Transcript MYP Mathematics Level II

Tuesday, June 19th
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Session IV: 8:30-10:00
Session V: 10:15-11:45
LUNCH: 12:00-1:00
Session VI: 1:00-2:30
Session VII: 2:45-3:45
Tuesday, June 19th
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Session IV: 8:30 – 10:00
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AOI and Mathematics
Essential/Guiding Content Questions
Areas of Interaction
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Every AOI can be used with the mathematics you
teach. The question is a matter of fit.
An AOI should fit the concept naturally. Don’t force
an AOI to fit a unit of study. If it feels forced, then it
is.
Initially, your goal should be to use each one at least
once throughout a school year. Remember, the AOI
is supposed to help connect your students to the
mathematics concepts you want them to learn.
Think of the AOI as a lens to help you focus the unit
you are trying to teach.
Approaches to Learning
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Please turn to page 9 in your workbook and
read through the description for this AOI.
MYP’s description for this AOI is found on
page 12 in your content guide.
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This AOI is the easiest to fit into any unit you
teach because it asks the student to evaluate
his/her own learning.
Homo Faber
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Literally means “Man the Creator”.
Should NOT be viewed strictly as our
students creating something.
Studying the “mathematical” creations of man
also incorporates the ideology behind this
AOI.
Often lends itself with the historical study of a
math concept.
Homo Faber Examples
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Trigonometry: sine, cosine, tangent ratios
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Integer Operations: +, , x, ÷
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Homo faber: How does one remember the ratios
correctly? Creation of a mnemonic device: Chief Soh Cah
Toa
Homo faber: good guy/bad guy story
Algebra: Slope of a Line
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Homo faber: What human creations exist that illustrate the
use of the concept of slope?
Community & Service
(aka Service Learning)
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This AOI is often used in math lessons
focused on statistics and probability.
Statistical data generated or researched can
be used to raise awareness about an issue,
and can encourage action/involvement by the
students.
Although it may be difficult, this AOI can be
used with other mathematics concepts.
Community & Service
Examples
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Concept: Geometry of Tessalations/Tilings
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Community & Service: School Grounds/Campus
Beautification
Concept: Pre-Algebra Concepts
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Community & Service: Level 5 students design
and deliver a lesson to level 2 and/or level 3
students how to solve simple equations.
Environment
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Much like Community & Service, this AOI is
often used in units focused on Statistics and
Probability.
Environment should not be viewed as just
understanding and protecting the natural
world.
Environment could also include that
space/area closer to home – home
environment and/or school environment
Environment Examples
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Geometry: Golden Ratio
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Environment: Architecture as art in the
community. Does it improve or harm the public
environment?
Quadratic Functions
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Environment: Creating a plan for water fountain
for a public space/park.
Health & Social Education
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Much like Community & Service and
Environment, this AOI is often used with
Statistics and Probability units.
This AOI asks students to look at how their
mind and body could affect the choices they
make.
Health & Social Education
Examples
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Exponential Growth/Decay
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Health & Social Education: half life of radioactive
materials
Exponential Functions
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Health & Social Education: Interest rates and
investments
Essential/Guiding Content
Questions
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The MYP Curriculum framework at is core
believes that students are more likely to
remember what we want them to learn if they
use an inquiry-based learning model (also
called guided inquiry).
Why Use Essential/Guiding
Content Questions?
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We learn…
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10% of what we read.
20% of what we hear.
30% of what we see.
50% of what we both see and hear.
70% of what we discuss with others.
80% of what we experience personally.
95% of what we teach to someone else.
~ William Glasser
An Effective Essential/Guiding
Content Question…
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is broad-based and frames the unit; helps the
student to focus on the “essence” of the unit.
elicits more questions from the learner.
encourages higher-order thinking skills.
incorporates the Area of Interaction to answer.
links learner to prior knowledge; extends learning.
enhances relevancy of the content; dynamic in
nature.
does not depend upon recalling of facts, but uses
the content to answer.
Writing Effective Essential/Guiding
Content Questions
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Can the student find the answer to the question in a
book or on the internet?
Does the question force the student to navigate
through the content to find an answer?
Does the question invite the student to delve into the
Area of Interaction associated with the question?
Are multiple answers possible to this question?
Are there any biases that might be implied in the
question?
Practice Writing an Essential
Question
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Topic/concept: slope of a line
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Topic/concept: dilations of a geometric figure
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Topic/concept: medians, quartiles and
outliers
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Topic/concept: translating parabolas
Tuesday, June 19th
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Session V: 10:15– 11:45
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Writing an MYP Unit of Work
Writing an MYP Unit Lesson
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During this session, you will write an MYP
Unit Lesson.
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On pages 17 through 20 in your workbook,
you have a curricular planning worksheet that
will help you focus your thoughts on the unit
you will write.
Tuesday, June 19th
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Session VI: 1:00 – 2:30
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Discussing/Assessing Units of Work
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Gallery Walk
Tuesday, June 20th
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Session VII: 2:45 – 3:45
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Creating Rubrics to Evaluate the MYP Unit
Lessons