Creating a PYP Maths Planner:

Experimenting with different ways to create and implement PYP maths planners over the years, I've found the following the key elements in helping a maths unit become enquiry-based, student-owned, flexible for differentiating student needs and to allow each child to feel successful as a mathematician:

° The central idea is pivotal. The language needs to be simple enough for each child to understand it and it should allow for a wide range of student-generated questions that they or we as a whole class could enquire into. The central idea should be useable for students to record the reflections on what they have learnt during the unit.

° Beginning in the first few sessions by introducing the central idea and asking students to generate questions we should find out about to become experts on the meaning of the central idea arouses student curiosity and instantly lankes the unit student-owned as they decide what they need/want to learn.

° Lines of inquiry must link up with a PYP key concept to guide and deepen the conceptual understandings. Using the key concepts instantly makes the maths unit enquiry-based rather than a traditional skills-oriented unit of learning.

° Give the central idea on a large A3 paper as a summative assessment. During the unit, students are given 5 to 10 minutes every few sessions to record what they have discovered. This reflection time allows the students to deepen their understanding of the central idea which is the essence and whole purpose of the unit.

Example Summative for Place Value /Number Systems Unit

Example Summative Using Central Idea for Measuring Time Unit

PYP Planner for Data Handling Unit

(Google Doc link below):

__Transdisciplinary Theme__:

How we organise ourselves

__Central Idea:__

We can investigate data more easily with suitable graphs.

Student-generated questions when unpacking our central idea:

Student-generated questions when unpacking our central idea:

__Unit of Inquiry Link__(Migration: Where we are in place & time):

° Function: analysing data to determine migration patterns

__Lines of Inquiry:__

° FUNCTION: Ways we can analyse data

- Create memory hooks to help remember what the mode, median, mean and range are. Display memory hooks on wall for reference.
- Students grouped into 5. Time how fast they can sprint across football pitch forwards and backwards. Gather data and analyse- mean, mode, mean, median
- Bowling scores - mean Students imagine they have been bowling with 5 different scores. Then use these to calculate their average score.( what is an average? How do we know if we have calculated the average correctly?) Next, calculate the average scores of group partners and then the entire group's average. Bowling Scores Mean Home learning (Based on student-generated scores in class for next week)
- Reading graphs (pie graphs, line graphs) google docs
- Students toss pillows and record distances. Then decide ways the collected data can be analysed and suitable graphs.
- Students collect own data from class and then select ways to analyse the data and select suitable graphs to convey it. Eg, languages spoken, number of countries travelled to, number of places migrated to (UOI link) etc

° FUNCTION: How to create line and pie graphs

- Pie graphs: students given circles to determine simple amounts of pie graph % (peer teaching)
- Pie graphs: number of languages we speak, number of countries we have travelled to etc. Collect data languages migration countries etc Students determine which graph most suitable to convey data and explain why
- Line graphs: choose type of temperature / precipitation graph of Lausanne to create Creating line graphs: differentiated between 3 types
- Students select a city in: the Northern Hemisphere and the Southern Hemisphere and record daily max and min temperatures as a line graph on back wall for a fortnight. Calculate daily range in temperatures.At end of fortnight, calculate different ways to analyse the data: mode, median, mean, general statements etc. Discuss reasons for difference in temperatures between the two hemispheres.

° REFLECTION: How to determine suitable graphs to convey data

- activity google doc: which graph is suitable and unsuitable. Think-pair-share
- Student time sprinting and student created data collecting activities: determine a suitable graph and explain why you felt it was the best choice

° CONNECTION: How we use graphs in our daily lives

- Use graphs for migration group enquiries requirement; analyse the data in the graphs
- Students find graphs in local newspapers etc during the unit to discuss in groups of why they were used

° FUNCTION (Migration Unit Link) analysing data to determine migration patterns

- Use graphs for migration group enquiries requirement; analyse the data in the graphs and present analyse in peer groups

What opportunities will occur for transdisciplinary skills development and for the development of the attributes of the learner profile?

Thinker: determining suitability of graphs for different data

Thinking Skills: Analysing data in different ways

Communication Skills: Presenting data in various graph forms

Thank you for making math inquiry accessible to everyone. Thank you for sharing!

ReplyDeleteThanks so much for your feedback Lyneth. That's really sweet of you. I shared those google docs you requested. Hope they help :)

ReplyDelete