Planner for AAIS Secondary grades

Teacher(s) Madhavi Kranti K Subject group course Mathematics G6

Course part Handling Data SL or HL/Year 1 or 2 Dates

and topic

Unit description DP assessment(s) for unit

Collecting –Primary and Secondary data

Primary data-Survey and Interview
Organising data-Tally and Frequency Table, Grouped Frequency Table
Displaying data- Pictogram, Bar graph, Bar-line Graph, Pie-chart
Averages-Mean, Median, Mode, Range, Calculations using Frequency
table

STAGE 1

INQUIRY: establishing purpose of the unit

Concept(s) Statistics

Enduring understanding
Articulate the ‘big ideas’ to be learned.

To condense the collected data, which is vast and Averages convert a group of figures into one representative value which help in Statistical Analysis.

Missed concepts/misunderstandings
List likely misunderstandings students may have during the unit.

Content-based: Interpreting the key for the pictogram.

Preparing a questionnaire for a survey.
Calculating Median for even number of values.

Skills-based: Calculating the degrees for a pie chart

Concept-based: Significance/Comparison of Mean, Median, Mode and Range.

Inquiry questions / Essential Questions

List questions that foster inquiry, understanding and transfer of learning among students.

Content-based: Conducting a survey

Analysing and Interpreting data

Skills-based: Review of basic Operations, Drawing Graphs and Interpreting from the same.
Displaying grouped frequency table.

Concept-based: How Average represents one value for all data collected.

ACTION: teaching and learning through inquiry

Learning Objectives - Content Learning Objectives - Skills Learning Objectives – Dispositions

Include Learner Profile and other attributes addressed
Students will know the following content:
Decide which data would be relevant to an inquiry
and collect and organise the data.
Design and use a data collection sheet or
questionnaire for a simple survey.
Students will develop the following skills:
Decide on a Topic for conducting survey, then
Collect data accordingly.Carry out the survey giving
thought to where and how. Consider the possible
bias in different situations and questions.
Students will acquire the following attributes:
Principled, Reflective, Knowledgeable, thinker,
Inquirer

Displaying data using Bar graphs, pie charts etc
Calculate the mean including from a simple
frequency table.
Find the mode (or modal class for grouped data),
median and range.
Construct and use frequency tables to gather
discrete data, grouped where appropriate in equal
class intervals.
Draw and interpret bar line graphs and bar charts,
frequency diagrams for grouped discrete data,
simple pie charts, pictograms.
Draw conclusions based on the shape of graphs and
simple statistics.
Calculating mean from the Frequency table .
Compare two simple distributions using the range
and the mode, median or mean.

STAGE 2

Assessment of goals / objectives

Formulate assessments for all goals. Assessments should be labelled formative (F) or summative (S).

HomeWork (F)
Group Work for conducting survey /Interview(S)
Test – Questions picked from Past Question papers.(S)
End of term Exam(S)

STAGE 3
Learning process Resources:
Check the boxes for any pedagogical approaches used during the unit. Aim
for a variety of approaches to help facilitate learning.
Textbook Ric Pimentel ,Terry Wall
Lecture
Socratic seminar Past Question Papers.

Small group/pair work http://www.cimt.plymouth.ac.uk/projects/mepres/allgcse/allgcse.htm

Powerpoint lecture/notes
Individual presentations
Group presentations
Student lecture/leading
Interdisciplinary learning
Details:
Other/s:

Approaches to learning (ATL) Metacognition Differentiation:

Check the boxes for any explicit approaches to
learning connections made during the unit. For
more information on ATL, please see the guide.
Check the boxes for any metacognitive approaches For more information on the IB’s approach to
used that ask students to reflect on unit content, differentiation, please see the guide.
their own skills, or unit concepts. For more
information on the IB’s approach to
metacognition, please see the guide.

Thinking Reflection on content Affirm identity—build self-esteem

Social Reflection on skills Value prior knowledge
Communication Reflection on concepts Scaffold learning
 Self-management Details: Extend learning
Research Details:
Details:

Language and learning TOK connections CAS connections

Check the boxes for any explicit language and Check the boxes for any explicit TOK connections Check the boxes for any explicit CAS connections.
learning connections made during the unit. For made during the unit. If you check any of the boxes, provide a brief note
more information on the IB’s approach to in the “details” section explaining how students
language and learning, please seethe guide. engaged in CAS for this unit.

Activating background knowledge Personal and shared knowledge Creativity

Scaffolding for new learning Ways of knowing Activity
Acquisition of new learning through practice Areas of knowledge Service
Demonstrating proficiency The knowledge framework Details:
Details: Details:

REFLECTION: Considering the planning, process and impact of the inquiry

What worked well What didn’t work well Notes/changes/suggestions:

Transfer goals
List the transfer goals from the beginning of this unit planner.

Transfer reflection
How successful were the students in achieving the transfer goals by the end of the unit?