MYP unit planner

Unit title Quadratic Equations and Functions

Teacher(s) Osama Elkashef

Subject and grade level Algebra1 Myp4

Time frame and duration 4 weeks

Stage 1: Integrate significant concept, area of

interaction and unit question

Area of interaction focus Significant concept(s)

Which area of interaction will be our focus? What are the big ideas? What do we want our
Why have we chosen this? students to retain for years into the future?

Community & Service

SLE: Students will be able to reflect on
Attitudes and responsibilities including
reflect upon different social patterns and
showing initiative.

Students will get the chance to involve in Quadratic function helps us to solve
solving problems to help their many of real life problems
community through Math.

Students through working on their

project will be able to realize that
learning will help their community, also
Searching about problems in their
communities and how to reduce the
number of accident while driving.

MYP unit question

What should I know about a parabola in order to Drive

Safely?

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?
In class, students will graph many quadratic functions, they will practice this skill. They also will try to model
real life situation using quadratic function. Next, students will recognize the relationship between Quadratic
functions and Quadratic equations and how to solve quadratic equations Algebraically and Graphically. By
getting the sense of the importance of quadratic function. While working on their project students will apply
what they know about Quadratic function and equations to try to serve the community.

Which specific MYP objectives will be addressed during this unit?

Student will be able to

A- use appropriate mathematical concepts and skills to solve simple problems in both familiar and
unfamiliar situations including those in real-life contexts

C- use different forms of mathematical representation (simple formulae, diagrams, tables, graphs and
Models.
D- consider the reasonableness of their results in the context of the problem and attempt to explain
Weather they make Sense.

Which MYP assessment criteria will be used?

A End of Chapter Test
C,D Chapter Project " Drive Safe "

Stage 2: Backward planning: from the assessment to the

learning activities through inquiry

Content
What knowledge and/or skills (from the course overview) are going to be used to enable the student to respond to the unit
question?
What (if any) state, provincial, district, or local standards/skills are to be addressed? How can they be unpacked to develop the
significant concept(s) for stage 1?

• Exploring Quadratic Graph graphing to model real life situation (gravity,..)

• Solving Quadratic Equation
• Solving by Factoring
• Solving by completing the square
• Using Quadratic Formula
• Using Discriminant
Using square roots in a real life situation
Find the dimensions of a box,…
solving real world problems
Investigate real-world situations
Solving physics problems

Getting the message that quadratic function is applicable, usable and useful to us.
By modelling real life situations using quadratic functions
The ability to Communication within the unit:
Using different forms, formulas and graphing. Students will be given the chance to interpret the graph,
use Mathematical Symbols, some new words. Students also will be given the chance to explain their
reasoning.
Using Quadratic function to solve real life problems and to benefit the community:
Working through the project , linking variable explaining processes and reflecting upon result.
Approaches to learning
How will this unit contribute to the overall development of subject-specific and general approaches to learning skills?

• Organization: Throughout the unit the student will improve his organization skills by making
tables chose an appropriate scale, and trying to be accurate in graphing function.
• Collaboration: Students will be divided into six groups in many occasions throughout the
unit, while exploring graphing Quadratic function, solving quadratic equation and working in
the project.
• Thinker: Students will get the chance to think of using quadratic function to benefit the
community, they will get the chance to identify problems, apply their knowledge, and create
solution.
• Reflection: Student will reflect on his finding and share reflection with other students.

Learning experiences Teaching strategies

How will students know what is expected of them? Will
they see examples, rubrics, templates?
How will students acquire the knowledge and practise
the skills required? How will they practise applying
these?
Do the students have enough prior knowledge? How will
we know?
How will we use formative assessment to give students feedback
during the unit?
What different teaching methodologies will we employ?
How are we differentiating teaching and learning for all? How have
we made provision for those learning in a language other than their
mother tongue? How have we considered those with special
educational needs?

• Students will be given an idea • Students will be given instant feedback

about the guiding question in while discussions, and while class
addition to the learning activities and group work. Students also
objectives of the unit. They will will get a feedback with each task given
be also given all tasks with ( Test, and Project).
enough instructions and rubrics
• Dissections, Link connect extend problem
• Students will acquire Knowledge solving practice, encouraging students to
and skills they need to answer do researches, encouraging students to
the unit question by share. Also group works, wt watching
videos and online Math games
Brainstorming: discussion with
open-end type of questions, • Different tasks will be given to students
participating in group work, and then all students with different abilities
some class activates. will get the chance to learn. Group work
will help all students regardless to
Class work: students will
differences in learning. Teaching will be
practice learning skills on a daily
based on motivation through playing
basses they also practise real
Mathematical games to get the best of
life problems.
the students. For students can not speak
Weekly Homework: Major English, Rubrics will be explained and
homework will be given from the possible translated into Arabic
textbook familiar and unfamiliar Investigating, discussions, applications
questions to practice the skills
they learned in class
Working on Project: Students
will work on a project with
Biology and PE
• Students have encountered
some of basic ideas and
concepts related to quadratic
functions in preceding courses.
In addition, In Chapter 9
trinomials are factored to
 prepare for solving quadratic
equations. Building up, in this
chapter students examine
quadratic graphs and solve
quadratic equations by factoring,
finding the square roots,
completing the square, and
applying the quadratic formula.
They also identify real-world
data that can be modelled by
this type of function.

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?

Prentice Hall Textbook,

School Library
Internet, DVDS,…. etc

Ongoing reflections and evaluation

In keeping an ongoing record, consider the following questions. There

are further stimulus questions at the end of the “Planning for
teaching and learning” section of MYP: From principles into
practice.
Students and teachers
What did we find compelling? Were our disciplinary knowledge/skills challenged in any way?
What inquiries arose during the learning? What, if any, extension activities arose?
How did we reflect—both on the unit and on our own learning?
Which attributes of the learner profile were encouraged through this unit? What opportunities were there for student-initiated
action?

Possible connections
How successful was the collaboration with other teachers within my subject group and from other subject groups?
What interdisciplinary understandings were or could be forged through collaboration with other subjects?
Assessment
Were students able to demonstrate their learning?
How did the assessment tasks allow students to demonstrate the learning objectives identified for this unit? How did I make
sure students were invited to achieve at all levels of the criteria descriptors?
Are we prepared for the next stage?

Data collection
How did we decide on the data to collect? Was it useful?
 Figure 12
MYP unit planner