Mathematics Department Year Plan
(MYP)
2019/20
PYP to MYP Continuum:
PYP
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MYP
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Number ---------> Number
Pattern and function ---------> Algebra
Measurement ---------> Geometry and trigonometry
Shape and space ---------> Geometry and trigonometry
Data Handling ---------> Statistics and probability
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MYP Mathematics Scope and Sequence
2019-20
MYP mathematics provides a framework of concepts and skills into the following four branches of mathematics;
Subject Group Overview: MYP 1
Unit length
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6 weeks
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8 weeks
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7 weeks
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7 weeks
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Unit /
Detail
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Number
Sense
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Let’s be logical
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Angles & shapes
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Let’s speak algebra
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Standard
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Ratio and Proportional Reasoning: Understand ratio concepts and use ratio reasoning to solve problems. Expressions and Equations: Reason about and solve one variable equations and inequalities. The Number System: Multiply and divide multi-digit numbers and find common factors and multiples
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Discrete mathematics,
logics,
Statistics and Probability: Summarize and describe distributions.
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Geometry: Solve real-world and mathematical problems involving area, surface area, and volume. The Number System: Apply and extend previous understandings of numbers to the system of rational numbers.
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Expressions and Equations: Apply and extend previous understandings of arithmetic to algebraic expressions. The Number System: Apply and extend previous knowledge of multiplication and division to divide fractions by fractions.
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Key concepts
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Form
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Logic
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Form
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Relationships
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Related concepts
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Quantity, Representation,
Space
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Equailance,
Quantity,
Representation
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Measurement,
Space,
System
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Generalization,
Representation,
System
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Global Contexts
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Personal and cultural expression
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Scientific and Technical Innovation
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Orientation in Space and Time
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Identities and relationships
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Criterion objectives/strand assessment task
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Criterion A: Using Knowledge students must know and understand the concepts and skills of the prescribed framework in mathematics.
Criterion C: Communicating Students are expected to use correct mathematical thinking, mathematical language, and representation when communicating mathematical ideas both orally and written.
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Criterion B: Inquiring Through investigation students become risk-takers, inquirers, and critical thinker.
Criterion C: Communicating Students are expected to use correct mathematical thinking, mathematical language, and representation when communicating mathematical ideas both orally and written.
Criterion D: Applying Math to Real Life Context Students are expected to transfer mathematical knowledge into real-world situations, apply problem solving strategies, and draw valid conclusions.
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Criterion A: Using Knowledge students must know and understand the concepts and skills of the prescribed framework in mathematics.
Criterion B: Inquiring Through investigation students become risk-takers, inquirers, and critical thinker.
Criterion D: Applying Math to Real Life Context Students are expected to transfer mathematical knowledge into real-world situations, apply problem solving strategies, and draw valid conclusions.
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Criterion A: Using Knowledge students must know and understand the concepts and skills of the prescribed framework in mathematics.
Criterion C: Communicating Students are expected to use correct mathematical thinking, mathematical language, and representation when communicating mathematical ideas both orally and written.
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ATL Skills
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Subject Group Overview: MYP 2
Unit length
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6 weeks
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8 weeks
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7 weeks
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7 weeks
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Unit /
Detail
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The world of numbers
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álgebra
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Data display
& programming
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Geometry
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Standard
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Ratio and Proportional Reasoning: Understand ratio concepts and use ratio reasoning to solve problems. Expressions and Equations: Reason about and solve one variable equations and inequalities. The Number System: Multiply and divide multi-digit numbers and find common factors and multiples
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Expressions and Equations: Apply and extend previous understandings of arithmetic to algebraic expressions. The Number System: Apply and extend previous knowledge of multiplication and division to divide fractions by fractions.
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Data,
Simple programming,
Patterns,
Graphs
Prediction,
statistics
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Geometry: Solve real-world and mathematical problems involving area, surface area, and volume. The Number System: Apply and extend previous understandings of numbers to the system of rational numbers.
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Key concepts
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Logic
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Relationships
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Relationships
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Form
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Related concepts
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Equailance,
Quantity
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Pattern,
Representation,
Simplification
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Justification,
Model,
Representation
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Measurement,
Quantity,
Space
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Global Contexts
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Orientation in Space and Time
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Personal and cultural expression
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Globalization and sustainability
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Globalization and sustainability
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Criterion objectives/strand assessment task
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Criterion A: Using Knowledge students must know and understand the concepts and skills of the prescribed framework in mathematics.
Criterion C: Communicating Students are expected to use correct mathematical thinking, mathematical language, and representation when communicating mathematical ideas both orally and written.
Criterion D: Applying Math to Real Life Context Students are expected to transfer mathematical knowledge into real-world situations, apply problem solving strategies, and draw valid conclusions.
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Criterion A: Using Knowledge students must know and understand the concepts and skills of the prescribed framework in mathematics.
Criterion B: Inquiring Through investigation students become risk-takers, inquirers, and critical thinker.
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Criterion B: Inquiring Through investigation students become risk-takers, inquirers, and critical thinker.
Criterion C: Communicating Students are expected to use correct mathematical thinking, mathematical language, and representation when communicating mathematical ideas both orally and written.
Criterion D: Applying Math to Real Life Context Students are expected to transfer mathematical knowledge into real-world situations, apply problem solving strategies, and draw valid conclusions.
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Criterion B: Inquiring Through investigation students become risk-takers, inquirers, and critical thinker.
Criterion C: Communicating Students are expected to use correct mathematical thinking, mathematical language, and representation when communicating mathematical ideas both orally and written.
Criterion D: Applying Math to Real Life Context Students are expected to transfer mathematical knowledge into real-world situations, apply problem solving strategies, and draw valid conclusions.
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ATL Skills
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Subject Group Overview: MYP 3
Unit length
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8 weeks
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8 weeks
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8 weeks
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6 weeks
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Unit /
Detail
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Algebraic models
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Discrete math & basic programming
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Géométrie triangle
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Locus geometry
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Standard
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Expressions and Equations: Apply and extend previous understandings of arithmetic to algebraic expressions. The Number System: Apply and extend previous knowledge of multiplication and division to divide fractions by fractions.
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Discrete mathematics,
Logics, basic programs,
Statistics and Probability: Summarize and describe distributions.
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Triangle and geometry around it
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Geometry: Solve real-world and mathematical problems involving area, surface area, and volume. The Number System: Apply and extend previous understandings of numbers to the system of rational numbers.
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Key concepts
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Relationships
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Logic
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Form
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Form
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Related concepts
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Model,
Pattern,
Simplification
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Equailance,
Quantity
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Change,
Equailance
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Pattern,
Representation,
System
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Global Contexts
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Scientific and Technical Innovation
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Identities and relationships
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Orientation in Space and Time
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Scientific and Technical Innovation
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Criterion objectives/strand assessment task
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Criterion A: Using Knowledge students must know and understand the concepts and skills of the prescribed framework in mathematics.
Criterion C: Communicating Students are expected to use correct mathematical thinking, mathematical language, and representation when communicating mathematical ideas both orally and written.
Criterion D: Applying Math to Real Life Context Students are expected to transfer mathematical knowledge into real-world situations, apply problem solving strategies, and draw valid conclusions.
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Criterion B: Inquiring Through investigation students become risk-takers, inquirers, and critical thinker.
Criterion C: Communicating Students are expected to use correct mathematical thinking, mathematical language, and representation when communicating mathematical ideas both orally and written.
Criterion D: Applying Math to Real Life Context Students are expected to transfer mathematical knowledge into real-world situations, apply problem solving strategies, and draw valid conclusions.
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Criterion A: Using Knowledge students must know and understand the concepts and skills of the prescribed framework in mathematics.
Criterion B: Inquiring Through investigation students become risk-takers, inquirers, and critical thinker.
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Criterion B: Inquiring Through investigation students become risk-takers, inquirers, and critical thinker.
Criterion C: Communicating Students are expected to use correct mathematical thinking, mathematical language, and representation when communicating mathematical ideas both orally and written.
Criterion D: Applying Math to Real Life Context Students are expected to transfer mathematical knowledge into real-world situations, apply problem solving strategies, and draw valid conclusions.
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ATL Skills
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Subject Group Overview: MYP 4
Unit length
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9 weeks
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8 weeks
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9 weeks
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7 weeks
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Unit /
Detail
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Algebraic structures
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Statistics & probability
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Mensuration
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Mapping navigation
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Standard
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Expressions and Equations: Apply and extend previous understandings of arithmetic to algebraic expressions. The Number System: Apply and extend previous knowledge of multiplication and division to divide fractions by fractions.
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Discrete mathematics,
logics,
Statistics and Probability: Summarize and describe distributions.
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Geometry: Solve real-world and mathematical problems involving area, surface area, and volume. The Number System: Apply and extend previous understandings of numbers to the system of rational numbers.
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Both vector and bearing are really connected to each other. There is possibility to do interdisciplinary unit with science (physics).
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Key concepts
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Relationships
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Logic
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Form
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Relationships
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Related concepts
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Generalization, Representation
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Equailance,
Measurement,
Pattern
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Measurement,
Model
Space
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Measurement,
Quantity,
Representation
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Global Contexts
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Fairness and development
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Orientation in Space and Time
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Scientific and Technical Innovation
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Identities and relationships
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Criterion objectives/strand assessment task
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Criterion A: Using Knowledge students must know and understand the concepts and skills of the prescribed framework in mathematics.
Criterion B: Inquiring Through investigation students become risk-takers, inquirers, and critical thinker.
Criterion C: Communicating Students are expected to use correct mathematical thinking, mathematical language, and representation when communicating mathematical ideas both orally and written.
Criterion D: Applying Math to Real Life Context Students are expected to transfer mathematical knowledge into real-world situations, apply problem solving strategies, and draw valid conclusions.
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Criterion A: Using Knowledge students must know and understand the concepts and skills of the prescribed framework in mathematics.
Criterion C: Communicating Students are expected to use correct mathematical thinking, mathematical language, and representation when communicating mathematical ideas both orally and written.
|
Criterion A: Using Knowledge students must know and understand the concepts and skills of the prescribed framework in mathematics.
Criterion B: Inquiring Through investigation students become risk-takers, inquirers, and critical thinker.
Criterion D: Applying Math to Real Life Context Students are expected to transfer mathematical knowledge into real-world situations, apply problem solving strategies, and draw valid conclusions.
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Criterion B: Inquiring Through investigation students become risk-takers, inquirers, and critical thinker.
Criterion C: Communicating Students are expected to use correct mathematical thinking, mathematical language, and representation..
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ATL Skills
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MYP Mathematics Curriculum Overview
2019-2020
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MYP 1
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MYP 2
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MYP 3
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MYP 4
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Autumn term
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Number
Sense
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Numbers in different ways
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Algebraic
Models
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Algebraic
Structures
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Let’s be logical
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Álgebra
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Discrete math & programming
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Statistics & probability
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Spring term
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Angles & shapes
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Data
display
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Géométrie triangle
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Mensuration
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Let’s speak algebra
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Geometry
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Locus geometry
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Mapping navigation
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The following two levels are offered;
-> Standard Mathematics
-> Extended Mathematics
The objectives aimed for MYP1- 4 that are set for learning the subject which define what the student will be able to accomplish as a result of studying the subject, are;
Knowing and understanding
Investigating patterns
Communicating
Applying mathematics in real-life contexts
At the end of the course, students should be able to:
know and understand concepts, and demonstrate skills, from the five branches of mathematics:Number,Algebra, programming, Statistics & Probability, Geometry & Trigonometry and Discrete Mathematics
be able to understand and use a variety of mathematical forms and should have the ability to move confidently between them
At the end of the course, students should be able to:
select and use appropriate mathematical knowledge when investigating problems
select and apply appropriate mathematical skills and techniques when investigating problems
recognize patterns and structures and describe them as relationships or general rules when investigating problems
draw conclusions consistent with their findings
Justify mathematical relationships when investigating problems.
At the end of the course, students should be able to communicate mathematical facts, ideas, methods, results and conclusions using:
At the end of the course, students should be able to:
reflect on their methods and processes
consider possible alternative approaches
evaluate the significance and reliability of their findings and the findings of others.
Assessment Criteria for Mathematics
Assessment will be based on a variety of tasks. These tasks are designed to assess different mathematical skills developed by students. Below is the assessment criteria used in Mathematics. It shows the maximum levels that can be achieved for each of the four criteria.
Criterion A
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Knowing and Understanding:
The ability to use and apply a variety of mathematical skills.
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Maximum 8
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Criterion B
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Investigating Patterns:
The ability to recognize patterns and apply appropriate skills when investigating problems.
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Maximum 8
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Criterion C
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Communicating:
The ability to communicate mathematical facts, ideas, methods, results
in a clear and concise manner.
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Maximum 8
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Criterion D
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Applying mathematics in real life contexts:
The ability to apply the mathematical methods and processes used in real life and to justify the significance and reliability of the results.
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Maximum 8
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Grade
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Boundaries
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1
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0-3
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2
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4-7
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3
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8-12
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4
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13-17
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5
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18-22
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6
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23-27
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7
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28-32
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Subject Guide Requirements:
Subject groups must address all strands of all four objectives at least twice in each year of the MYP.
The objective of “Knowledge and understanding” requires students to demonstrate knowledge and understanding of the concepts and skills of the four branches in the prescribed framework (number, algebra, geometry and trigonometry, statistics and probability).
MYP schools are responsible for engaging students in at least one collaboratively planned interdisciplinary unit for each year of the programme.
All MYP subject group teachers are responsible for developing meaningful ongoing opportunities for interdisciplinary teaching and learning.
The MYP requires at least 50 hours of teaching time for each subject area in each year of the programme.
In the MYP, conceptual understanding is framed by prescribed key and related concepts. Teachers must use these concepts to develop the curriculum. Schools may identify and develop additional concepts to meet local circumstances and curriculum requirements.
Teachers must identify a global context for teaching and learning, or develop additional contexts that help students explore the relevance of their inquiry (why it matters).
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Standardization of internal assessment
In each subject for a single year group the school must ensure standardization of internal assessment is carried out to provide a common system for the application of the assessment criteria to each student.
Standardization of internal assessment is best achieved by:
the use of common assessment tasks
shared assessment between the teachers involved
regular contact between the teachers.
From final assessment to IB grades
Where more than one teacher is involved, common standards are set (standardization of internal assessment).
Student performance is assessed against the published assessment criteria for each subject.
Criterion levels totals for each subject are established for each student.
Teachers apply the grade boundaries to estimate the final grade for the student in each subject. In the case of moderation, please note that these are estimated grades and may change as a result of the moderation process.
General grade descriptors:
The grade descriptors appear on the back of the record of achievement.
Grade
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Descriptor
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Grade 1
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Minimal achievement in terms of the objectives.
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Grade 2
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Very limited achievement against all the objectives. The student has difficulty in understanding the required knowledge and skills and is unable to apply them fully in normal situations, even with support.
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Grade 3
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Limited achievement against most of the objectives, or clear difficulties in some areas. The student demonstrates a limited understanding of the required knowledge and skills and is only able to apply them fully in normal situations with support.
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Grade 4
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A good general understanding of the required knowledge and skills, and the ability to apply them effectively in normal situations. There is occasional evidence of the skills of analysis, synthesis and evaluation.
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Grade 5
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A consistent and thorough understanding of the required knowledge and skills, and the ability to apply them in a variety of situations. The student generally shows evidence of analysis, synthesis and evaluation where appropriate and occasionally demonstrates originality and insight.
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Grade 6
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A consistent and thorough understanding of the required knowledge and skills, and the ability to apply them in a wide variety of situations.Consistent evidence of analysis, synthesis and evaluation is shown where appropriate. The student generally demonstrates originality and insight.
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Grade 7
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A consistent and thorough understanding of the required knowledge and skills, and the ability to apply them almost faultlessly in a wide variety of situations. Consistent evidence of analysis, synthesis and evaluation is shown where appropriate. The student consistently demonstrates originality and insight and always produces work of high quality.
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Task for moderation:
Standard mathematics,
Extended mathematics
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A broad-based classroom test/examination composed of a range of questions and problems, in familiar and unfamiliar situations, covering at least three of the branches of the framework for mathematics, and which allows students to reach all levels of achievement.
A mathematical investigation, done under test conditions, where students are given the opportunity to recognize patterns, describe them as relationships or general rules, and justify or prove them.
A real-life problem where students are given the opportunity to apply mathematics to a real-life context, reflect upon and evaluate their findings.
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Text books:
(McSeveny, Conway, Wilkes & Smith)
(McSeveny, Conway, Wilkes & Smith)
(McSeveny, Conway, Wilkes & Smith)
(McSeveny, Conway, Wilkes & Smith)
Online sources:
Calculators:
MYP1- Students do not need a calculator always.
MYP2 - Students use a scientific calculator only for certain topics.
MYP3 - Students use scientific calculators which are provided by the school. We strongly suggest the following Casio models: fx-100, fx-115ES,
fx-85ES, fx-300ES.
MYP4 - Students use scientific calculators which are provided by the school. We strongly suggest the following Sharp Model: EL-531XH, Casio models: fx-100, fx-115ES, fx-85ES, fx-300ES.
MYP Mathematics Curriculum Review
The following MYP Mathematics Curriculum Review has been designed to meet IB as well as Swedish curriculum requirements.
MYP Mathematics Curriculum Overview
2018-19
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MYP 1
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MYP 2
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MYP 3
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MYP 4
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Autumn term
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Number sense
(4,6)
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The world of numbers
(3,4)
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Algebraic models (i)
(4,6,7)
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Algebraic models
(ii)
(7,9,10)
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Let’s think logically
(15, +)
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Algebra
(6,7)
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Discrete math + programming
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Statistics & probability
(15,16)
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Spring term
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Angles & shapes
(10,11)
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Data
+
programming
(8,9)
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Triangle geometry
(5,8)
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Measurement
& trigonometry
(12,13)
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Let’s speak algebra
(5,8,9)
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Geometry
(10,11,12)
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Locus geometry
(,11,12)
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Vector & bearing
(14, +)
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MYP Mathematics Curriculum Overview
2016-17
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MYP 1
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MYP 2
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MYP 3
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MYP 4
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Autumn term
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Number sense
(4,6)
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The World of Numbers
(3,4)
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Algebraic Models (i)
(4,6,7)
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Algebraic Models
(ii)
(7,9,10)
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Let’s Think Logically
(15, +)
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Algebraic Models
(6,7)
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Discrete Mathematics
(15,+)
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Statistics & probability
(15,16)
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Spring term
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Angles and shapes
(10,11)
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Data Management
(8,9)
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Triangle Geometry
(5,8)
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Measurement, trigonometry,
(12,13)
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Let’s Speak Algebra
(5,8,9)
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Geometry (area, volume ) & circles
(10,11,12)
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Loci & Geometry
(,11,12)
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Vectors & bearings
(14, +)
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