SOUTHEAST MIDDLE SCHOOL Instructional Unit Plan

2019 – 2020

Teaching and Learning through Inquiry

CONTENT STANDARDS/INDICATORS

SC Teaching 4.0: Standards and

Objectives

MMGW/HSTW: What do we want students to

learn?

SUMMATIVE TASK(S)

G.R.A.S.P.S.

Goals Roles

Audience Situation

Product/Performance Standard for Success

(ALL indicators must be measurable in the summative

task)

MYP OBJECTIVES

(Each objective must be assessed twice a

year)

LEARNING

EXPERIENCES AND

TEACHING

STRATEGIES

SC Teaching 4.0: Instruction Presenting

Instructional content

Activities and Materials

FORMATIVE

ASSESSMENT

SC Teaching 4.0: Questioning

Academic Feedback

MMGW/HSTW: How do we know they have learned

it?

Weekly CFA Exit Ticket Venn Diagram

DIFFERENTIATION

SC Teaching 4.0:

Motivating students Grouping students Teacher

knowledge of students

IEP 504

RTI - MTSS

MMGW/HSTW: What do you do when students do/do

not meet mastery?

G.GMD.1 The Formulae for Circumference and Area of circle, Volume of Cylinder, Pyramid and cone. .

GOAL:

This performance task is planned to give students an opportunity to utilize the concepts of Similar Figures and the Pythagorean theorem .in order to solve real-world problems. It is also planned to give students real-world practice of measurements of perimeter of different shapes.

ROLE:

This task is designed to encourage students to make connections and to communicate their mathematical thinking clearly and accurately .

Investigating

Investigating patterns allows students to experience the excitement and satisfaction of mathematical discovery. Working

through investigations encourages students to become risk-takers, inquirers and critical thinkers. The ability to inquire is

I can use the

properties of

square, Triangle

and circles I can

differentiate

between area

and Volumes.

Day#1

Area of Basic geometric

shapes: Square

Weekly CFA Mastery Connect( Socrative)

Pre-Assessment on Circles and Related Concepts

Quiz in Mastery Connect on Definitions, Similar Triangles and Congruence.

I can use the properties of Areas and Volumes to

Differentiation will be addressed throughout the unit through the use of various learning activities:

Direct whole group instruction

Small groups

Cooperative learning activities

Individualized instruction by grouping and segregation by levels of grasp.

Tutoring

Teacher(s): Mr. Christopher Alvares Subject Group and Discipline: Geometry – 8 Grade

Unit Title:

Circumference of circle, Area and volume of Cylinder ,Pyramid and cone. Volume of Sphere by Cavalieri’s Principle

MYP Year: Unit Duration (hrs):

16 Mar -20 Mar

50 Min/day

SOUTHEAST MIDDLE SCHOOL Instructional Unit Plan

2019 – 2020 AUDIENCE:

Students will be working enumerate the perimeter of squares and circles and a correlation between the two quantities.

.

PRODUCT:

A self-assessment and a teacher assessment are attached below. A benchmark is also included at the end of the document in order to demonstrate the level of quality that is expected from each group of students.

STANDARD FOR SUCCESS

The task includes an assessment component that performs two functions: (1) for the student it will be a checklist and provide a self-assessment and (2) for the teacher it will be used as a rubric. Students will be assessed on their understanding of how the use of Parallel lines and angles on them are used in real life situations. Students will be evaluated on how clearly and accurately they explain their mathematical process and thinking. Students will also be assessed on the connections between their work and their reflection.

invaluable in the MYP and contributes to lifelong learning.

At the end of the course, students should be able to:

select and apply mathematical problem-solving techniques to discover complex patterns

describe patterns as general rules consistent with findings

prove, or test and justify, general rules.

rectangle and circles. Day 2-4

Using Areas to build on Volumes.

Volume of Cuboid, Rectangular block and Prisms.

Students will be assessed on the extent of learning they have for the whole week.

shapes in everyday life.

In addition to these scheduled formative assessments throughout the unit, exit slips, verbal and written discussions, reflections, and warm ups will be conducted daily to monitor progress. Areas needing additional assistance will be addressed through warm ups and response to intervention.

Independent work

Individualized ALEKS practice: 15 Skills learning target for the week.

Think pairs

Resources Student Text,

SOUTHEAST MIDDLE SCHOOL Instructional Unit Plan

2019 – 2020 Mastery Connect, IXL, Smartboard Geometry tools, Geo-boards and Manipulatives. Mastery Connect /Socrative for Quiz

Aleks and Mastery Connect, Quizizz

Reflection

PRIOR TO TEACHING THE UNIT DURING TEACHING AFTER TEACHING THE UNIT

TEACHER CHECKS FOR PREVIOUS KNOWLEDGE BY SIMPLE

QA / PAPER WORKSHEET. PLAN S CONTENT WITH SUITABLE

MATERIALS.

TEACHER WILL INTERACT WITH STUDENTS WITH QS AND

ENCOURAGE THEM TO ASK THEIR DOUBTS. ORGANISE AND

REINFORCE IMPORTANT CONCEPTS

CFA BY EITHER SHORT QUIZ OR TEST.

SOUTHEAST MIDDLE SCHOOL Instructional Unit Plan

2019 – 2020

Teaching and Learning through Inquiry

CONTENT STANDARDS/INDICATORS

SC Teaching 4.0: Standards and

Objectives

MMGW/HSTW: What do we want students to

learn?

SUMMATIVE TASK(S)

G.R.A.S.P.S.

Goals Roles

Audience Situation

Product/Performance Standard for Success

(ALL indicators must be measurable in the

summative task)

MYP OBJECTIVES

(Each objective must be assessed twice a

year)

LEARNING

EXPERIENCES AND

TEACHING

STRATEGIES

SC Teaching 4.0: Instruction Presenting

Instructional content Activities and

Materials

FORMATIVE

ASSESSMENT

SC Teaching 4.0: Questioning

Academic Feedback

MMGW/HSTW: How do we know they have learned it?

Weekly CFA Exit Ticket Venn Diagram

DIFFERENTIATION

SC Teaching 4.0: Motivating students Grouping students Teacher knowledge

of students

IEP 504

RTI - MTSS

MMGW/HSTW: What do you do when

students do/do not meet mastery?

8.EE1,2 - Understand and apply the laws of exponents (i.e. product rule, quotient rule, power to a power, product to a power, quotient to a power, zero power property, negative exponents) to simplify numerical expressions that include integer exponents.

GOAL:

This performance task is planned to give students an opportunity to with shapes on the coordinate plane. It is also planned to give students real-world practice on line graphs.

ROLE:

This task is designed to encourage students to make connections and to communicate their

A2 : Apply the selected mathematics successfully when solving problems.

B1: select and apply mathematical problem-solving techniques to discover complex patterns

C3: use appropriate mathematical language (notation, symbols and terminology) in

Week #13-14

Day 1

Law 1&2

Product with same base

Division with same base

Day 2

Law 3

Product raised to an exponent

and quadrilaterals on the coordinate plane

Weekly CFA Mastery Connect( Socrative)

Pre-Assessment on Operations of Integers and Related Concepts

Quiz in Mastery Connect on transformations, rotations and Translations.

CFA on shapes and transformation on the coordinate plane.

Differentiation will be addressed throughout the unit through the use of various learning activities:

Direct whole group instruction

Small groups

Cooperative learning activities

Independent work

Individualized ALEKS activities

Think pairs

Individualized instruction

Tutoring

Teacher(s): Mr. Christopher Alvares Subject Group and Discipline: Mathematics 8 Period 2,4,6

Unit Title: Exponents – Laws and applications MYP Year: 2019-2020

Unit Duration

16-Mar – 20 March

2020

50

Min/day

SOUTHEAST MIDDLE SCHOOL Instructional Unit Plan

2019 – 2020 8.E E1.3.b– Extend the understanding exponents and applying this to writing numbers in Scientific notations. translations, dilations)

mathematical thinking clearly and accurately as a farmer.

AUDIENCE:

Students will be working on the relationship between the length and Perimeter of shapes.

SITUATION:

Determine the relationship between the perimeter and circumference of squares and circles. PRODUCT:

A self-assessment and a teacher assessment are attached below. A benchmark is also included at the end of the document in order to demonstrate the level of quality that is expected from each group of students.

STANDARD FOR SUCCESS

The task includes an assessment component that performs two functions: (1) for the student it will be a checklist and provide a self-assessment

both oral and written explanations

Investigating patterns allows students to experience the excitement and satisfaction of mathematical discovery. Working

through investigations encourages students to become risk-takers, inquirers and critical thinkers. The ability to inquire is

invaluable in the MYP and contributes to lifelong learning.

At the end of the course, students should be able to:

select and apply mathematical problem-solving techniques to discover complex patterns

describe patterns as general rules consistent with findings

prove, or test and justify, general rules.

Day 3

Law 4/5

Power rule &

Zero exponent rule

Power of a power

Day 4

Law 6

Negative exponent rule

Day 5

Students will be tested on all 6 laws and their usage/ simplifications.

In addition to these scheduled formative assessments throughout the unit, exit slips, verbal and written discussions, reflections, and warm ups will be conducted daily to monitor progress. Areas needing additional assistance will be addressed through warm ups and response to intervention.

SOUTHEAST MIDDLE SCHOOL Instructional Unit Plan

2019 – 2020 and (2) for the teacher it will be used as a rubric. Students will be assessed on their understanding of adding, subtracting, multiplying, dividing, and factoring polynomials as it relates to real-life problems. Students will be evaluated on how clearly and accurately they explain their mathematical process and thinking. Students will also be assessed on the connections between their work and their reflection.

Resources

Laptops, Carnegie resources, Paper, pencil, Real World Scenarios, Tables, Various websites to reinforce skills with ratios, rates, and proportions: YouTube, ALEKS.com, Flocabulary.com, Microsoft PowerPoint

Reflection

PRIOR TO TEACHING THE UNIT DURING TEACHING AFTER TEACHING THE UNIT

TEACHER CHECKS FOR PREVIOUS KNOWLEDGE BY SIMPLE

QA / PAPER WORKSHEET. PLAN S CONTENT WITH SUITABLE

MATERIALS.

TEACHER WILL INTERACT WITH STUDENTS WITH QS AND

ENCOURAGE THEM TO ASK THEIR DOUBTS. ORGANISE AND

REINFORCE IMPORTANT CONCEPTS

CFA BY EITHER SHORT QUIZ OR TEST.