IB Math Lesson: Exploring Patterns and Functions -
Predicting Our World (MYP Grade 8)
Subject: Mathematics Grade Level: 8 (MYP Year 3 Equivalent) Unit Title: Patterns and
Functions: Modeling Relationships
I. IB MYP Unit Planning Elements
● Key Concept: Logic
● Related Concepts: Patterns, Relationships, Representation
● Global Context: Scientific and Technical Innovation (applying mathematical models to
real-world phenomena)
● Statement of Inquiry: Recognizing patterns and representing mathematical
relationships allows us to create models that predict and understand complex real-world
phenomena.
● Inquiry Questions:
○ Factual: What defines a function, and how are linear/non-linear patterns
identified?
○ Conceptual: How do mathematical functions represent and predict relationships
in real-world contexts?
○ Debatable: To what extent can mathematical models accurately predict future
trends and inform complex decision-making?
II. Learning Objectives
Students will be able to:
● Know: Identify and describe mathematical patterns and function characteristics (MYP
Criterion A).
● Understand: Explain how functions model real-world relationships and interpret data
patterns (MYP Criterion B & D).
● Do (Skills):
○ Collect, organize, and represent data to reveal patterns.
○ Translate patterns into algebraic rules and functional notation.
○ Use digital tools to visualize functions and explore properties.
○ Communicate mathematical reasoning and conclusions effectively (MYP
Criterion C).
III. Materials
● Projector/Smartboard
● Computers/Tablets with internet (for online graphing tools, research)
● Whiteboard/Chart paper and markers
● Graphing paper, rulers, colored pencils
● Online graphing calculators (e.g., Desmos.com, GeoGebra.org)
● Optional: Manipulatives (e.g., unifix cubes), simplified real-world data sets (e.g.,
population growth, temperature, stock prices).
IV. Lesson Procedure (75-90 minutes)
1. Engage (15 minutes): The Disorienting Dilemma of Prediction
● Hook (Visual & Emotional Trigger): Present a surprising real-world growth pattern.
Examples:
○ Video of rapid plant/animal growth.
○ Graph showing historical increase in internet users or smartphone adoption.
○ Scenario of a viral social media trend.
● Initial Reflection (Affective Events): Students jot down surprises, questions, or
feelings about the pattern's speed. Facilitate brief discussion:
○ "What patterns do you observe?"
○ "How do these patterns make you feel?"
○ "Could we predict what happens next? What challenges might we face?"
● Introduce Statement of Inquiry: Link observations to the Statement of Inquiry and
factual question: "Today, we'll explore how patterns and relationships help build
mathematical models to predict and understand our world. What defines a function, and
how are different patterns identified?"
2. Explore (20 minutes): Hands-on Pattern Investigation
● Activity Stations/Mini-Investigations: Set up stations for students to collect and
organize data from simple patterns.
○ Station 1 (Linear Growth): Build block towers, record step vs. total blocks.
○ Station 2 (Non-linear Growth - Exponential/Quadratic hint): "Folding paper"
activity (folds vs. sections/thickness) or "dots in a triangle." Record values.
○ Station 3 (Geometric Patterns): Analyze repeating geometric patterns. Sketch
next elements, identify rule.
● Activity: In small groups, students visit stations, collect data, look for patterns, and
describe them in words.
● Connect to Reality: Students brainstorm daily patterns (e.g., musical notes, sports
scores, routines).
3. Explain (15 minutes): Conceptualizing Functions & Relationships
● Teacher-Led Discussion: Review collected data/patterns. Introduce input/output
relationships and define a function (each input, one output). Discuss linear vs. non-linear
patterns in tables/graphs. Introduce functional notation (y=f(x) or y=mx+b).
● Introduce Conceptual Inquiry Question: "How do mathematical functions serve as
powerful tools for representing and predicting relationships in real-world contexts?"
Briefly brainstorm how math could model surprising patterns from the Hook.
4. Elaborate (25 minutes): Networked Modeling & Interpretation
● Activity (Connectivism & Critical Reflection): Students (individually or in pairs)
choose/research a real-world data set (e.g., temperatures, stock prices, population).
● Networked Modeling: Using devices and online graphing tools (Desmos.com,
GeoGebra.org):
○ Input data.
○ Graph data, identify pattern (linear/non-linear).
○ Attempt to model with a function (linear, basic quadratic/exponential).
○ Research factors influencing the pattern (e.g., seasons for temperature).
● Collaborative Synthesis: Students create a short digital "Model Brief" (e.g., shared
Google Slide, Padlet, Jamboard) summarizing data, graph, function, and interpretations,
promoting construct modification via networked synthesis.
● Prepare for Discussion (Emotional Trigger for TLT): Introduce the Debatable
Inquiry Question: "To what extent can mathematical models accurately predict future
trends and inform decision-making in complex systems?" Ask students to consider their
model's limitations/biases, creating a mild "disorienting dilemma."
5. Evaluate (5-10 minutes): Reflection and Next Steps
● Exit Ticket: Students complete an exit ticket addressing:
○ "Describe one real-world pattern modeled today and the function used."
○ "How did using a mathematical model challenge your thinking about predicting
the future?" (Promotes "Reintegration & Reflection").
○ "What is one new question you have about mathematical modeling or its
limitations?"
● Teacher Observation: Observe modeling activities and discussions. Collect "Model
Briefs" for formative assessment.
V. Differentiation
● Support:
○ Provide clear linear data sets.
○ Offer step-by-step graphing tool instructions.
○ Provide partially completed tables/templates.
○ Pair struggling students.
○ Focus on identifying/graphing patterns, not complex notation.
● Extension:
○ Model complex non-linear data sets (e.g., advanced quadratic, exponential,
sinusoidal).
○ Compare multiple models for same data, justify "best."
○ Research real-world examples of accurate/inaccurate models (e.g., economic,
climate).
○ Explore correlation vs. causation.
○ Design their own experiment for specific function data.
VI. References (Conceptual/Pedagogical)
● International Baccalaureate Organization. (n.d.). MYP Mathematics Guide. (Refer to
current IB MYP Mathematics Guide for detailed objectives and assessment criteria).
● Siemens, G. (2005). Connectivism: A learning theory for the digital age. International
Journal of Instructional Technology and Distance Learning, 2(1), 3-10.
● Mezirow, J. (1978). Perspective transformation. Adult Education, 28(2), 100-110.
● Online Math Tools: Desmos.com, GeoGebra.org
● Relevant Math Education Resources (e.g., NCTM standards, inquiry-based math
resources).
