Globalization and sustainability Students will be learning how to protect the environment by making environmentally responsible choices.

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Stewart Harris
5 years ago
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Teacher(s) Jennifer Bozzelli, Robert Aser, Paul Alfieri Subject group and discipline Mathematics: Standard mathematics Unit title Cars, Trees and CO2 MYP Year Year 2 Unit duration 5 Weeks Inquiry:

protect the environment by making environmentally responsible choices. Statement of inquiry Quantities are represented in different forms to help us understand changes in our natural environment.

1 Teacher(s) Jennifer Bozzelli, Robert Aser, Paul Alfieri Subject group and discipline Mathematics: Standard mathematics Unit title Cars, Trees and CO2 MYP Year Year 2 Unit duration 5 Weeks Inquiry: Establishing the purpose of the unit Key concept Related concept(s) Global context Form Mathematics Change Representation Quantity Globalization and sustainability Students will be learning how to protect the environment by making environmentally responsible choices. Statement of inquiry Quantities are represented in different forms to help us understand changes in our natural environment. Inquiry questions Factual How do you perform arithmetic on rational numbers? Conceptual How do negatives relate to the real world? Debatable Are negative results a good or a bad thing? Objectives A: Knowing and understanding ix. select appropriate mathematics when solving problems x. apply the selected mathematics successfully when solving problems xi. solve problems correctly in both familiar and unfamiliar situations in a variety of contexts. B: Investigating patterns Summative assessment Outline of summative assessment task(s) including assessment criteria: Task S Cars, Trees, and CO2 (A, B, D) Students will: Relationship between summative assessment task(s) and statement of inquiry: Students will be looking at CO2 emissions and their form is rational numbers. Middle Years Programme Unit planner Page 1 of 6

2 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. D: Applying mathematics in real-life contexts i. identify relevant elements of authentic real-life situations ii. select appropriate mathematical strategies when solving authentic real-life situations 1. Investigate the amount of CO2 emissions produced by a given car in a year. 2. Compare the amount of CO2 emissions produced by cars with different fuel economies. Approaches to learning (ATL) IB ATL CATEGORY MYP ATL CLUSTER SPECIFIC ATL SKILL LEARNING EXPERIENCES Communication I. Communication skills Reading, writing and using language to gather and communicate information Use and interpret a range of disciplinespecific terms and symbols Understand and use mathematical notation Make effective summary notes for studying Exchanging thoughts, messages and information effectively through interaction Selfmanagement Research Thinking III. Organization skills VI. Information literacy skills VIII. Critical thinking skills Managing time and tasks effectively Plan short- and long-term assignments; meet deadlines Finding, interpreting, judging and creating information Process data and report results Analysing and evaluating issues and ideas Interpret data Evaluate evidence and arguments Draw reasonable conclusions and generalizations Middle Years Programme Unit planner Page 2 of 6

3 Action: Teaching and learning through inquiry Content Knowledge & Skills: 7.NS.1Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram. a. Describe situations in which opposite quantities combine to make 0. For example, a hydrogen atom has 0 charge because its two constituents are oppositely charged. b. Understand p + q as the number located a distance q from p, in the positive or negative direction depending on whether q is positive or negative. Show that a number and its opposite have a sum of 0 (are additive inverses). Interpret sums of rational numbers by describing real world contexts. c. Understand subtraction of rational numbers as adding the additive inverse, p q = p + ( q). Show that the distance between two rational numbers on the number line is the absolute value of their difference, and apply this principle in real world contexts. d. Apply properties of operations as strategies to add and subtract rational numbers. 7.NS.2 Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers. a. Understand that multiplication is extended from fractions to rational numbers by requiring that operations continue to satisfy the properties of operations, particularly the distributive property, leading to products such as ( 1)( 1) = 1 and the rules for multiplying signed numbers. Interpret products of rational numbers by describing real-world contexts. b. Understand that integers can be divided, provided that the divisor is not zero, and every quotient of Learning process Learning Experiences How will students know what is expected of them? Will they see examples, rubrics, templates, etc.? How will students aquire the knowledge and practice the skills required? How will they practice applying these? Do the students have enough prior knowledge? *Add positive integers by counting up and add negative integers by counting down. *An integer plus its opposite sum to zero *The opposite of a number is called the additive inverse because the two numbers sum is zero. *The use of vectors on a number line to show direction and length The length of an arrow on the number line is the absolute value of the integer. *Adding several arrows is the same as combining integers. *The sum of several arrows is the final position of the last arrow. *The sum is the distance from p (the first value), in the positive or negative directions depending on whether q is positive or negative. Middle Years Programme Unit planner Page 3 of 6

4 integers (with non-zero divisor) is a rational number. If p and q are integers, then (p/q) = ( p)/q = p/( q). Interpret quotients of rational numbers by describing real-world contexts. c. Apply properties of operations as strategies to multiply and divide rational numbers. d. Convert a rational number to a decimal number using long division; know that the decimal form of a rational number terminates in 0s or eventually repeats. *Determining a rule for adding integers with the same sign and opposite signs. *Subtraction is the same as Adding the Opposite *Determine the distance between two rational numbers on a number line. *Distance is always positive. * The distance between rational numbers, and, is. *Using rational numbers to add integers. *Use properties to add and subtract many integers *Distributive the negative (subtraction sign) *Relate multiplication to repeated addition. * Adding a number multiple times has the same effect as removing the opposite value the same number of times *Determine the rules for multiplying same signs and opposite signs. *Use absolute value to determine the number of the product (without the sign). *The divisor cannot be zero. *Dividing rules are similar to multiplication rules *. *Be able to use the division algorithm. All decimals terminate in zero or repeat. Middle Years Programme Unit planner Page 4 of 6

5 *Real-life problems using operations with integers *Dividing is multiplying by the reciprocal *Properties for multiplying and dividing multi- integer problems. Teaching strategies How will we use formative assessments to give students feedback during the unit? What different teaching methodologies will be employed? How are we differentiating teaching and learning for all? Have we considered those learning in the language other than their mother tongue? Have we considered those with special educational needs? -Formal and informal checks for understanding such as questioning, reflection from Cornell Notes, teacher created quizzes, and ticket outs - Teacher feedback is provided to students on daily reflections -Teacher will model peer evaluation of written tasks -direct instruction -student discourse -use of graphic organizers -Cornell Notes -WICOR Strategies -other Math specific AVID strategies -Tier level of questioning for student understanding -Tier problem selected based on student mastery -English Language Learners(ELL) will be provided with a math dictionary in their mother tongue -Appropriate reading strategies will be modelled and used with ELL students as needed Middle Years Programme Unit planner Page 5 of 6

6 Describe how you will differentiate teaching & learning for this unit? The conditions of assessments will be altered as per 504 and IEP accomodations. Problem sets(homework) will be differentiated based on ability. Learner Profile Knowledgeable: Thinkers: Communicators: Reflective: Resources Journal: Engage NY Module Teacher Created Notes and Worksheets Various print materials Reflection: Considering the planning, process and impact of the inquiry Prior to teaching the unit During teaching After teaching the unit Middle Years Programme Unit planner Page 6 of 6

Algebra 1 Summer Packet

Algebra 1 Summer Packet Name: Solve each problem and place the answer on the line to the left of the problem. Adding Integers A. Steps if both numbers are positive. Example: 3 + 4 Step 1: Add the two numbers.