Mathematics (MYP 1) Unit Title Key concept Related concept(s) Global context Statement of inquiry MYP subject group objective(s) ATL skills Content (topics, knowledge, skills) MYP1 Maths UNIT2: Number Systems and Rules in Mathematics Relationships Equivalence Quantity Representation Other: Operation Personal and cultural expression Rules build a language used to establish relationships among quantities that are calculated, obtained or represented in equivalent ways. A: Knowing and understanding i. select appropriate mathematics when solving problems in both familiar and unfamiliar situations ii. apply the selected mathematics successfully when solving problems iii. solve problems correctly in a variety of contexts B: Investigating patterns i. apply mathematical problem- solving techniques to recognize patterns ii. describe patterns as relationships or general rules consistent with correct findings iii. verify whether the pattern works for other examples C: Communicating i. use appropriate mathematical language (notation, symbols and terminology) in both oral and written statements ii. use different forms of mathematical representation to present information iii. communicate coherent mathematical lines of reasoning iv. organize information using a logical structure Communication I. Communication skills Thinking VIII. Critical thinking skills Content: The set of natural numbers Significance and properties of the sum, subtraction, multiplication and division (with remainder). Example of applications of properties in order to perform mind calculations. Formulae and identities: how do we write rules in mathematics? How do we describe them? Difference between an instance of a general rule (an example), its symbolic formula, and its general description in words. The order of operations and its importance. The definition of power with non-negative integer base and exponent. Properties (laws) or powers (indices). Example of properties that do NOT hold for some operations and how to prove they don’t apply. Skills: Arithmetic operations - - - - - - - - - - Mathematics - Mathematics Subject Group Overview Deledda International School Chiara Colucci on Monday, Dec 16, 2019 at 2:29 PM 1 of 31
31
Embed
Mathematics - Mathematics Subject Group Overview · 2019-12-17 · Mathematics (MYP 1) Unit Title Key concept Related concept(s) Global context Statement of inquiry MYP subject group
This document is posted to help you gain knowledge. Please leave a comment to let me know what you think about it! Share it to your friends and learn new things together.
Transcript
Mathematics (MYP 1)Unit Title Key concept Related
concept(s) Global context Statement ofinquiry MYP subject group objective(s) ATL skills Content (topics,
Rules build alanguage used toestablishrelationshipsamong quantitiesthat arecalculated,obtained orrepresented inequivalent ways.
A: Knowing and understandingi. select appropriate mathematicswhen solving problems in bothfamiliar and unfamiliar situationsii. apply the selected mathematicssuccessfully when solvingproblemsiii. solve problems correctly in avariety of contexts
B: Investigating patternsi. apply mathematical problem-solving techniques to recognizepatternsii. describe patterns asrelationships or general rulesconsistent with correct findingsiii. verify whether the patternworks for other examples
C: Communicatingi. use appropriate mathematicallanguage (notation, symbols andterminology) in both oral andwritten statementsii. use different forms ofmathematical representation topresent informationiii. communicate coherentmathematical lines of reasoningiv. organize information using alogical structure
CommunicationI. Communication skills
ThinkingVIII. Critical thinking skills
Content:The set of natural numbers
Significance and propertiesof the sum, subtraction,multiplication and division(with remainder).
Example of applications ofproperties in order toperform mind calculations.
Formulae and identities: howdo we write rules inmathematics? How do wedescribe them?
Difference between aninstance of a general rule (anexample), its symbolicformula, and its generaldescription in words.
The order of operations andits importance.
The definition of power withnon-negative integer baseand exponent.
Properties (laws) or powers(indices).
Example of properties thatdo NOT hold for someoperations and how to provethey don’t apply.
Skills:Arithmetic operations
-
-
-
-
-
-
-
-
-
-
Mathematics - MathematicsSubject Group Overview
Deledda International SchoolChiara Colucci on Monday, Dec 16, 2019 at 2:29 PM 1 of 31
AlgorithmsPropertiesPatterns in arithmetics
MYP1 Maths UNITA: Set Theory
Logic Representation Identities andrelationships
The word aroundus can berepresented withthe use of asymbolicLanguage throughthe concept of set.Observations anddeductions on theexternal word canbe obtainedlogically startingfrom some basicprinciples. This willsharpen theperception aboutourselves andOthers and ouridentity.
A: Knowing and understandingi. select appropriate mathematicswhen solving problems in bothfamiliar and unfamiliar situationsii. apply the selected mathematicssuccessfully when solvingproblemsiii. solve problems correctly in avariety of contexts
C: Communicatingi. use appropriate mathematicallanguage (notation, symbols andterminology) in both oral andwritten statementsiii. communicate coherentmathematical lines of reasoningiv. organize information using alogical structure
CommunicationI. Communication skills
Skills:Sets and Their Elements;
Subsets;
The Intesection of Sets;
The Union of Sets;
Venn Diagrams
MYP1 MathsUNIT3: Tutti d'unpezzo! (or maybenot)
Form PatternRepresentation
Scientific andtechnicalinnovation
Certaincharacteristics ofNumbers do notdepend on theForm in which werepresent them.
A: Knowing and understandingiii. solve problems correctly in avariety of contexts
B: Investigating patternsi. apply mathematical problem-solving techniques to recognizepatternsii. describe patterns asrelationships or general rulesconsistent with correct findingsiii. verify whether the patternworks for other examples
C: Communicatingi. use appropriate mathematicallanguage (notation, symbols andterminology) in both oral andwritten statementsiii. communicate coherentmathematical lines of reasoningiv. organize information using alogical structure
ThinkingVIII. Critical thinking skills
Content:Divisibility Tests
Factors, Prime Factors
Prime and CompositeNumbers
Multiples of natural numbers
Highest common factor(HCF)
Lowest common multiple(lcm)
Skills:Use of different Divisibilitytests on Natural Numbers
Find HCF using divisibility
-
-
-
-
-
-
-
-
-
-
-
-
-
Mathematics - MathematicsSubject Group Overview
Deledda International SchoolChiara Colucci on Monday, Dec 16, 2019 at 2:29 PM 2 of 31
test and prime factors
Find lcm using divisibilitytest and prime factors
Represent number indifferent forms
MYP1 Maths UNITB: Orienteering
Relationships Space
Individuals andsocieties:Geography:Scale
Orientation inspace and time
Scalerepresentation andunits ofmeasurementgave mankind alanguage todescribe time andspace.
A: Knowing and understandingi. select appropriate mathematicswhen solving problems in bothfamiliar and unfamiliar situationsii. apply the selected mathematicssuccessfully when solvingproblemsiii. solve problems correctly in avariety of contexts
B: Investigating patternsi. apply mathematical problem-solving techniques to recognizepatternsii. describe patterns asrelationships or general rulesconsistent with correct findingsiii. verify whether the patternworks for other examples
C: Communicatingi. communicate information andideas with clarityii. organize information and ideaseffectively for the taskiii. list sources of information in away that follows the taskinstructions.
Self-managementIV. Affective skills
Skills:(Maths & Geo) ReadingScales;
(Maths & Geo) ScaleDiagrams;
(Maths) Time Lines;
(Maths) Units of Time;
(Maths) Time Calculations;
(Maths) Timetables;
(Maths & Geo) MapReferences;
(Maths & Geo) FindingPoints;
(Maths & Geo) Coordinates;
(Maths & Geo) Direction.
MYP1 MathsUNIT4: BeRational!
Relationships EquivalenceQuantity
Scientific andtechnicalinnovation
Fractions are asimple way torepresent non-integer Quantities.
A: Knowing and understandingi. select appropriate mathematicswhen solving problems in bothfamiliar and unfamiliar situationsii. apply the selected mathematicssuccessfully when solvingproblemsiii. solve problems correctly in avariety of contexts
Self-managementIII. Organization skills
ThinkingVIII. Critical thinking skills
ThinkingVIII. Critical thinking skills
Skills:Fractions;
Fractions as Divisions;
Fractions of Quantities;
Fractions on a Number Line;
Equal Fractions;
-
-
-
-
-
-
-
-
-
-
-
-
Mathematics - MathematicsSubject Group Overview
Deledda International SchoolChiara Colucci on Monday, Dec 16, 2019 at 2:29 PM 3 of 31
Comparing Fractions;
Adding and SubtractingFractions;
Multiplying and DividingFractions.
Converting BetweenDecimals and Fractions.
MYP1 Maths UNITC: Statistics
Relationships Representation
Sciences:Patterns
Scientific andtechnicalinnovation
Studying the basicelements ofStatistics, we areable to betterunderstand andinterpret our world
A: Knowing and understandingi. select appropriate mathematicswhen solving problems in bothfamiliar and unfamiliar situationsii. apply the selected mathematicssuccessfully when solvingproblemsiii. solve problems correctly in avariety of contextsiii. interpret information to makescientifically supportedjudgments.
D: Applying mathematics in real-life contexts
i. identify relevant elements ofauthentic real-life situationsii. select appropriate mathematicalstrategies when solving authenticreal-life situationsiii. apply the selectedmathematical strategiessuccessfully to reach a solutioniv. explain the degree of accuracyof a solutionv. describe whether a solutionmakes sense in the context of theauthentic real-life situation
Content:Samples and Populations
Categorical Data
Graphs of Categorical Data
Numerical Data
Mean or Average
Mode and Median
MYP1 Maths UNIT5: Paper andPencil
Form RepresentationSpace
Design:Form
Orientation inspace and time
Personal andcultural expression
Architecture andDesign are directapplications ofMathematics in areal life situation.
A: Knowing and understandingi. select appropriate mathematicswhen solving problems in bothfamiliar and unfamiliar situationsii. apply the selected mathematicssuccessfully when solvingproblems
ThinkingVIII. Critical thinking skills
Self-managementIV. Affective skills
Self-management
Skills:(Maths & Design) Points andLines;
(Maths) Angles (Angles at aPoint or on a Line);
-
-
-
-
-
-
-
-
-
-
-
Mathematics - MathematicsSubject Group Overview
Deledda International SchoolChiara Colucci on Monday, Dec 16, 2019 at 2:29 PM 4 of 31
Globalization andsustainability
iii. solve problems correctly in avariety of contextsi. demonstrate awareness of theart form studied, including the useof appropriate language
B: Investigating patternsi. apply mathematical problem-solving techniques to recognizepatternsii. describe patterns asrelationships or general rulesconsistent with correct findingsiii. verify whether the patternworks for other examples
C: Creating the solutionii. demonstrate excellent technicalskills when making the solution
III. Organization skills (Maths) Vertically OppositeAngles;
(Maths & Design) BisectingAngles;
(Maths & Design) Polygons;
(Maths) Triangles;
(Maths) Quadrilaterals;
(Design) Visual Language;
(Design) Tools Usage
(Visual Arts) image analysis
(visual Arts) geometricalreproduction
Mathematics (MYP 2)Unit Title Key concept Related
concept(s) Global context Statement ofinquiry MYP subject group objective(s) ATL skills Content (topics,
Being able torepresent differentforms of quantitieshas helpedhumans exploreand describe ourplanet
A: Knowing and understandingi. select appropriate mathematicswhen solving problems in bothfamiliar and unfamiliar situationsii. apply the selected mathematicssuccessfully when solvingproblemsiii. solve problems correctly in avariety of contexts
D: Applying mathematics in real-life contexts
i. identify relevant elements ofauthentic real-life situationsii. select appropriate mathematicalstrategies when solving authenticreal-life situationsiii. apply the selectedmathematical strategiessuccessfully to reach a solutioniv. explain the degree of accuracyof a solution
CommunicationI. Communication skills
ThinkingX. Transfer skills
Content:POSITIVE AND NEGATIVENUMBERS: Integer
- Opposites
- Adding and subtractingnegatives
- Multiplying and dividingnegatives
- Combined operations
POWERS AND ROOTS:
- Powers, Logaritms andRoots
- How to find the square rootof a number by hand
-
-
-
-
-
-
-
-
-
-
-
-
-
Mathematics - MathematicsSubject Group Overview
Deledda International SchoolChiara Colucci on Monday, Dec 16, 2019 at 2:29 PM 5 of 31
v. explain whether a solutionmakes sense in the context of theauthentic real-life situation
- Roots as fractional powers
- Properties of roots
- Operation with roots
- Negative powers
Skills:Performing the operation ofmultiplication, division,addition and subtractionwith integer
Performing the operation ofmultiplication, division,addition and subtractionwith powers and roots
Applying mathematicalstrategies to solve problemsinvolving integers
Defining, comparing andordering integers
MYP2 Maths UNIT2: Be Rational
Relationships EquivalenceRepresentation
Scientific andtechnicalinnovation
The discovery ofdifferent butequivalentrepresentations ofrational numbercan leads to abetterunderstanding ofrelationshipbetween differentAreas ofMathematics.
A: Knowing and understandingi. select appropriate mathematicswhen solving problems in bothfamiliar and unfamiliar situationsii. apply the selected mathematicssuccessfully when solvingproblemsiii. solve problems correctly in avariety of contexts
B: Investigating patternsi. select and apply mathematicalproblem-solving techniques todiscover complex patternsii. describe patterns asrelationships and/or general rulesconsistent with findingsiii. verify and justify relationshipsand/or general rules
C: Communicating
CommunicationI. Communication skills
SocialII. Collaboration skills
Content:- Place Value (review)
- Converting betweendecimals and fractions
- Rounding decimalnumbers
- Placing decimal numberson a number line
- Comparing decimalnumbers
- Adding and Subtractingdecimal numbers
- Multiplying and dividing by
-
-
-
-
-
-
-
Mathematics - MathematicsSubject Group Overview
Deledda International SchoolChiara Colucci on Monday, Dec 16, 2019 at 2:29 PM 6 of 31
i. use appropriate mathematicallanguage (notation, symbols andterminology) in both oral andwritten explanationsii. use appropriate forms ofmathematical representation topresent informationiii. move between different formsof mathematical representationiv. communicate complete andcoherent mathematical lines ofreasoningv. organize information using alogical structure
The use ofpercentages astool to investigatethe distribution ofnatural resourceson Earth and howthese are locatedthrough thepopulations canbe useful torepresent andcommunicaterelationshipsamong quantities.
A: Knowing and understandingi. select appropriate mathematicswhen solving problems in bothfamiliar and unfamiliar situationsii. apply the selected mathematicssuccessfully when solvingproblemsiii. solve problems correctly in avariety of contexts
D: Applying mathematics in real-life contexts
i. identify relevant elements ofauthentic real-life situationsii. select appropriate mathematicalstrategies when solving authenticreal-life situationsiii. apply the selected
ResearchVI. Information literacy skills
Content:- Understandingpercentages
- The definition ofPercentage
- One quantity as apercentage of another
- Finding a percentage of aquantity
- Percentage increase ordecrease
- Finding a percentage
-
-
-
-
-
-
-
-
-
-
-
Mathematics - MathematicsSubject Group Overview
Deledda International SchoolChiara Colucci on Monday, Dec 16, 2019 at 2:29 PM 7 of 31
mathematical strategiessuccessfully to reach a solutioniv. explain the degree of accuracyof a solutionv. explain whether a solutionmakes sense in the context of theauthentic real-life situation
The use of the threelanguages in differentcontexts
Mathematicallanguage andrepresentation
Form EquivalenceSimplification
Scientific andtechnicalinnovation
Producingequivalent formsthroughsimplification canhelp to explainand solve puzzles
A: Knowing and understandingi. select appropriate mathematicswhen solving problems in bothfamiliar and unfamiliar situationsii. apply the selected mathematicssuccessfully when solvingproblemsiii. solve problems correctly in avariety of contexts
C: Communicatingi. use appropriate mathematicallanguage (notation, symbols andterminology) in both oral and
CommunicationI. Communication skills
Content:Elements of Algebraiclanguage
Patterns and Models inAlgebra
Letters to representvariables, parameters and/orunknown objects.
Skills:
-
-
-
-
-
-
Mathematics - MathematicsSubject Group Overview
Deledda International SchoolChiara Colucci on Monday, Dec 16, 2019 at 2:29 PM 8 of 31
written explanationsii. use appropriate forms ofmathematical representation topresent informationiii. move between different formsof mathematical representationiv. communicate complete andcoherent mathematical lines ofreasoningv. organize information using alogical structure
Use of letters to representvariables, parameters and/orunknown objects.
Use of letters (as variables /parameters / unknown) towrite general statements inAlgebraic language
Transformations betweenalgebraic representations
Interpretation of differentalgebraic representations
writing and simplifyingalgebraic expression
MYP2 Maths UNIT5: Pythagoras'sScribbles
Logic MeasurementSpace
Orientation inspace and time
Pythagoras'stheorem is theproof that logicalreasoning can giveus higherunderstanding ofmeasurement ofthe Natural spacearound us.
A: Knowing and understandingi. select appropriate mathematicswhen solving problems in bothfamiliar and unfamiliar situationsii. apply the selected mathematicssuccessfully when solvingproblemsiii. solve problems correctly in avariety of contexts
B: Investigating patternsi. select and apply mathematicalproblem-solving techniques todiscover complex patternsii. describe patterns asrelationships and/or general rulesconsistent with findingsiii. verify and justify relationshipsand/or general rules
ThinkingX. Transfer skills
Content:POLYGONS:
- Quadrilaterals
- Angles of a quadrilateral
- Areas of polygons
- Areas of composite figures
PYTHAGORAS'STHEOREM:
- Pythagoras Theorem
- Euclid's Theorems
Skills:Find the perimeter and areaof different 2-dimensionalshapes
Solving problems with2-dimensional shapes
-
-
-
-
-
-
-
-
-
-
Mathematics - MathematicsSubject Group Overview
Deledda International SchoolChiara Colucci on Monday, Dec 16, 2019 at 2:29 PM 9 of 31
MYP2 UNIT 6:Mathematics:Statistics
Communities ModelRepresentation
Identities andrelationships
Communities canbe representedthroughmathematicalmodelling able todescribe theirlifestyle.
C: Communicatingi. use appropriate mathematicallanguage (notation, symbols andterminology) in both oral andwritten explanationsii. use appropriate forms ofmathematical representation topresent informationiii. move between different formsof mathematical representationiv. communicate complete andcoherent mathematical lines ofreasoningv. organize information using alogical structure
ResearchVI. Information literacy skills
Content:Numerical DataMean or Average
Mode and Median
Frequency Tables andDiagram
Data Collection
Dependent and IndependentVariables
Skills:Be able to recognizedependent an Independentvariables and report them ona frequency FrequencyDiagram
Calculate Mean Mode andMedian of Collected data
Collect Data
excel
Mathematics (MYP 3)Unit Title Key concept Related
concept(s) Global context Statement ofinquiry MYP subject group objective(s) ATL skills Content (topics,
knowledge, skills)MYP 3. Unit 1:Arithmetic
Form ChangeQuantity
Scientific andtechnicalinnovation
Values ofquantities can bechanged from oneform to another,allowing one todescribe systemsin moreconvenient andintuitive ways.
A: Knowing and understandingi. select appropriate mathematicswhen solving problems in bothfamiliar and unfamiliar situationsii. apply the selected mathematicssuccessfully when solvingproblemsiii. solve problems correctly in avariety of contexts
D: Applying mathematics in real-life contexts
i. identify relevant elements ofauthentic real-life situations
CommunicationI. Communication skills
Content:sets of numbersoperations with fractionsand BEDMASproperties of powers androotsscientific notation and metricmultipliers
Skills:understanding thedifferences between natural,
-
-
-
-
-
-
-
-
-
Mathematics - MathematicsSubject Group Overview
Deledda International SchoolChiara Colucci on Monday, Dec 16, 2019 at 2:29 PM 10 of 31
ii. select appropriate mathematicalstrategies when solving authenticreal-life situationsiii. apply the selectedmathematical strategiessuccessfully to reach a solutioniv. explain the degree of accuracyof a solutionv. explain whether a solutionmakes sense in the context of theauthentic real-life situation
integer, rational andirrational numbers
converting between differentrepresentations of numbers
performing calculationsinvolving big and smallnumbers without calculator
estimations based on realdata
MYP3 - Unit a -2DGeometry: circles
Form MeasurementRepresentation
Scientific andtechnicalinnovation
The form of acircle isrepresented aspoligon with aninfinite number ofsides and pi hasbeen invented torepresent themeasure of acircunferencebased on itsdiameter.Irrationality of pi:it's not a fraction!better toapproximate orcalculate exactly,using calculators?
B: Investigating patternsi. select and apply mathematicalproblem-solving techniques todiscover complex patternsii. describe patterns asrelationships and/or general rulesconsistent with findingsiii. verify and justify relationshipsand/or general rules
D: Applying mathematics in real-life contexts
i. identify relevant elements ofauthentic real-life situationsii. select appropriate mathematicalstrategies when solving authenticreal-life situationsiii. apply the selectedmathematical strategiessuccessfully to reach a solutioniv. explain the degree of accuracyof a solutionv. explain whether a solutionmakes sense in the context of theauthentic real-life situation
CommunicationI. Communication skills
CommunicationI. Communication skills
Content:definition of radiuslenght of a circumnferencepiarea of a circlearc lenghtarea of a sector
Skills:being able to draw a circlegiven the diameter
measuring the amplitude ofan angle using the protractor
MYP3. Unit 2:Algebra, equationsand functions
Relationships GeneralizationModel
Orientation inspace and time
Models framespecific problemsinto the generalbroad picture, thusallowing one tounderstandrelationships andpredict the
A: Knowing and understandingi. select appropriate mathematicswhen solving problems in bothfamiliar and unfamiliar situationsii. apply the selected mathematicssuccessfully when solvingproblemsiii. solve problems correctly in a
Self-managementV. Reflection skills
ThinkingVIII. Critical thinking skills
Content:monomials and polynomialslinear equationssystems of linear equationsand pure quadraticequationsfunctions
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
Mathematics - MathematicsSubject Group Overview
Deledda International SchoolChiara Colucci on Monday, Dec 16, 2019 at 2:29 PM 11 of 31
evolution ofsystems.
variety of contextsB: Investigating patterns
i. select and apply mathematicalproblem-solving techniques todiscover complex patternsii. describe patterns asrelationships and/or general rulesconsistent with findingsiii. verify and justify relationshipsand/or general rules
C: Communicatingi. use appropriate mathematicallanguage (notation, symbols andterminology) in both oral andwritten explanationsii. use appropriate forms ofmathematical representation topresent informationiii. move between different formsof mathematical representationiv. communicate complete andcoherent mathematical lines ofreasoningv. organize information using alogical structure
D: Applying mathematics in real-life contexts
i. identify relevant elements ofauthentic real-life situationsii. select appropriate mathematicalstrategies when solving authenticreal-life situationsiii. apply the selectedmathematical strategiessuccessfully to reach a solutioniv. explain the degree of accuracyof a solutionv. explain whether a solutionmakes sense in the context of theauthentic real-life situation
Skills:Understanding the power ofcreating models usingvariables instead of numbers
Moving between differentform of representation usingalgebra
Predicting the evolution ofthe dependent variableknowing its functional form
Myp3 unit b:coordinates
Relationships ModelRepresentation
Orientation inspace and time
Relationshipbetween valuesand exactpositions of pointsallows to represent
A: Knowing and understandingi. select appropriate mathematicswhen solving problems in bothfamiliar and unfamiliar situationsii. apply the selected mathematics
Self-managementIII. Organization skills
Content:Cartesian coordinatesDistance Between TwoPointsFormulae for the areas of
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
Mathematics - MathematicsSubject Group Overview
Deledda International SchoolChiara Colucci on Monday, Dec 16, 2019 at 2:29 PM 12 of 31
in a graphgeometricalshapes and tocommunicatepositions in orderto be oriented inspace andrepresent naturaland humanlandscape
successfully when solvingproblemsiii. solve problems correctly in avariety of contexts
D: Applying mathematics in real-life contexts
i. identify relevant elements ofauthentic real-life situationsii. select appropriate mathematicalstrategies when solving authenticreal-life situationsiii. apply the selectedmathematical strategiessuccessfully to reach a solutioniv. explain the degree of accuracyof a solutionv. explain whether a solutionmakes sense in the context of theauthentic real-life situation
triangles and quadrilaterals.Midpoint of a segmentEquation of a Straight Line
Skills:Students will be able to usecontent in order model andunderstand problems
Setting up equations tomodel a problem, thensolving them with algebraictechniquesBeing ableto decompose complicatedshapes into simple ones.Being able to reflect on theproperties of right triangles(Pythagoras' theoremmostly)Understand how to drawhow to draw the graph of aline, find some points, checkif the line passes through agiven point, and interpretgeometrically the slope andthe cutoff.
A: Knowing and understandingi. select appropriate mathematicswhen solving problems in bothfamiliar and unfamiliar situationsii. apply the selected mathematicssuccessfully when solvingproblemsiii. solve problems correctly in avariety of contexts
C: Communicatingi. use appropriate mathematicallanguage (notation, symbols andterminology) in both oral andwritten explanationsii. use appropriate forms ofmathematical representation topresent information
CommunicationI. Communication skills
Content:Three-dimensional shapes,surface area and volume:
Cube
Rectangular Solids orCuboids
Prism
Pyramid
Cylinder
Cone
-
-
-
-
-
-
-
-
-
-
-
Mathematics - MathematicsSubject Group Overview
Deledda International SchoolChiara Colucci on Monday, Dec 16, 2019 at 2:29 PM 13 of 31
iii. move between different formsof mathematical representationiv. communicate complete andcoherent mathematical lines ofreasoningv. organize information using alogical structure
Sphere
Composite shapes
MYP 3. Unit 3:Probability
Logic ModelPattern
Globalization andsustainability
The analysis ofpatterns in datacan drive decisionmaking towardslogical solutions.
B: Investigating patternsi. select and apply mathematicalproblem-solving techniques todiscover complex patternsii. describe patterns asrelationships and/or general rulesconsistent with findingsiii. verify and justify relationshipsand/or general rules
D: Applying mathematics in real-life contexts
i. identify relevant elements ofauthentic real-life situationsii. select appropriate mathematicalstrategies when solving authenticreal-life situationsiii. apply the selectedmathematical strategiessuccessfully to reach a solutioniv. explain the degree of accuracyof a solutionv. explain whether a solutionmakes sense in the context of theauthentic real-life situation
ThinkingVIII. Critical thinking skills
Content:Experimental VS theoreticalprobabilityIndependent VS dependenteventsCalculating probability ofcombined eventsUsing diagrams and chartsto model and understandprobabilityStatistics: measure of centerand spread, graphs andcharts
Skills:Understand whether twoevents are dependent orindependent according tothe specific situation.
Using probability to modelreal-life situations
Interpreting charts and treediagrams
Using differentrepresentations to performstatistical analysis
Mathematics (MYP 4)Unit Title Key concept Related
concept(s) Global context Statement ofinquiry MYP subject group objective(s) ATL skills Content (topics,
knowledge, skills)MYP 4. Unit 1:Arithmetics andAlgebra
Form GeneralizationModel
Personal andcultural expression
The process ofabstraction givesform to modelswhich generalize a
A: Knowing and understandingi. select appropriate mathematicswhen solving problems in bothfamiliar and unfamiliar situations
Content:review of sets of numbersand properties of powersInteger and rational indexes
-
-
-
-
-
-
-
-
-
-
-
-
Mathematics - MathematicsSubject Group Overview
Deledda International SchoolChiara Colucci on Monday, Dec 16, 2019 at 2:29 PM 14 of 31
variety ofsituations.
ii. apply the selected mathematicssuccessfully when solvingproblemsiii. solve problems correctly in avariety of contexts
B: Investigating patternsi. select and apply mathematicalproblem-solving techniques todiscover complex patternsii. describe patterns as generalrules consistent with findingsiii. prove, or verify and justify,general rules
D: Applying mathematics in real-life contexts
i. identify relevant elements ofauthentic real-life situationsii. select appropriate mathematicalstrategies when solving authenticreal-life situationsiii. apply the selectedmathematical strategiessuccessfully to reach a solutioniv. justify the degree of accuracy ofa solutionv. justify whether a solution makessense in the context of theauthentic real-life situation
radicals and surds(Extended: proof that squareroot of 2 is irrational)revision monomials andpolynomialsexpansion lawsfactorization of polynomials(Extended: Ruffini's theorem)algebraic fractionsrearranging formulae
Skills:being able to classifynumbers
understanding theconnection between powersand radicals
C: Communicatingi. use appropriate mathematicallanguage (notation, symbols andterminology) in both oral andwritten explanationsii. use appropriate forms ofmathematical representation topresent informationiii. move between different formsof mathematical representationiv. communicate complete,coherent and concisemathematical lines of reasoningv. organize information using alogical structure
D: Applying mathematics in real-life contexts
ThinkingVIII. Critical thinking skills
Content:Cartesian product of twosetsRelations between quantitiesand their representationsDomain and range ofrelationsFrom relations to functionsFunction notationComposite functionsInverse functionSpecial functions: constant,direct, linear, quadratic andinverse proportionality
Skills:
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
Mathematics - MathematicsSubject Group Overview
Deledda International SchoolChiara Colucci on Monday, Dec 16, 2019 at 2:29 PM 15 of 31
i. identify relevant elements ofauthentic real-life situationsii. select appropriate mathematicalstrategies when solving authenticreal-life situationsiii. apply the selectedmathematical strategiessuccessfully to reach a solutioniv. justify the degree of accuracy ofa solutionv. justify whether a solution makessense in the context of theauthentic real-life situation
Identifying dependent andindependent variables
Moving between differentforms of representations andmathematical notations
Being able to select and usesoftware to analyse data
Representing and solvingreal-life problems withfunctions
Predicting the evolution ofsystems using functions
MYP 4. Unit 3:Geometry
Logic ModelRepresentation
Scientific andtechnicalinnovation
Efficienttheoretical modelsrepresent theproblem andorganize theprocess to reach asolution in a logicand rigorous way.
A: Knowing and understandingi. select appropriate mathematicswhen solving problems in bothfamiliar and unfamiliar situationsii. apply the selected mathematicssuccessfully when solvingproblemsiii. solve problems correctly in avariety of contexts
B: Investigating patternsi. select and apply mathematicalproblem-solving techniques todiscover complex patternsii. describe patterns as generalrules consistent with findingsiii. prove, or verify and justify,general rules
C: Communicatingii. use appropriate forms ofmathematical representation topresent informationiv. communicate complete,coherent and concisemathematical lines of reasoningv. organize information using alogical structure
D: Applying mathematics in real-life contexts
ThinkingIX. Creative thinking skills
Content:knowledge of the 2Dcoordinate systemdistance between two pointsmidpoint, gradient, interceptequation of a lineparallel and perpendicularlinesdistance between a pointand a lineVectors: definition,properties and operations.
Skills:Being able to model real-lifephenomena with equationsof lines and to representthem graphically
Familiarizing with online andoffline graphic calculators(Geogebra, GDC)
Exploting coordinategeometry to investigate real-life problems in groups
understanding how straight
-
-
-
-
-
-
-
-
-
-
-
-
-
-
Mathematics - MathematicsSubject Group Overview
Deledda International SchoolChiara Colucci on Monday, Dec 16, 2019 at 2:29 PM 16 of 31
i. identify relevant elements ofauthentic real-life situationsii. select appropriate mathematicalstrategies when solving authenticreal-life situationsiii. apply the selectedmathematical strategiessuccessfully to reach a solution
lines can be used torepresent physicalphenomena which aredescribed by linearlydependent variables
MYP 4 IDU Unit:Air Pollution
InterdisciplinaryUnitMathematics
Global interaction ConsequencesEnvironment
Mathematics:MeasurementRepresentation
Globalization andsustainability
The impact ofglobalization haslead to increasedconcerns aboutenvironmentalsustainability.Global interactionsamongcommunities canbe analyzed froma statistical pointof view throughmeasurementsand datarepresentation inorder to betterunderstand theconsequences ofdaily life-style onthe environment.
Sciences - SciencesC: Communicating
iii. move between different formsof mathematical representationiv. communicate complete,coherent and concisemathematical lines of reasoningi. use appropriate mathematicallanguage (notation, symbols andterminology) in both oral andwritten explanationsii. use appropriate forms ofmathematical representation topresent informationv. organize information using alogical structure.
D: Applying mathematics in real-life contexts
iv. justify the degree of accuracy ofa solutioni. identify relevant elements ofauthentic real-life situationsii. select appropriate mathematicalstrategies when solving authenticreal-life situationsiii. apply the selectedmathematical strategiessuccessfully to reach a solutionv. justify whether a solution makessense in the context of theauthentic real-life situation.
Mathematics - MathematicsA: Knowing and understanding
i. select appropriate mathematicswhen solving problems in bothfamiliar and unfamiliar situationsii. apply the selected mathematics
CommunicationI. Communication skills
ResearchVI. Information literacy skills
Content:Mathematics:
discrete and continuousdatadata representationevaluating centre and errorof a distributioncumulative dataspread and standarddeviationfive-number summary andbox-and-whisker plot
Skills:understanding the differencebetween discrete andcontinuous data and how togroup them whenperforming statisticalanalysis
finding the most effectiveway to graphically representdata
learning how statistics canbe used to extractinformation in differentcontexts
investigating real-lifesituations with statisticalanalysis
learning new tools: from
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
Mathematics - MathematicsSubject Group Overview
Deledda International SchoolChiara Colucci on Monday, Dec 16, 2019 at 2:29 PM 17 of 31
successfully when solvingproblemsiii. solve problems correctly in avariety of contexts
online software to GDCcalculator
comparing, evaluating andpredicting using statistics
Mathematics (MYP 5)Unit Title Key concept Related
concept(s) Global context Statement ofinquiry MYP subject group objective(s) ATL skills Content (topics,
knowledge, skills)MYP5: Unit 1:Mathematics:Revision of lastyear topics
Communication Equivalence Identities andrelationships
This is not a unit ofwork as it issupposed to beaccording to theMYP philosophy;it's a recordkeeping of therevision workwhich has beendone during thefirst two weeks ofschool. Therewon't be anysummative task,only formativework will takeplace in classduringcollaborativelessons: teacherwith students andstudents withstudents will solveproblems, reflect,ask forclarifications,assessthemeselves
A: Knowing and understandingi. select appropriate mathematicswhen solving problems in bothfamiliar and unfamiliar situationsiii. solve problems correctly in avariety of contexts
algebraB: Investigating patterns
ii. describe patterns as generalrules consistent with findings
use appropriate mathematicalconcepts and skills to solveproblems in both familiar andunfamiliar situations, includingthose in real-life contextsC: Communicating
i. use appropriate mathematicallanguage (notation, symbols andterminology) in both oral andwritten explanationsiii. move between different formsof mathematical representationiv. communicate complete,coherent and concisemathematical lines of reasoning
select and apply general rulescorrectly to make deductions andsolve problems, including those inreal-life contexts.D: Applying mathematics in real-life contexts
ii. select appropriate mathematicalstrategies when solving authenticreal-life situationsiii. apply the selected
Deledda International SchoolChiara Colucci on Monday, Dec 16, 2019 at 2:29 PM 18 of 31
mathematical strategiessuccessfully to reach a solution
statistics and probabilitynumbergeometry and trigonometrydiscrete mathematics
MYP5: Unit 2:Mathematics:Algebra
FormRelationships
Simplification Personal andcultural expression
The language ofAlgebra canenhance both theunderstanding ofreal life situationsand the problemsolving, translatingor modelling intowell organized,simpler andequivalentstructures(equations,inequalities..) whatis expressed inwords as arelationshipbetween two ormore quantities.
A: Knowing and understandingi. select appropriate mathematicswhen solving problems in bothfamiliar and unfamiliar situationsii. apply the selected mathematicssuccessfully when solvingproblemsiii. solve problems correctly in avariety of contexts
C: Communicatingi. use appropriate mathematicallanguage (notation, symbols andterminology) in both oral andwritten explanationsii. use appropriate forms ofmathematical representation topresent informationiii. move between different formsof mathematical representationiv. communicate complete,coherent and concisemathematical lines of reasoningv. organize information using alogical structure
D: Applying mathematics in real-life contexts
i. identify relevant elements ofauthentic real-life situationsii. select appropriate mathematicalstrategies when solving authenticreal-life situationsiii. apply the selectedmathematical strategiessuccessfully to reach a solutioniv. justify the degree of accuracy ofa solutionv. justify whether a solution makessense in the context of theauthentic real-life situation
Sets of inequalities (linearonly and linear combinedwith quadratic; not morethan three inequalities perset)
Exponential equations
Surds: defintions, laws ofmultiplication, division;taking out a factor, likesurds, addition andsubtraction of like surds,rationalization ofdenominators
-
-
-
-
-
-
-
-
-
-
-
-
-
Mathematics - MathematicsSubject Group Overview
Deledda International SchoolChiara Colucci on Monday, Dec 16, 2019 at 2:29 PM 19 of 31
MYP5:Mathematics -Unit 1 - Geometry
Form MeasurementPattern
Other:Space
Personal andcultural expression
Understandingform and shapepatterns enhancecreativity andgives access toNature's beauty.
A: Knowing and understandingi. select appropriate mathematicswhen solving problems in bothfamiliar and unfamiliar situationsii. apply the selected mathematicssuccessfully when solvingproblemsiii. solve problems correctly in avariety of contexts
D: Applying mathematics in real-life contexts
i. identify relevant elements ofauthentic real-life situationsii. select appropriate mathematicalstrategies when solving authenticreal-life situationsiii. apply the selectedmathematical strategiessuccessfully to reach a solutioniv. justify the degree of accuracy ofa solutionv. justify whether a solution makessense in the context of theauthentic real-life situation
Self-managementIV. Affective skills
ThinkingVIII. Critical thinking skills
Content:Part One- TRIGONOMETRY
Unit Circle: definition of sine,cosine and tangent of anangle and First FundamentalIdentity;sine, cosine and tangent ofsome special acute angles(30°, 45°, 60°) andassociated arcs;inverse trigonometricfunctions using GDC (only indegrees)resolution of right triangles(SOH, CAH and TOA) bothwith and without GDC;applying SOH, CAH andTOA to figures that can bedecomposed into righttriangles;2D trigonometry (direct andinverse) problems involvingperimeter, area, inradius,circumradius and anglebisectors;3D trigonometry (direct andinverse) problems.
Part Two - PARABOLASIN THE CARTESIANPLANE
Definition of a parabola as aconic section;definition of a parabola as ageometric locus of points;standard equation of aparabola with axis parallel tothe y-axis in the Cartesianplaneconcavity of a parabola,coordinates of the focus of aparabola,
-
-
-
-
-
-
-
-
Mathematics - MathematicsSubject Group Overview
Deledda International SchoolChiara Colucci on Monday, Dec 16, 2019 at 2:29 PM 20 of 31
coordinates of the vertex ofa parabola,equation of the directrix of aparabola,equation of the axis ofsymmetry of a parabola,coordinates of the point ofintersection of a parabolaand the y-axis,coordinates of the point(s) ofintersection of a parabolaand the x-axisgraphing a parabola in theCartesian planequadratic inequalities: agraphical approach;mutual position of a straightline and a parabola:condition of tangencyequation of the two straightlines tangent to a parabolaand passing through a pointexternal to the parabolaitself,equation of the straight linetangent to a parabola at apoint of the parabola itselffamilies of parabolas;coordinate geometry directand inverse problemsinvolving parabolas/straightlines;real-world applications ofparabolas.
Part Three -CIRCUMFERENCES INTHE CARTESIAN PLANE
Definition of a circumferenceas a geometric locus ofpoints;equation of a circumferencein the Cartesian plane:center-radius equation of a
Mathematics - MathematicsSubject Group Overview
Deledda International SchoolChiara Colucci on Monday, Dec 16, 2019 at 2:29 PM 21 of 31
circumference,general equation of acircumference,intersections of acircumference with the axes;mutual position of a straightline and a circumference:condition of tangency:equation of the straight linetangent toa circumference at a point ofthe circumference itself;families of circumferences;coordinate geometry directand inverseproblems involvingcircumferences/parabolas/straight lines.real-world applications ofcircumferences.
Solving problems aboutparabolas in the CartesianPlane
Solving problems aboutcircumferences in theCartesian Plane
Part One -TRIGONOMETRY
Solving exercises byapplying basic trigonometricidentities (First FundamentalIdentity and definition oftangent);solving problems about right
Mathematics - MathematicsSubject Group Overview
Deledda International SchoolChiara Colucci on Monday, Dec 16, 2019 at 2:29 PM 22 of 31
triangles by using SOH, CAHand TOA both withoutcalculator (if special anglesare involved) and with thehelp of a GDC;solving 2D and 3D direct/inverse geometry problemswhere the involved figurescan be decomposed intoright triangles.
Part Two - PARABOLASIN THE CARTESIANPLANE
Recognizing the equation ofa parabola in the Cartesianplane;finding the coordinates ofthe vertex of a parabola;finding the coordinates ofthe focus of a parabola;finding the equation of theaxis of symmetry of aparabola;finding the equation of thedirectrix of a parabola;finding the points ofintersection of a parabolawith the axes;graphing a parabola in theCartesian plane;finding the points ofintersection of a parabolaand a given line, if there areany;finding the equations of thelines tangent to a parabolaand passing through a pointexternal to the parabolaitself;finding the equation of theline tangent to agiven parabola at a point ofthe parabola itself;
Mathematics - MathematicsSubject Group Overview
Deledda International SchoolChiara Colucci on Monday, Dec 16, 2019 at 2:29 PM 23 of 31
finding the equation of aparabola given someconditions on it;applying quadratics to real-life situations;solving coordinate geometryproblems involving points,lines and parabolas;solving a quadraticinequality graphically.
Part Three -CIRCUMFERENCES INTHE CARTESIAN PLANE
Recognizing the equation ofa circumference in theCartesian plane;finding the center of acircumference given itsequation;finding the radius of acircumference given itsequation;finding the points ofintersection of acircumference with the axes,if there are any;graphing a circumference inthe Cartesian plane;finding the point ofintersection of a parabolaand a given line, if there areany;finding the equation of a linetangent to a circumferenceat a point of thecircumference itself;finding the equation of acircumference given someconditions on it;applying circumferences toreal-life situations;solving coordinate geometryproblems involving points,
Mathematics - MathematicsSubject Group Overview
Deledda International SchoolChiara Colucci on Monday, Dec 16, 2019 at 2:29 PM 24 of 31
A: Knowing and understandingi. select appropriate mathematicswhen solving problems in bothfamiliar and unfamiliar situationsii. apply the selected mathematicssuccessfully when solvingproblemsiii. solve problems correctly in avariety of contexts
B: Investigating patternsi. select and apply mathematicalproblem-solving techniques todiscover complex patternsii. describe patterns as generalrules consistent with findingsiii. prove, or verify and justify,general rules
C: Communicatingi. use appropriate mathematicallanguage (notation, symbols andterminology) in both oral andwritten explanationsii. use appropriate forms ofmathematical representation topresent informationiii. move between different formsof mathematical representationiv. communicate complete,coherent and concisemathematical lines of reasoningv. organize information using alogical structure
CommunicationI. Communication skills
SocialII. Collaboration skills
ThinkingVIII. Critical thinking skills
Content:Part One - QUADRATICEQUATIONS (in R)
Discriminant (delta) of aquadratic trinomial and realsolutions of a quadraticequation via quadraticformula;solutions of specialpolynomial equations ofdegree higher than two vianull product law;real-life applications ofquadratic equations (seeUnit 1, Part Two).
Part Two - REALINTERVALS,INEQUALITIES AND SETSOF SIMULTANEOUSINEQUALITIES,DOMAINS OFFUNCTIONS
Real Intervals:formal definition of interval:examples andcounterexamples;classification of intervals(left/right open/closed,bounded/unbounded);set-builder notation vsinterval notation;graphical representation ofintervals on the real line;union and intersection of(two or more) intervals.Inequalities in R:addition, subtraction,multiplication and divisionproperties of
-
-
-
-
-
-
-
-
-
-
-
Mathematics - MathematicsSubject Group Overview
Deledda International SchoolChiara Colucci on Monday, Dec 16, 2019 at 2:29 PM 25 of 31
inequalities; equivalentinequalities.linear inequalities: algebraicand graphical approach;quadratic inequalities:algebraic and graphicalapproach (see Unit 1, PartTwo);inequalities of degree higherthan two via signs diagram.Systems of (two or more)simultaneous inequalities.Domain of functions of onereal variable:conditions of existencefor rational functions;conditions of existence forirrational functions;conditions of existence forlogarithmic functions.
Part Three - EXPONENTAND LOGARITHMS:
Rational exponents (review);definition of logarithm andconditions of existence onits base and argument;properties of logarithms(product rule, quotient rule,power rule and change ofbase formula);exponential and logarithmicfunctions and their graphs inthe Cartesian plane;exponential and logarithmicequations;real-life problems involvingexponents and logarithms:exponential growth anddecay problems.
Skills:Using algebra to provide
Mathematics - MathematicsSubject Group Overview
Deledda International SchoolChiara Colucci on Monday, Dec 16, 2019 at 2:29 PM 26 of 31
general models.
Setting up equations tomodel a problem, thensolving them with algebraictechniques.
Part One - QUADRATICEQUATIONS (in R)
Solving quadratic equationsboth factoring and applyingthe quadratic formula;solving polynomialequations of degree higherthan two by factoring;solving real-life problemsinvolving quadraticequations.
Part Two - REALINTERVALS,INEQUALITIES AND SETSOF SIMULTANEOUSINEQUALITIES,DOMAINS OFFUNCTIONS
Operating with intervals andinterval notation;solving linear and quadraticinequalities;solving polynomialinequalities of degree higherthan two by factoring andusing sign diagrams;solving inequalitiesgraphically;solving systems of (two ormore) simultaneousinequalities;finding the domain ofrational, irrational andlogarithmic functions.
Mathematics - MathematicsSubject Group Overview
Deledda International SchoolChiara Colucci on Monday, Dec 16, 2019 at 2:29 PM 27 of 31
Part Three - EXPONENTAND LOGARITHMS:
Calculating easy logarithmsby hand;operating with logarithmsand their properties (productrule, quotient rule, powerrule and change of baseformula);solving exponential andlogarithmic equations bothby hand and using the GDC;solving real-life problemsinvolving exponents andlogarithms: exponentialgrowth and decay problems.
Are you a goldenperson?CorrelationMYP5: Unit 4:Mathematics:Statistics:Bivariate Analysis
FormRelationships
Model Orientation inspace and time
The unit purposeis develop theknowing andunderstanding ofcorrelationbetween two anyvariables in termsof type andstrength, followedby the applicationof this newknowledge to realife context and toService activity.
A: Knowing and understandingi. select appropriate mathematicswhen solving problems in bothfamiliar and unfamiliar situationsii. apply the selected mathematicssuccessfully when solvingproblemsiii. solve problems correctly in avariety of contexts
C: Communicatingi. use appropriate mathematicallanguage (notation, symbols andterminology) in both oral andwritten explanationsii. use appropriate forms ofmathematical representation topresent informationiii. move between different formsof mathematical representationiv. communicate complete,coherent and concisemathematical lines of reasoningv. organize information using alogical structure
CommunicationI. Communication skills
ThinkingVIII. Critical thinking skillsX. Transfer skills
Skills:Knowledge about linearmodelling that has beenacquired during the previousunit: visualizing theinformation
knowledge about creatingdiagrams making use ofExcel
Knowledge about the use ofthe Graphic DisplayCalculator to findparameters relevant to thetask developments
-
-
-
-
-
-
-
-
Mathematics - MathematicsSubject Group Overview
Deledda International SchoolChiara Colucci on Monday, Dec 16, 2019 at 2:29 PM 28 of 31
D: Applying mathematics in real-life contexts
i. identify relevant elements ofauthentic real-life situationsiv. justify the degree of accuracy ofa solutionv. justify whether a solution makessense in the context of theauthentic real-life situation
MYP5: Unit 5:Mathematics:Geometry andTrigonometryMYP5:Mathematics -Unit 3 - Statisticsand Probability
Logic ModelRepresentation
Other:Pattern
Globalization andsustainability
Both through therepresentation of amodel and logicthe process ofdata-drivedecision making isfacilitated.
D: Applying mathematics in real-life contexts
i. identify relevant elements ofauthentic real-life situationsii. select appropriate mathematicalstrategies when solving authenticreal-life situationsiii. apply the selectedmathematical strategiessuccessfully to reach a solutioniv. justify the degree of accuracy ofa solutionv. justify whether a solution makessense in the context of theauthentic real-life situation
ThinkingVIII. Critical thinking skills
Content:Part One - BIVARIATESTATISTICS
Graphical representation ofbivariate data: 2DScatterplots;linear correlationPearson's CorrelationCoefficient: strength anddirection of a linearcorrelation;locus of means;equation of the line of bestfit using GDC;interpolation andextrapolation.
Part Two - THEORETICALPROBABILITY (*)
Sample space and definitionof theoretical probability ofan event;Venn diagrams andprobability tree diagrams;conditional probability andLaw of total probability.
(*) This could be the last
-
-
-
-
-
-
-
-
Mathematics - MathematicsSubject Group Overview
Deledda International SchoolChiara Colucci on Monday, Dec 16, 2019 at 2:29 PM 29 of 31
part of the MYP5Mathematics program but itis possible it will not beaddressed in class due tolack of time.
Skills:Collecting, organizing,analyzing, and interpretingnumerical data.
Communicating statisticalinformation effectively.
Determining the likelihood ofan event, as well asdetermining potential risk.
Part One - BIVARIATESTATISTICS
Displaying data in ascatterplot;finding the locus of meansusing a GDC;calculating the Pearson'sCorrelation Coefficient usinga GDC;finding the equation of theline of best fit using a GDC;interpolating between thepoles;extrapolating outside thepoles.
Part Two - THEORETICALPROBABILITY
Calculating the probability ofan event using the definitionof theoretical probability ofan event.drawing Venn Diagrams andcalculating probabilitiesstarting from them.
Mathematics - MathematicsSubject Group Overview
Deledda International SchoolChiara Colucci on Monday, Dec 16, 2019 at 2:29 PM 30 of 31
drawing probability treediagrams and calculatingprobabilities from them.calculating the probability ofan event A given that theevent B has occurred(conditional probability)applying the Law of totalprobability in easysituations.
Mathematics - MathematicsSubject Group Overview
Deledda International SchoolChiara Colucci on Monday, Dec 16, 2019 at 2:29 PM 31 of 31