MYP unit planner

Number of weeks 3
Teacher(s) Lucy Allsopp Subject group and Standard Level
discipline Maths

Unit title Linear Relationships MYP year 4 Unit duration (hrs) 15

(Lessons)

Stage 1 – Establishing the purpose of the unit

Key concept Related concept(s) Context

Relationships Change – A variation in size, amount of behavior Scientific and Technical Innovation – Systems,
Representation – the manner in which something models products, processes and solutions
is presented.

Statement of inquiry

Students will learn that changes in data follow certain relationships. Linear relationships are used to model constant rates of change and can be
represented in a variety of ways.

Inquiry questions

Factual Conceptual Debatable

What are the key features of linear relationships? What effect does change have on a linear Can you pick the wrong representation for a linear
relationship? relationship?

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 Summative assessment

Objectives: Outline of summative assessment task(s) Relationship between summative assessment

task(s) and statement of inquiry:

Students will see the link between the different

Part 1 A and C Part 1 - Investigation – Arithmetic sequence,
forms of representation for linear relationships.
pattern to formula – graph the data and find the
Part 2 B and C?
gradient and intercept and therefore the equation
of a straight line, prediction (solving equation),
Part 2 - Meet with another sequence – students
have to investigate this? – cross over point. Solve
using simultaneous equation (Lowest Common
Multiple?) Different forms of representation

A and C Students will be tested on the different

representations of linear relationships. They will
be required to show their mathematical
knowledge and Change effects the linear relationship
B and C

Simultaneous Equations – AISA change – lead into

calculus. Use technology?

Approaches to learning (ATL)

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Stage 2 –Planning for teaching and learning through inquiry
Content
Identifying the different components of the Cartesian plane, Axes, origin, coordinates (x, y) and points – Review if needed
Identifying linear relationships
Straight line graphs
Sketching and drawing graphs – tables of values, using the gradient and intercept to draw graphs, TI-84
Solving the linear function f(x) = mx + c, it’s graph, gradient and y-intercept, vertical and horizontal lines
How to find gradient and interpreting it
Parallel and perpendicular lines
Solving linear equations, including equations with rational parts
Solving simultaneous equations graphically and algebraically. Problems that give rise to simultaneous equations

Learning Experiences and Teaching Strategies Formative assessment Differentiation

What is a linear relationship? Discuss with the
class about what this is and how we can
recognize it. Main ideas – constant rate of
change, produces a straight line when graphed,
(can be written as a linear equation)
Which relationships are linear? Students will be
given several statements and they have to pick
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Student work will be discussed and they will be
able to tell the class their thinking.
Students will be extended by also considering
beyond straight lines. What other functions
exist? What sorts of problems give rise to these
kind of problems? (Quadratic, exponential,
trigonometric, cubic, rational – the last two being
harder)
Students will be extended to think of their own
linear relationships.
 out which are linear. They can do this by either
thinking what the graph would look like or trying
to pick out if there is a constant rate of change.
Students will then be asked to graph the linear
relationships exactly by considering 2 (or three)
points that they can pick out quickly. Attention
will be given to the variables used on the axes.
Students must be led away from the thinking
that only x and y can be used.
Graphs will be taken in for marking. Formative
assessment on criterion C – how well are the
graphs constructed and labelled.
Struggling students will be given hints on how to
plot the graphs. What points should they pick?
Which points would be easy to find? In severe
cases the x values will be given and the students
have to calculate the other half of the
coordinate.

The graph can also be expressed using an

equation. 𝑦 = 𝑚𝑥 + 𝑐 It is important that
students understand the concept that the
equation shows the relationship between the
variable on the x axis and the variable on the y
axis. m is the gradient which is the rate of change
and c is the y-intercept.

Gradient – finding gradient using rise over run.

What is positive and what is negative gradient,
how do we recognize these? What is a method
that will allow us to find gradient each time?
Classwork and homework examples for finding
gradient. Students will then be asked to find the
gradient of the lines we plotted in the opening
activities. How can we relate our findings here to
the statements we used to draw the graphs?

Low ability students will need more guidance

What does gradient mean? What does it tell us?
Exercise from the H&H book which enables with this. Look at simpler problems first (MEP is
How do we interpret it? Link to distance-time
students to develop their understanding of this good for this and then onto the H&H)
graphs and the gradient tells us the rate of
change in the distance over time or the speed.

Draft for MYP the next chapter training

 concept. MEP have questions that delve into the
distance time graphs.
Special properties of gradients. Parallel and
perpendicular lines. How does knowledge of this
help us to understand problems in real life and
help us to solve more theoretical geometrical
problems?

Structured worksheets can be developed if

Finding equations of lines. Linking all the parts required for low ability students
together.

Students will then find the equation of the line of

the graphs they drew in the first instance. How
More able students will be advised to pick the
does this relate to the statement used to draw
Other ways to draw straight line graphs. Plotting gradient and intercept method as a quick and
the line?
using a table of values or using the gradient and easy way. They will also be introduced to the
intercept. Plotting using the TI-84. concept of sketching and how you can give a
general idea of what you mean.
What functions does the TI-84 give you? Why
would it be useful?

Sequences – graphing and solving equations?

Solving linear equations. Why do we set up
equations? How does this relate to the graphs
we have seen previously? (Use TI-84) What do
linear equations look like and what do they
mean? Methods for solving linear equations.

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 Problems that give rise to simultaneous
equations. How do we solve problems like this?
Graphical method and algebraic method. Which
method is preferable? (Use TI-84)
Using the TI-84 to solve equations and
simultaneous equations

Resources

Stage 3 – Reflecting and evaluating

Prior to teaching the unit During teaching After teaching the unit

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