MYP unit planner ~ Year 5: Rational expressions

Teacher(s) Louise Fung Greaves Subject group and discipline Mathematics

Unit title Rational expressions MYP year 5 Unit duration (hrs) 6 weeks (23 hours)

Inquiry: Establishing the purpose of the unit

Key concept Related concept(s) Global context

Form Change Scientific and technical innovation - scientific principles

Equivalence

Statement of inquiry

Representing change and equivalence in a variety of forms has helped humans apply their understanding of scientific principles.

Inquiry questions

Factual – Does change alter the form?

Conceptual – Can change and equivalence be equal?
Debatable – Does science solve problems or create them?

Objectives Summative assessment

Outline of summative assessment task(s) including Relationship between summative assessment task(s) and
assessment criteria: statement of inquiry:

Understanding Science Students will be investigating into various scientific

A: Knowing and understanding
Goal: To demonstrate knowledge and understanding of principles where the use of rational functions are used in
i. select appropriate mathematics when solving
rational functions to model rea-life situations in Science. their models. Students will be able to examine the use of
problems in both familiar and unfamiliar situations
the model, how the model changes when variables change,
ii. apply the selected mathematics successfully when
Role: You are a scientist. and also its limitations (practically and realistically).
solving problems
iii. solve problems correctly in a variety of contexts.
Audience: Your peers
D: Applying Maths in real-life contexts
Situation: In science the use of rational functions help
i. identify relevant elements of authentic real-life
define inverse relationships between variables. Research a
situations scientific principle that can be generalised by a, or a set of,
ii. select appropriate mathematical strategies when rational function(s) and model this. Explain what this model
solving authentic real-life situations means, how it is suitable in modelling the relationship and
iii. apply the selected mathematical strategies what its limitations are.
 successfully to reach a solution
iv. justify the degree of accuracy of a solution Product: You will present your findings as a poster,
v. justify whether a solution makes sense in the introducing the scientific concept.
context of the authentic real-life situation.
Standards: The assessment will be completed individually in
two double lessons. A task-specific rubric will be shared
prior to the assessment too.

Approaches to learning (ATL)

viii. Critical-thinking – Revise understanding based on new evidence

x. Transfer – Apply skills and knowledge in unfamiliar situations

Action: Teaching and learning through inquiry

Content Learning process

• Changing the subject of a formula Learning experiences and teaching strategies

• Simplifying rational algebraic expressions
Conceptual questions to consider:
• Performing mathematical operations on rational algebraic
- Factual:
expressions
• Solving linear and quadratic rational equations algebraically • What is the subject of a formula?
and graphically • How can you change the subject of a formula?
• Using equivalence transformations to solve rational equations • How can you simplify a rational expression?
• Using rational equations to model situations and solve • What is a rational algebraic equation?
problems • How do you solve equations with fractions?
• Graphing rational functions of the form f(x) = a x − h + k • What is a rational function?
• Finding asymptotes of graphs of rational functions • How are asymptotes linked to domain and range?
• Transforming rational functions using translations, reflections - Conceptual:
and dilations • How do operations on rational algebraic expressions compare to operations on rational numerical expressions?
• Identifying transformations of graphs • How are the different methods of solving rational algebraic equations related?
• Finding the inverse of a rational function • What makes different methods equivalent?
• How can understanding transformations of rational functions help you graph them?
- Debatable:
IB MYP Maths Framework: • Does technology help or hinder understanding?
MAFS.912.A-CED.1.4 • Is there a ‘best method’ for solving rational equations?
MAFS.912.A-REI.1.2 • Can a function be its own inverse?
MAFS.912.F-IF.3.7

CNC: Grade 9 Book 1 Ch6 Formative assessment

 MYP 4/5: Ch10.2, 11.3 & E10.2 Skills practice: This will be done through home learning and using Mangahigh tasks. This will inform formative criterion
A achievement levels.

Practice D: This will be a task completed prior to the summative assessment, but using a similar rubric for criterion D.
Students will be asked to analyse the accuracy of their model and explain their reasoning behind the model.

Differentiation
Reviewing previous knowledge of the theory of functions will be reinforced here
Desmos tasks (Marbleslides) will be helpful here to help students work through the properties of rational functions
Possible extension topics:
● Further rational functions (y = 1/x^2, or 1/sqrt(x), etc.)

Resources

MYP Mathematics 4&5 Extended and Standard: A concept based approach – Chapter 10.2, 11.3 and E10.2

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

Prior to teaching the unit During teaching After teaching the unit