about concepts, skills, knowledge and attitudes (Davy, 2011).

Developing the curriculum As a teacher develops the written curriculum, she or he needs to keep in mind that the purpose of a written curriculum is to provide students the opportunity to gain knowledge that is of global significance. It should also develop students' understandings of concepts, which will allow them to make contextual connections to their learning, as students learn better when they make connections from their learning to their environment (Marzano et al., 2011). Given the evolving nature of globalization, the curriculum should be made coherent so that the intellectual character of the student is developed. Since Mathematics is such a conceptual subject, the written curriculum should clearly make connections to another discipline to allow students to see the application of their concepts. In turn, this will develop the international mindedness of a student (Ritchhart, 2002).

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A coherent and integrated curriculum should also be concept-based and context-based. Further, it should contain interdisciplinary links to other subjects being studied. Having a conceptualized curriculum helps the student transfer knowledge learnt in one discipline to another. These concepts cannot be complete without the appropriate skills and knowledge. This is why it needs to be emphasized that interdisciplinary studies cannot replace studies of the discipline itself (Daly et al., 2012; Erickson, 2012). Literature review researched by Daly et al. (2012) shows that knowledge and skills are considered lower order thinking skills. In order to better develop the higher order thinking skills, it is imperative that teachers integrate disciplines for critical and creative thinking. When students make connections with prior experiences, deeper understanding is developed. This is especially apparent in the different sub-areas of mathematics. For example, using a formula to calculate area and perimeter of regular shapes is a geometrical and numerical concept. However, when used in algebra, students can be taught how to create the formula for area and perimeter using variables to generalize the numerical calculation.

The Teaching and Learning Cycle An article by Hammond et al. (n.d.) on how the learning process is most effective for students posits, the way the learning environment is constructed makes a difference. This refers to the development of the written curriculum and the activities that support the learning of the students. Learning is based on the associations or connections we make refers to the conceptual connections, while particular social and cultural environments refers to contextual connections, as well as cultural connections (IBO, 2012). The last effective method mentioned said the different ways people think and feel about their own learning affects their development as learners This is a clear indication that students need to take control of their own learning and become independent learners.

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Thus, ideal learners are inquirers and thinkers that are knowledgeable, open-minded and reflective all characteristics of the IB learner profile (IBO, 2008). These qualities are also referred to indirectly by Marzano et al. (2011). Given the changing technologies globally, several different teaching styles have to be used to keep students engaged in class. Some of them used for this research are the following: interactive white boards interactive websites like www.myimaths.com, which not only allows the teacher to teach the lesson but also provides levelled homework assignments. Students receive instant feedback on their assignments. www.khanacademy.org is another site that allows students to view videos on different subjects and also provides extra support in the form of worksheets and online assignments. www.emaths.co.uk is a site with past Key Stage 3 papers in Maths, Science and English. They have some sample papers that can be solved online and feedback provided instantaneously. While all these websites may be very useful and provided much needed ICT support in an evolving world, some simple routines need to be introduced at the start of an academic year for the intellectual development of the student. Some of these include changing the physical environment of the classroom to provide opportunities for the students to reflect. Questions or case studies related to the subject can be displayed on class walls. Sample student work and key vocabulary terms for every unit can also be displayed on the walls (Ritchhart, 2004). The learning cycle, while helpful for students, is also very useful for teachers so that they can evaluate themselves against it. Attached in Appendix E is a learning cycle that has been adapted and

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reproduced from a poster seen in a teachers classroom. It makes explicit references to contextual learning and conceptual learning, as laid down by the IB philosophy, that teachers should evaluate their own teaching styles in light of above mentioned strategies. Since mathematics is a highly conceptual discipline, the bigger concepts need to be broken down into smaller ones, so that the students can see progression from one stage to the next (Marzano, n.d.). In order to progress each concept is arranged by levels of difficulty in the UK National Curriculum for each area within mathematics. These leveling ladders can be viewed at the Kangaroomaths website www.kangaroomaths.com. Even though the discipline of mathematics requires a lot of computational skills work, students need to be able to understand the concepts they are learning and then justify their application. This can be done by posing open-ended questions or asking them to justify their answers (Ritchhart, 2002). Further to conceptual learning, mathematics is based on accurate skills necessary to understand the bigger concepts. Students cannot be expected to acquire these skills or procedural knowledge and apply them conceptually or contextually. Reasonable time and effort needs to be allocated to developing these skills. These skills will increase in complexity as students progress through their academic courses. So if the basic computational skills are left weak, which are considered lower order thinking skills, then higher order thinking skills cannot be developed (DeLuca & Lari, 2011).

Assessment Teaching and learning occur best when the learner (student) is allowed to progress at his or her own pace and allowed to track their own progress. Different styles of assessments for learning, formative and summative, can be created to track progress (Assessment Reform group, 1999; Black & William, 1998). The IB MYP and DP programmes use a 6 scale rubric for all criteria (IBO, 2008).the

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UK National Curriculum levels allow differentiation and encourage, as well as challenge, students to progress at their own pace. Textbooks like Level Up Maths (Pledger, 2008) and New Maths Frameworking (Evans et al., 2008) keep students invested and engaged in their own learning by showing what they are accomplishing as the levels of difficulty of the questions increase. The levels of the topics are shown along the side of the book in New Maths Frameworking, and Level Up Maths subdivides these levels further while providing short explanations of them in the margin. These can be part of self-assessments and formative assessments (Assessment Reform group, 1999). For summative assessments, SAT questions can be used, accessible from www.emaths.co.uk for Key Stage 3. The website www.testbase.co.uk provides a medium for teachers of all Key Stages to access English, Maths, and Science SAT questions for test creation purposes. This website contains databases of past test papers, and allows one to search for questions according to areas within a discipline or levels. SAT questions are not merely number based questions; rather they require higher order thinking skills as they are an application of the skills learnt. Hence, conceptual knowledge needs to be transferred to real life phenomenon by the students. Teaching needs to keep the interest of the students. Effective pacing of class teaching and some physical movement need to be incorporated to keep students engaged. Group work, discussions, project work, verbal feedback and positive learning environment all contribute to keeping the students engaged positively (Marzano et al., 2011). CASE STUDY The School The Sultans School (TSS) is a private, bilingual, dual curriculum, and IB World School based in Seeb, Oman. It was established in 1977. For the English language subjects, TSS follows the National

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Curriculum for UK from Reception through to Key Stage 4, or Year 11. For Years 12 and 13, TSS has opted to use the bilingual IB Diploma Programme. For the Arabic language subjects, TSS follows requirements set by the Ministry of Education of Oman. Arabic as a first language, Social Studies and Islamic Studies are taught in Arabic. Students are required to fulfill Ministry requirements all the way up to Year 13. During Year 13, they sit for the DP exams, as well as the Ministry exams.

The Classes The MYP Unit Plan was piloted in Year 7 Set B1 (top set) with 15 students and Set A2 (middle set) with 13 students in Key Stage 3. These sets are differentiated according to the ability level of the students working around Level 4 6 and Level 3 5, respectively. Level descriptions for each subject are provided by the UK National Curriculum and for Maths is accessible through the Kangaroomaths website. The purpose of teaching the same unit to both sets of classes was to compare and see how far the middle set could be stretched.

Context of the unit in the curriculum

The unit is called Simple expressions for real life phenomenon. This is an introduction to algebra and starts with formal operations on integers, specifically negative numbers. Apart from teaching the written or mathematical way of performing the four operations, a kinesthetic method of using red cubes (positive integers) and blue cubes (negative integers) will also be used. It then goes on to the use of order of operations on integers. It further moves to symbolic representation of algebra by converting sequences into rules and then formulae. Variables are introduced to represent unknown quantities. Function machines, algebraic expressions and simple English statements are linked to each other. Again, a kinesthetic activity is used to help students visualize converting English statements to

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mathematical representation. The goal is to show the utility of algebra in real life contexts such as investments, pricing, expenditures, etc. (IBO, 2012). The big idea that will be covered here is that algebraic expressions are used to create formulas for various real life phenomenon. Previously taught skills about sequences and term to term rules will be linked to create an algebraic expression that will be a formula for determining the nth term of a sequence. Number patterns will be linked to geometrical shape patterns. An Islamic tiling pattern project for assessment will be introduced, with grading rubrics at the end. The project is differentiated in that there are two parts to it the first part being the easier one and the second being the harder one (Smith, 2011). It is expected that most students in both sets will do the first part, and a third will attempt part of the second one.

Context of the unit To introduce the Islamic and cultural context, an art based geometrical pattern will be presented. Students will be encouraged to recognize where they have seen the pattern in their communities before. A short discussion about Islamic patterns will introduce them to the use of sequences and geometry in arts, and also to the cultural, historical and Islamic significance of this art. The global context of this unit is opening the minds of the students to understand that this pattern was used by a Western teacher, taken from a museum of art in the USA, and has been used globally by other international schools. This can take on an interdisciplinary approach in Arts, where research could be done to understand the global appreciation for Islamic art by art enthusiasts internationally. Further research can be conducted into transference of Islamic patterns in architecture and their promotion on an international scale (Saoud, 2004). Other Islamic patterns can be explored and an exhibition of the students art work can be held. For a practical and local take on this subject, students can be asked to look for and take photographs for such patterns in their surroundings. Such patterns are normally used on the exteriors of buildings, gates, fences, mosques, etc.

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Two areas of interaction are touched upon in this unit. Approaches to learning are revisited several times throughout the plan. ATL are crucial skills to develop at this stage because this is the first year for them as independent secondary students. This is the foundation year for them as secondary students and habits and skills taught this year will serves as a stepping stone for future years, especially their IGCSE and DP years. Community and service are engaged when students are encouraged to create a bridging activity for their younger peers in Year 6. This activity will be used when Year 6 have a day to be introduced to secondary school in March. The MYP Unit Planner is attached in Appendix A, with separate tables for stages 1 (derived from the content), 2 (content specific), and 3 (reflective stage) of the plan (IBO, 2009). In the reflections section of this plan, lessons learnt from enactment of the plan are mentioned, along with recommendations for the next academic year. A three week overall unit plan is attached in Appendix B. The two projects mentioned in the unit plan are also attached in Appendices C and D, along with rubrics that are left as compatible with the IB grading scale of 1 to 6 (IBO, 2008).

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REFERENCES
Angeli, E., Wagner, J., Lawrick, E., Moore, K., Anderson, M., Soderlund, L., & Brizee, A. (2010, May 5). General format. Retrieved from http://owl.english.purdue.edu/owl/resource/560/01/ Assessment Reform Group (1999). Assessment for learning. Cambridge, UK: University of Cambridge. Black, P., and William, D. (1998). Inside the black box: Raising standards through classroom assessment. London, UK: Kings College. Boix-Mansilla, V. (2010). MYP guide to interdisciplinary teaching and learning. International Baccalaureate Organization, Cardiff, Wales: Peterson House. Daly, K., Brown, G., and McGowan, C. (2012). Curriculum Integration in International Baccalaureate Middle Years Programme: Literature Review. International Baccalaureate Organization, Cardiff, Wales: Peterson. Darling-Hammond, L., Rosso, J., Austin, K., Orcutt, S., and Martin, D. (n.d.). How people learn: an introduction to learning theory. Retrieved from http://www.learner.org/courses/learningclassroom/support/01_intro.pdf Davy, I. (2010). Learners without borders: A curriculum for global citizenship. International Baccalaureate Organization, Cardiff, Wales: Peterson. DeLuca, V. W. and Lari, N. (2011). The GRIDC Project: Developing Students Thinking Skills in a Data-Rich Environment. Journal of Technology Education. Journal of Technology Education, 23 (1), 5-18 Evans, K., Gordon, K., Senior, T., and Speed, B. (2008). New Maths Frameworking Year 7 Pupil Book 2. London, UK: Collins Education.

Erickson, H.L. (2012). Concept-based teaching and learning. Cardiff, Wales: Peterson.
Hayden, M., Thompson, J., & Walker, G. (2002). International education in practice. New York, New York: Routledge. International Baccalaureate Organization. (2008). IB learner profile booklet. Cardiff, Wales: Peterson House. International Baccalaureate Organization. (2008). The Middle Years Programme: A basis for practice. Cardiff, Wales: Peterson. International Baccalaureate Organization. (2008). The Diploma Programme: A basis for practice. Cardiff, Wales: Peterson. International Baccalaureate Organization. (2008). MYP: From principles into practice. Cardiff, Wales: Peterson. International Baccalaureate Organization. (2009). Evaluating MYP unit planners. Cardiff, Wales: Peterson. International Baccalaureate Organization. (2010). Intercultural understanding: Exploring Muslim contexts

11 EDUC 622 Performance Based Assessment to extend learning. Sample PYP and MYP planners. Cardiff, Wales: Peterson. International Baccalaureate Organization. (2011). Mathematics the MYP-DP curriculum. Cardiff, Wales: Peterson. International Baccalaureate Organization. (2012). Teaching the disciplines in the MYP: Nurturing big ideas and deep understanding. Cardiff, Wales: Peterson. International Baccalaureate Organization. (2012). MYP: From principles into practice (pilot). Cardiff, Wales: Peterson. Jameel, A. (16-12-2012). Field notes. Jameel, A. (9-12-2012). Field notes. Jameel, A. (6-01-2013). Field notes. Jameel, A. (16-01-2013). Field notes. Marzano, R. J. (n.d.). Identifying the primary instructional concepts in mathematics: a linguistic approach. Retrieved from http://www.marzanoresearch.com/documents/InstructionalConcepts_Mathematics.pdf Marzano, R. J., Pickering, D. J., and Heflebower, T (2011). The highly engaged classroom. Indiana, USA: Marzano Research Laboratory. Pledger, K. (2008). Level Up Maths Levels 3-5. Essex, UK: Heinemann. Pledger, K. (2008). Level Up Maths Levels 4-6. Essex, UK: Heinemann. Ritchhart, R. (2002). Intellectual character: what it is, why it matters, and how to get it. San Francisco, CA: Jossey-Bass. Saoud, R. (2004). Introduction to Islamic Art. Retrieved from http://www.muslimheritage.com/topics/default.cfm?TaxonomyTypeID=2&TaxonomySubTypeID=17&Taxonom yThirdLevelID=-1&ArticleID=1190#sec_6 Smith, A. (2011). IB MYP Year 4 Algebra Investigation. Retrieved from http://occ.ibo.org. Watermeyer, R. (2010). Curriculum alignment, articulation and the formative development of the learner. International Baccalaureate Organization, Cardiff, Wales: Peterson.

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APPENDIX A MYP UNIT PLANNER Unit Title Simple expressions for real life phenomenon Teacher(s) Amina Jameel Subject and Grade Level Mathematics UK Year 7, MYP Year 1 Time frame and duration 3 weeks Area of Interaction focus Significant concept(s) Which area of interaction will be our focus? What are the big ideas? What do I want my Why have we chosen this? students to retain for years into the future? Community and Service: Mathematics can Simple expressions can represent a range of be used as a means of creating fun, secret real life problems. messages based on a mutual encryption code. 1. ATL 2. Create a series of surprise messages for Year 6 students as part of a bridging activity from primary to secondary. MYP Unit Question How can we create formulas for geometric patterns, encryption codes, and finding cost of products or services?

Stage 1 Assessment What task(s) will allow students the opportunity to respond to the unit question? What will constitute acceptable evidence of understanding? How will students show what they have understood? Unit test: Measurement (Criterion A) Summative Test: End of unit assessment: two differentiated tests created from KS3 SATs questions. Levels 3-5 and 4-6. Formative Assessment: Levelled worksheets from the Level Up books. Peer assessed and teacher assessed. (Criterion C). Which specific MYP objectives will be addressed during this unit? A: Knowledge and Understanding Know and demonstrate understanding of the concepts from the branches of mathematics Use appropriate mathematical concepts and skills to solve problems in both familiar and unfamiliar situations, including those in real life contexts Select and apply general rules to correctly solve problems, including those in real-life contexts C: Communication in Mathematics

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Use appropriate mathematical language Move between different forms of representation (formulae, diagrams, tables, charts, graphs and models) D: Reflection in Mathematics Explain whether their results make sense in the context of the problem Explain the importance of their findings Justify the degree of accuracy of their results Suggest improvements to the method when necessary. Which MYP assessment criteria will be used? A Knowledge and understanding C Communication in mathematics

Stage 2 Content What knowledge and skills (from my course overview) are going to be used to enable the student to respond to the guiding question? What (if any) standards/skills are to be addressed? How can they be unpacked to develop the significant concept(s) for stage 1? Algebra: Integers, sequences and patterns, area and perimeter formulas for regular shapes and solids, formula for nth term, creating sequences from formulas, order of operations (BODMAS), creating expressions from statements, evaluating expressions, substitution, function machines, inverse operations Approaches to learning How will this unit contribute to the overall development of subject-specific and general approaches to learning skills? Collaboration Skills (working in groups, delegation, teamwork) Communication Skills (presenting projects to class fellows, creating a MS-Excel worksheet for calculating costs) Information Literacy Skills (improving mathematics vocabulary and terminology ) Thinking Skills (generating ideas, planning, identifying problems) Transfer (making connections across different mathematical concepts and different contexts) Learning experiences Teaching strategies How will students know what is expected of How will we use formative assessment to give them? Will they see examples, performance students feedback during the unit? indicators, and templates? What different teaching strategies will we How will students acquire knowledge and employ? practise the skills required? How will they How are we differentiating teaching and practise applying these? learning for all? How have we made provision Do the students have enough prior for those learning in a language other than their knowledge? How will we know? mother tongue? How have we considered those with special educational needs? Students will have prior knowledge of Level Up worksheets have brief area and perimeter for simple shapes, explanations provided in the margin to

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creating sequences, basic computational skills Students will be able to use integers in context. Students will be able to perform + - x on integers. Students will be able to use order of operations Students will be able to identify variables, coefficients, constants, terms, expressions and equations. Students will be able to find input and output of simple and complex function machines. Students will be able to convert a function machine into an algebraic mapping and expression using variables Students will be able to evaluate an expression given values of variables Students will explore the effectiveness of a single line invoice at the grocery store by modelling expressions for products. (scannable items & fresh produce) Investigation and research to enable problem solution. Working in groups, shared learning.

show students their level progression in each topic. The two classes are already differentiated based on ability levels of students. Level Up worksheets are differentiated according to the ability levels of the students. Higher order thinking skills required as tasks progress from lower to higher level. Students will be allowed to work with a partner after a few minutes of individual work. Kinesthetic activities are incorporated where appropriate. Online learning tools and assessment tracking available through www.myimaths.com Project My Life as an Integer with rubric (Appendix C) NMF formative assessment for creating expressions and formulae from geometric patterns Project - Islamic Art Algebra Investigation with rubrics(Appendix D) Decoding secret message formative and peer assessment

Resources What resources are available to us? How will our classroom environment, local environment and/or the community be used to facilitate students' experiences during the unit? Self-assessment worksheets Level Up Maths Levels 3-5. Integers p.28-29 Sequences and Rules p.16-17 Letters and unknowns p.15 Constructing expressions p.86-87 Functions and expressions p.86-87 Level Up Maths Levels 4-6 Integers p.24-25 Sequences and Rules p.6-9 nth term p.156-157, 254-255 Constructing expressions p.16-17 Functions and expressions p.86-87

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Deriving formulae p.96-97 Order of Operations p.88-89 Evaluating expressions and formulae p.94-95 Books

Deriving formulae p.96-97 Order of operations p.88-89 (Level 3-5) Evaluating expressions and formulae p.92-93

Mathematics Enhancement Programme Year 7 Book 7A & 7B. Units 12, 15, 16. Accessible at http://www.cimt.plymouth.ac.uk/projects/mep/default.htm Cambridge Essentials Mathematics Year 7 Support, Core and Extension. For online starter or plenary activities, notes handouts, and differentiated worksheets. Accessible at http://essentials.cambridge.org/ New Maths Frameworking Year 7 Pupil Book 2. Websites www.kangaroomaths.com for assessments based on UK National Curriculum. Ladders of levels also available http://www.exeter.edu/academics/72_6539.aspx - for word problems www.myimaths.com for lesson teaching and online homework that can be used as assessment of understanding www.khanacademy.org for further support through online instruction videos www.testbase.co.uk SAT questions database for assessments www.emaths.co.uk for KS3 SATs papers differentiated according to levels, not years.

Stage 3 Ongoing reflections and evaluation Possible Connections 1. There are additional connections to develop in ICT when programming formulas into MSExcel. It could not be covered in this short duration. 2. Additional connection can be made to using a single line on an invoice by multiplying the product price by the number of product purchase. Students can bring in their grocery receipts to see the real life application. 3. Further work can be done to see how the above works when reserving packages for vacation or trips. Connections can made to the upcoming camping trip in Wahaiba sands, so that students can learn to apply their skills. Reflection on teaching the plan 1. The unit was taught as per the written curriculum. However, what was originally designed for two weeks had to be expanded to 3 weeks the taught curriculum. The enacted curriculum, while not much different from the written, took longer than the plan due to several challenges which are mentioned below.

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2. Assessments and feedback took longer than expected. The online assessments on www.myimaths.com were not being completed by students at home, and an additional two periods had to be used during the school hours. Some students did not take the assessments or feedback seriously and when the summative assessment was run, they were still making the same mistakes. 3. Language of mathematics, or vocabulary, turned out to be the greatest challenge. After starting the unit, a vocabulary list had to be created and attached in student notebooks. Starter or plenary activities revolved around basic mathematical vocabulary words like sum, difference, product and factor. Since these are multi-lingual students, in a bilingual, dual curriculum program, they may take longer to learn the language of a new discipline. Furthermore, the UK National Curriculum makes no differentiation of any kind for nonEnglish speakers nor does it provide any support. Introduction of vocabulary or key terms is not part of their requirements. Thus, every teacher or school system has to take the initiative to teach them on their own. 4. When Kangaroomaths formative assessments for learning were conducted, the students had problems understanding what the question was asking them to do due to different questioning style. They needed simpler explanation on what was being asked. 5. The middle ability group felt more challenged when they were given worksheets with levelling information on the side. They showed a drive to reach Level 5 so they could be at par with their counterparts in the high ability group. 6. In class assessments were conducted by student peers or teacher with the use of the levelling information on the side of the worksheets. If a certain expression could not be evaluated by a student at level 4a, then he or she knew exactly what areas needed work upon. 7. This daily levelling assessment helped the teacher evaluate the learning of the students and pace of the class was adjusted accordingly. 8. Integer project listed in Appendix C or Appendix D were not performed in class either, as students took longer to understand the operations on integers and converting pictorial sequences to number sequences and creating a formula out of it. 9. The interdisciplinary activity of MS-Excel assignment in ICT could not be performed during these three due to lack of time and because the students took longer understanding certain types of open ended questions due to language restraints. 10. The MS-Excel task was started after the three week period listed in the unit planner. 11. No summative assessment was done during this period, but one was scheduled for a week after the above plan. 12. More time had to be given to practicing the skills and more examples were used to demonstrate sound procedural knowledge on solving above problems. 13. Most students had a difficult time transferring knowledge of a skill from one context to another context. Several types of contextual problems had to be worked out but all could not be covered. Evaluation of processes 1. Overall, the unit planner was carried out in its entirety, except for the two projects and community service activity. 2. Several connections can be made to physics and chemistry, since these two disciplines use many formulas. 3. The next logical step is to introduce equations one-step, two-step and then with variables

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4. 5. 6. 7.

8.

9.

on both sides of the equal sign. Problems in context should then be introduced , such as finding a missing angle in a triangle or quadrilateral, the number of items bought given the unit price and total cost, cost of a taxi trip based on a mileage meter, etc. Change of subject in a formula or an equation would be the next logical step. Once linear equations have been solved for the variable, then graphing of linear equations should be covered. More time needs to be spent on teaching students how to evaluate their work based on the rubrics used by the IB MYP program. Students were learning how to assess their own work based on the UK National curriculum levels. It would have been an information overload for them to have to deal with two different types of assessment. The levels need to be introduced to students at the start of the next academic year. Eventually, students should be introduced to rubric style assessments as well (Jameel, 2013). The UK National Curriculum levels progress throughout the Year 7, 8, and 9 or MYP years 1, 2 and 3. While the MYP mathematics curriculum is divided into the standard and extended subjects, the Key Stages progress based on ability and skill levels of students in six different areas of the discipline. This can (and has, in the past) cause problems for the students if they do not perform as well on their IGCSE exams at the end of Year 11, that they might not be able to move into the IB DP program at this school. ICT can be used to further in this subject with the tablet technology. Plans are underway to assess the policies and use of iPads for the next academic year. Once in place, this should have a significant impact on student assessment and feedback for learning.

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APPENDIX B Unit Planner Overview Chart Unit Planner Title: Simple expressions for real life phenomenon Grade Level: UK Year 7 or MYP Year 1 Transdisciplinary/Content Theme: Islamic geometric patterns and encrypted messages Organizing Theme (PYP)/Area of Interaction (MYP): Community Service: Create a bridging activity for Year 6 students - secret messages. Approaches to learning: problem solving, research skills, collaborative skills, presentation skills Central Idea (PYP)/Significant Concept (MYP): Simple expressions can represent a range of real life problems
Day 1 Objective Adding and subtracting integers Learning engagements Use number line to add and subtract integers. Learn from examples of temperature, timeline, debt. Use red and blue cubes to add/subtract integers. Assessment Change of temperature Day 4 Objective - 4 operations on integers Learning engagements BODMAS with brackets, squares, square root, simple fraction Assessment - Online work on www.myimaths.com Day 6 Objective function machines Learning engagements introduce function machines, input and output. Compare to BODMAS operations. Assessment Online work on www.myimaths.com Day 2 Objective Objective multiplying and dividing integers Learning engagements Use miniwhiteboards to practice x/ rules Assessment Leveled worksheets from Level Up Maths Day 5 Objective Integers in real life project Learning engagements Project discussion - My Life as an Integer Assessment from Kangaroo maths website Day 7 Objective introduction to algebra and its vocabulary Learning engagements using variables for unknown quantities in statements Assessment Evaluate students verbally Day 8 Objective Creating rules Learning engagements convert English expressions into mathematical expressions for all 4 operations Assessment Writing expressions leveled worksheet from Level Up Day 3 Objective 4 operations on integers Learning engagements introduce simple BODMAS with integers Assessment Leveled worksheets from Level Up Maths

19 EDUC 622 Performance Based Assessment Maths Day 9 Objective Project presentation Learning engagements Use of research and presentation skills. Catch up on unfinished work. Assessment ATL Day 10 Objective Creating nth term rules Learning engagement -Create expressions from geometric patterns (Collins NMF Yr 7 functional maths assignment) Assessment Project Islamic Art Algebra Investigation with rubrics Day 12 Objective Creating rules and formulae Learning engagement work on famous formulae for area, perimeter, volume, temperature conversion, speed, force Assessment - Online work on www.myimaths.com Substitution 1 Level 5 Day 15 Objective Community service create bridging activity for Year 6 students. Learning engagement Create secret messages using expressions and substitution. Assessment - ATL Day 13 Objective Evaluating expressions Level 6-7 Learning engagement Introduce BODMAS style expressions including squares, square roots, cubes and brackets. Evaluate them given the values of the variables Assessment - Online work on www.myimaths.com Substitution 2 Level 6-7

Day 11 Objective Creating formulae Learning engagements use function machines to convert word problems into algebraic formulae Assessment Create inverse function machines to check for accuracy of formulae Day 14 Objective Decoding secret messages Learning engagement Group work - Evaluate expressions to decode a secret message Assessment Check for accuracy of evaluation

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APPENDIX C My Life as an Integer Project Student Name - __________________________________________ Due ___________________

(Provide your Rubric with Project Presentation) Take a few moments and think about your life, from birth to the present. This project will see how well you perceive the concept of integers by displaying your life as an integer in the form of a timeline you need to use pictures of yourself or family. 2. Provide Historical events to go with each year displayed. For the negative representation, this will be before you were born and should include at least two years prior to your arrival. Make sure to give your timeline a title and make it colorful. 3. Some will be displayed. You will need to be creative and a presentation grade will be issued as well. This will fall under the category of test and projects; which counts 3grades the total possible points for this project is 30 points; which equates to 100% (A). Use the rubric provided as a guide to assist you with what I am looking for. CATEGORY 4 3 2 1 Title The timeline has a creative title that accurately describes the material and is easy to locate. The timeline has an The timeline has a effective title that title that is easy to accurately describes locate. the material and is easy to locate. Facts were accurate for almost all events reported on the timeline and in chronological order An accurate, complete date has been included for almost every event. Facts were accurate for most (~75%) of the events reported on the timeline and in chronological order. An accurate date has been included for almost every event. The title is missing or difficult to locate. 1.

Content/Facts Facts were accurate for all events reported on the timeline and in chronological order. Dates An accurate, complete date has been included for each event. The overall appearance of the timeline is pleasing and easy to read.

Facts were often inaccurate for events reported on the timeline. Dates are inaccurate and/or missing for several events. The timeline is difficult to read.

Readability

The overall The timeline is appearance of the relatively readable. timeline is somewhat pleasing and easy to read.

Total Points Earned

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IB Criterion D: (Reflection) This criterion examines to what extent the student is able to: Explain whether his or her results make sense in the context of the problem Explain the importance of his or her findings in connection to real life where appropriate Justify the degree of accuracy of his or her results where appropriate Suggest improvements to the method when necessary RUBRIC ACHIEVMENT Level Descriptor LEVEL 0 The student does not reach a standard described by any of the descriptors below. 1-2 The student attempts to describe the importance of his or her findings in connection to his or her life, historical events, and chronological order. 3-4 The student describes the importance of his or her findings in connection to his or her life, historical events, and chronological order. 5-6 The student provides a detailed explanation of the importance of his or her findings in connection to his or her life, historical events, and chronological order.

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APPENDIX D Year 7 Algebra Investigation

Follow the instructions and questions in this coversheet booklet. Write your investigation on graph pad paper. Do not forget to use headings and to number your answers. Staple your work into this coversheet booklet and hand it to your teacher by the DUE DATE. Your work will be assessed against the following criteria:

Criterion B: Investigating patterns

Achievement level 0 12 Level descriptor

Your investigation does not reach a standard described by any of the statements given below. Your investigation shows that, by following the questions, you can recognize a pattern for the rows of tiles. Your investigation shows that, by following the questions, you can recognize a pattern for the rows of tiles. You have been able to describe the pattern for the number of tiles contained in a row by using reasoning or some other problem-solving method. Your investigation shows that you can recognize a pattern for the rows of tiles and the area of tiles. You have been able to describe the pattern for the number of tiles contained in a row and any given area by using reasoning or some other problem-solving method. You have shown how to use the rule for your pattern(s).

34

56

Criterion C: Communication in mathematics

Achievement level 0 12 34 Level descriptor

Your investigation does not reach a standard described by any of the statements given below. Your explanations/workings contain some errors and/or are difficult to follow. Your explanations/workings are good but incomplete. You have shown that you can make good use of words and algebra/diagrams to explain the results of your investigation. Your explanations/workings are good and easy to follow. You have shown that you can make effective use of words and algebra/diagrams to explain the results of your investigation.

56

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Year 7 Algebra Investigation Islamic Art

Molded tile panel, 13th 14th Century; Ilkhanid Period Iran, Nishapur [The Metropolitan Museum of Art, 2004]

Although not strictly laid down in Islamic law, Islamic art does not contain images of humans or animals. As a result, much of Islamic art is geometric in form. Much of the architecture and craft work of Islamic nations includes geometric motifs. [Reference Islamic At & Geometric Design Activities for Learning, The Metropolitan Museum of Art, 2004]

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Assessment Task 1
The diagrams below show how the dark blue and light blue tiles may be placed to start a row.

Staple your investigation here

1. How many light blue hexagonal tiles are needed for the single motif, i.e. when there is just one dark blue 6-pointed star tile? 2. How many light blue hexagonal tiles are needed when two dark blue 6-pointed star tiles are placed side by side to start a row? 3. Copy and complete the table. Number of dark blue 6-pointed star tiles side by side in a row 1 2 3 4 5 10 20 4. Let n be the number of dark blue 6-pointed star tiles placed side by side in a row. Write down an expression using n that would give the number of light blue hexagonal tiles needed. Describe how you found the expression either in words or with mathematical working. [Hint: you may like to research the method of differences.] Number of light blue hexagonal tiles needed

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Assessment Task 2

The tiled area at the bottom of the previous page is described as having three rows of dark blue 6-pointed star tiles, with four dark blue 6-pointed star tiles in the lead row. 1. How many dark blue 6-pointed star tiles and light blue hexagonal tiles are there in the tiled area shown? 2. If another row of three dark blue 6-pointed star tiles is added to the bottom of the area, then light blue hexagonal tiles are added to edges of the dark blue tiles, how many of each tile type will there then be? 3. If instead of adding the three dark blue 6-pointed star tiles as a single row, they are used to increase the number of star tiles in each of the existing rows, how many of each tile type will there then be? 4. Investigate the numbers of each tile type as the number of rows is increased and the number of star tiles in each row is increased. a. Clearly explain in words the steps you take in trying to determine the number of tiles. You may illustrate your explanation with diagrams. b. Write down some of your findings. 5. Let n be the number of dark blue 6-pointed star tiles in the lead row and m be the number of rows. a. Write down a rule, in terms of n and m, for the number of dark blue 6-pointed star tiles in a tiled area with m rows, when m is odd.

26 EDUC 622 Performance Based Assessment b. Write down a rule, in terms of n and m, for the number of dark blue 6-pointed star tiles in a tiled area with m rows, when m is even. c. Write down a rule in terms of n and m for the number of light blue hexagonal tiles in an area with an odd number of rows. [Hint: the original area on page 2 can be thought of as two separate rows of 4 dark blue tiles, with extra dark blue tiles just placed between them.] d. Write down a rule in terms of n and m for the number of light blue hexagonal tiles in an area with an even number of rows. e. Show that your rules in parts a, b, c and d work for i. the original area (n = 4 and m = 3 [odd]). ii. the area in part 2 (n = 4 and m = 4 [even]). iii. the area in part 3 (n = 5 and m = 3 [odd]).

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APPENDIX E Accelerated Learning Cycle for Staff (reproduction of a poster in a school run by the Church of England)