Unit Planner - DataManagement - Y16

Teacher(s Subject group and Math
) discipline
Unit title Data management MYP year 1 Unit duration
(hrs)
Inquiry: Establishing the purpose of the unit
Key concept Related concept(s) Global context
Relationships Representation, justification Identities and relationships:

Trends in communities
Statement of inquiry
Being able to represent relationships effectively can help justify characteristics and trends uncovered in communities.
Inquiry questions
Factual: How do we represent information? How do we collect information?
Conceptual: How does the way in which information is represented impact our ability to interpret it? What makes one
representation more effective than another?
Debatable: Whose responsibility is it to identify and help fix problems within a community?
Middle Years Programme Unit planner 1

Objectives Summative assessment
A: Knowing and understanding Outline of summative assessment task(s) Relationship between summative
including assessment criteria: assessment task(s) and statement of
i. select appropriate mathematics inquiry:
when solving problems in both
familiar and unfamiliar situations
ii. apply the selected mathematics Unit Test: (criterion A)
successfully when solving The Unit Test will allow students to
problems In this task, students will answer a wide
range of questions, from simple to demonstrate that they can represent
iii. solve problems correctly in a relationships effectively using a wide
variety of contexts. complex to challenging (in both familiar
range of methods. Students will also
and unfamiliar situations), relating to
have to apply the content to questions
C: Communicating generating and interpreting bar and line
graphs, extrapolating from graphs and that address topics such as gender
inequality, social issues and
i. use appropriate mathematical identifying possible misleading features on
demographics, education trends,
language (notation, symbols and certain graphs. Students will also use
technology to create graphs. The test will discrimination, and other community
terminology) in both oral and concerns.
written explanations be done individually in class during one
ii. use different forms of period.
mathematical representation to
present information
iii. move between different forms of
mathematical representation Should Your Community Be
iv. communicate coherent Concerned? (criterion C) The Should Your Community Be
mathematical lines of reasoning
In this task, students will be investigating Concerned summative assessment is
v. organize information using a
an issue in their community. They will designed for students to use principles of
logical structure. collect information and create a poster that data management to analyse and collect
includes a bar, circle and line graph. The data about an issue in their community.

poster will also include an analysis of the By collecting data and representing any
data and indicate any trends that the relationships effectively, students will be
students see as well as predictions related able to uncover characteristics and/or
to the issue. The poster will be created by trends in their community and justify what
hand or using graphing technology. they have found. Students will experience
the statement of inquiry as they draw
conclusions about the seriousness of a
social issue in their community, and
create a poster to effect change.
Approaches to learning (ATL)

In order for students to be successful in the Should Your Community Be Concerned task, they will communicate information and
ideas effectively to multiple audiences using a variety of media and formats (Research: Media literacy skills). Throughout the unit,
students will learn how to create a wide range of graphs using Excel or Google sheets and programs such as Piktochart or Canva.
They will also learn how data can be represented and misrepresented and encouraged to justify their selection of representation(s).
In order for students to be successful in analysing issues, students will identify trends and forecast possibilities (Thinking: Critical
thinking skills). The strategy that students will learn and practice is “what do you see?” where they will be given data in a variety of
forms and asked to identify trends. Students will also be asked to suggest reasons for each trend and its implications.
Action: Teaching and learning through inquiry
Content Learning process

Learning experiences and teaching strategies

Formative assessment
Differentiation
Resources

Reflection: Considering the planning, process and impact of the inquiry
Prior to teaching the unit During teaching After teaching the unit

Unit Planner - DataManagement - Y16

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Teacher(s Subject group and Math

Inquiry: Establishing the purpose of the unit

Key concept Related concept(s) Global context

Relationships Representation, justification Identities and relationships:

Factual: How do we represent information? How do we collect information?

Middle Years Programme Unit planner 1

Middle Years Programme Unit planner 2

Approaches to learning (ATL)

Action: Teaching and learning through inquiry

Content Learning process

Middle Years Programme Unit planner 3

Middle Years Programme Unit planner 4

Middle Years Programme Unit planner 5

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