Teacher(s)

Debbie Hrvatin, Tiffany Brandt

Subject group and discipline

Algebra 1, 9th Grade

Unit title

Unit 1, Data

MYP year

5

Unit duration (hrs)

15

Key concept

Related concept(s)

Global context

Logic

Model, Representation, Justification

Orientation in Space and Time:  constraints and adaptations

Statement of inquiry

Learning to use different types of graphs to represent data will help us make the logical choice for the most accurate results based on given constraints and adaptation that must be made due to these restraints.

Inquiry questions

Factual—What variety of methods can be used to represent a set of data?

Conceptual—How are the different methods similar?

                       How are the different methods different?

Debatable—Does the type of graph used to represent data matter?

Objectives

Summative assessment

A—Knowing and Understanding

B—Investigating Patterns

C—Communicating

D—Applying Math in Real-Life Contexts

Outline of summative assessment task(s) including assessment criteria:

Teacher made quiz (A)

Summative Assessment—TLI (A)

Jump Rope Battle Activity (B, C, D)

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

In the quiz and summative assessment (A):

     Students will show mastery of the content learned in this unit

In the Jump Rope Battle (B, C, D):

     This will be a battle of boys v. Girls to see who is the best—students will be collecting and displaying data about their battle.

Approaches to learning (ATL)

Communication—collecting data

Social—teamwork aspect

Self Management—collect and record data, meet activity deadlines

Research—make predictions

Thinking—justify data to see if predictions are correct

Content

Learning process

A1.S.ID.1  Represent data with plots on the real number line (dot plots, histograms, and box plots)

A1.S.ID.2   Use stats approp.  to the shape of  data dist. to compare center & spread of data sets

A1.S.ID.3  Interpret differences in shape, center, & spread in context of data sets, accounting for possible effects of outliers

A1.S.ID.5   Summarize data for two categories in 2-way frequency tables. Interpret frequencies of data.  Recognize possible trends in data

A1.SID.6  Represent data on two quantitative variables on a scatter plot and describe how the variables are related

A1.S.ID.7  Interpret the slope and the intercept of a linear model in context of the data

A1.S.ID.8  Compute and interpret the correlation coefficient of a linear fit

A1.S.ID.9   Dist. between correlation/causation.

A1.N.Q.1  Use units as a way to understand problems and to guide the solution of multi-step problems;  choose and interpret units consistently in formulas;  choose and interpret the scale and the origin in graphs and data displays

A1.N.Q.2  Define appropriate quantities for the purpose of descriptive modelling

A1.N.Q.3  Choose a level of accuracy appropriate to limitations on msmt when reporting quantities

Students will be taught about the different types of graphs available to them and how to use them to display data.

Small group, students will work together to decide how to display data in an accurate way for their project based assessment.

Summative assessment (TLI)

Practice work given to students throughout unit

Teacher made quiz

Activity based assessment

Differentiation

As needed for 504, IEP, ESL, etc

Resources

Chromebooks, internet, calculators, teacher created practice and quiz, TLI, jump ropes, posterboard and creative supplies

Prior to teaching the unit

During teaching

After teaching the unit

Students should have encountered all of these types of graphs in previous years.

This unit should enable students to develop the attributes of being inquirers due to asking questions about ??????, communicators because they will need to work collaboratively on the real-world assessment, and open-minded by listening to what others have to say.