MYP3 Math Unit Planner - Geometry
MYP3 Math Unit Planner - Geometry
MYP3 Math Unit Planner - Geometry
Statement of Inquiry (incorporate the key concept, related concepts, and the global context)
SOI: Mathematical representation can be seen in the forms of art and nature
Conceptual understanding: Using simplification we can understand form and manipulate different
mathematical representations.
Factual – concrete questions that have right and wrong answers (who, what, when, why, where);
often focusing on recall.
Debatable – questions that generate disagreement, engage multiple perspectives, and promote
critical thinking; often involving the creation and exploration of competing values, theories, and
rationales.
• Is it true that understanding the space and size of shapes is all that is necessary to make beautiful
artwork?
• Does it make sense that all structures can be broken down into regular shapes?
Students will be actively given the chance to generate their own inquiry questions early in the unit. Then
once further into the unit, they will be given more time in order to develop and refine these inquiry
questions that they themselves have formulated. Students will be taught to brain-storm and generate new
ideas, in this case it is for test-taking techniques. Students will be developing their own artworks (several
of them), they will also be developing a dance based on mathematics both of which can be based on
existing works. They will also be able to develop original works and ideas by using shapes to frame a
cartoon or sketched character as well. Investigating flags, students will be using the visible thinking
routine - think, puzzle, explore. In developing an original artwork, they will be using the thinking routine - I
see, I think, I wonder in order to frame their feedback. Students will use the routine what makes you say
that? when dealing with mathematical dances.
Learner Profile:
Thinkers
Development of the learner profile attribute(s)
In this unit, students will be learning to develop their critical and creative thinking skills by:
• Developing and then reflecting and improving on their own inquiry questions for this unit.
• Using the technique of brainstorming to develop and generate ideas.
• Developing their own pieces of artwork using mathematical techniques.
• Developing their own dances using mathematics and analysing other dances and dances with
mathematics in them.
• Engaging in structured debate to develop communication, collaboration and thinking skills.
• Considering carefully what products will they make for the course-related assessments (both the menu
formative and the final summative).
Know:
Learning experiences and teaching strategies:
• What is the relationship between
lines, line segments and rays
• What is the perimeter and area of • Using units of measurement : Establish the formulas for areas of
simple shapes rectangles, triangles and parallelograms,
• What different kinds of angle are
there and use these in problem-solving
• What is a protractor — building on the understanding of the area of rectangles to
• There is a great deal of develop formulas for the area of triangles
mathematics in art and nature
• Where in nature do regular and — establishing that the area of a triangle is half the area of an
repeating shapes appear appropriate rectangle
— using area formulas for rectangles and triangles to solve
problems involving areas of surfaces
Understand:
• What are parallel and perpendicular
lines • Location and transformation : Describe translations, reflections
• How to find the area and perimeter in an axis and rotations of multiples of 90°
of composite shapes
• How to deconstruct objects /cartoon on the Cartesian plane using coordinates. Identify line and
characters into simple shapes rotational symmetries
• How to use a protractor to find — describing patterns and investigating different ways to produce
angles the same transformation such as using
Learning experiences:
Unit summary and Question development- These initial activities
provide students with a chance to
engage with the unit and begin connecting mathematical terms
with appropriate definitions. Students will
be introduced to the unit formally through reviewing the unit
summary (which is attached to this learning
experience) - the global context, the key and related concepts
and SOI etc. Students will spend some time
in small groups developing questions that could be explored
during this unit on the concept of lines, rays,
segments, angles and shapes. The students will be asked to
assist with the development of their own
factual, conceptual and debatable questions which will we can
consider and work to answering during this
unit. Once students have developed their own questions to
answer, we can discuss the teacher-suggested
questions that have already been established and how they align
with those suggested by students. The
various questions will be placed around the room and will help to
drive our curiosity during this unit.
Shapes and sketching - Students will learn how shapes are used
to help frame pencil sketches such as
those for cartoons characters. This could be taught through
station teaching either physical or digital. The
teacher should scatter resources at stations around the
classroom which focus on different kinds of
cartoons or characters based on different shapes. They should try
to answer the following questions during
their inquiry learning:
• What - so they think - is the most common shapes used in
cartoon characters?
• When are specific lines, angles, shapes and other spatial
mathematics used when making cartoon
characters?
• Challenge question for students: Is there any character who
cannot be broken down into a
framework of simple shapes?
This learning experience would be an excellent candidate for an
exit ticket reflective strategy to check
student engagement and learning. Depending on the length of
class-time students should do 1 or 2 exit
tickets using the 3-2-1 framework. 3 things I learned, 2 things I
found interesting, 1 question I still have.
Make an artwork using simple shapes - Students will be taught
about simple isometric transformation for
several shapes and then will work to develop their own artwork by
using simple shapes. They will make one
piece of artwork using their own knowledge and inspiration. Then
they will be put into groups of three by
their teacher and asked to brainstorm ideas for new pieces of
artwork that they can generate for their
second round of art development using simple shapes and simple
isometric transformation. They will share
what artworks they have already developed and discuss how their
new piece might be a reflection or
change on their older already made one. Students will be using
the mechanism 'i see, i think, i wonder'
which is from Harvard's project zero in order to frame their
feedback to one another. Once all students
have produced two pieces of artwork based on simple shapes
and / or isometric transformations then
there will a class gallery where students walk around and observe
each others pieces. Following this in-
class exhibition, the final activity for this learning activity will be a
class discussion on the following
question with relation to the artworks now displayed around the
classroom: Is it true that understanding
the space and size of shapes is all that is necessary to make
beautiful artwork?
Formative Assessment –
Formative assessment
There are two formative assessments during this unit. The first is a formative on analysing artwork,
students will be taught about relevant mathematics before this point, the teacher will show an example of
analysing a relevant piece of artwork with mathematics and ask students to select a piece from a set list to
analyse and then they will be given free reign to choose a piece to analyse themselves as long as it is
relevant and the teacher is consulted. This will help reinforce the necessary content learning that students
will need before the summative assessment on this material. Students will investigate the mathematical
relationships in the form of different artworks which are provided by the teacher using their knowledge of
lines, segments, rays and angles. The teacher can select several artworks for students to explore and
then discuss the mathematics that they have found in the artworks, first using think-pair-share and then by
bringing the whole class into a discussion. Several artworks that would make great examples for this
learning experience are:
The teacher could show 1 example of analysing artwork by investigating angles between lines, parallel
and perpendicular lines, unusual line segments or choices of the artists about lines adding perspective.
Then students could analyse the teacher provided works and finally, students could be allowed to
research and select an artwork of their own choice to analyse using the mathematics they have learned
so far. Many of the artworks of the style of cubism may fit this task.
The second formative assessment is called 'Menu assessment '. This formative assessment will help
students to build-up their research and self-management skills and be given feedback on their products
which will build to the summative assessment for the end of this unit! Students will be able to use their
developed materials from this formative to build upon and improve in the next assessment which is the
final summative. This enables them to gather feedback and improve upon their work enabling them to be
truly motivated for this formative assessment. Students will be able to tackle this 'menu' assessment with
many different possible options students could work on. This formative assessment will help build-up
towards their final summative assessment. This is a mostly individual menu assessment with the
possibility to work on a singular piece of work in pairs if the students want to do so. Students will be able
to use their developed materials from this formative to build upon and improve in the next assessment
which is the final summative. This enables them to gather feedback and improve upon their work enabling
them to be truly motivated for this formative assessment. This formative assessment task could cover all
of the inquiry questions for this unit, but it depends on what the student selects to work on. Note: Students
could be encouraged to build their affective skills during this formative assessment, but they could also
work on their feedback processes. This would be a great assessment for students to conduct peer
assessment and provide each other with structured feedback. A
Resources –