MYP Curriculum Map – Østerbro International School -Mathematics
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MYP 1 - TERM 1
UNIT TITLE
MYP
OBJECTIVES
ATL SKILLS
CONCEPT
STATEMENT (Statement of
Inquiry)
UNIT
QUESTION (Inquiry
Questions)
GLOBAL
CONTEXT(S) AOI
Understanding Taking Action
Reflecting
Summative Assessment
Task(s) (Criteria)
UNIT
CONTENT
The World of Numbers
C1,2 A3
Transfer Communication
Students will understand that number systems are a representation of interactions.
Why do numbers exist?
Human Ingenuity: Students will understand that numbers are used to create solutions to problems.
Criteria A and C: Problem
solving task problems with
the knowledge of numbers
including fractions,
percentages and ratios.
Students will : Explore basic number facts such as place value both numerical and written form and placing numbers in order of value. Study ancient number systems. Develop adding, subtracting skills for decimals to hundredths Gain an understanding of how to round up and down from hundredths to millions Develop skills for adding, subtracting, multiplying and dividing positive and negative
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numbers. Gain an understanding of what prime numbers are. Gain an understanding of what multiples and factors of a number are. Gain an understanding of square numbers, square root of numbers and triangular numbers.
Let’s Speak
Algebra
B1-4 Information Literacy Students will
understand that
patterns between
variables and
relationships can
be represented
visually.
What kind of
relationships
can be
represented
visually?
Health and
Social
Education:
Students will
understand and
reflect on how
algebra helps
people to solve
complex
problems
Criterion B: Class test on
investigating patterns
using algebraic
expressions.
Students will: Develop an understanding of algebraic thinking using patterns. Learn skills in writing expressions, substitution and solving simple equations. Develop applying algebraic skills by creating graphs. Gain an understanding of collecting like terms, simplifying expression
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through canceling. Develop an understanding of sequences through counting back.
Area and
Volume
A2-3,
D1
Thinking, Collaboration Students will
understand that
area and volume
are a
representation of
place and space.
How can we
make a
difference?
Environments:
Students will
gain awareness
and reflect on
the
considerations
for the
preservation of
the
environment.
Criteria A and D:
Investigation
Students will: Investigate area of 2D shapes Investigate the surface area of 3D shapes Understand the concept of volume
MYP Curriculum Map – Østerbro International School -Mathematics
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MYP 1 - TERM 2
UNIT TITLE
MYP
OBJECTIVES
ATL SKILLS
CONCEPT
STATEMENT (Statement of
Inquiry)
UNIT
QUESTION (Inquiry
Questions)
GLOBAL
CONTEXT(S) AOI
Understanding Taking Action
Reflecting
Summative Assessment
Task(s) (Criteria)
UNIT
CONTENT
Statistics
A1,D2 Organization Reflection
Students will understand that statistics are a powerful model to develop global perspectives.
How can data be used?
Community and Service: Students will take action on to identify methods to save threatened species.
Criteria A and D Investigation and written report on endangered animals
Statistics concepts collecting and collating data presenting data use pie graphs, bar graphs, histograms etc
Constructing Shapes
B3,C3 Reflection Students will understand that the design of models are connected to the strength of rigid shapes.
What is an effective design?
Students will understand and reflect on the processes involved in innovation, creation, development and change.
Criteria B,C: Model building
Students will: develop skills of measurng angles(acute,straight,obtuse,reflex,right) and angles in intersecting lines(complimentary,supplimentary,vertically opposite,angles in a revolution study angles in a triangle classifying triangles,quadrilaterals and cuboids
MYP Curriculum Map – Østerbro International School -Mathematics
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calculations involving mixed units(m,km,cm…) use protractor,compass and set square to construct basic shapes.
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MYP 2 – Term 1
UNIT TITLE
MYP
OBJECTIVES
ATL SKILLS
CONCEPT
STATEMENT (Statement of
Inquiry)
UNIT
QUESTION (Inquiry
Questions)
GLOBAL
CONTEXT(S) AOI
Understanding Taking Action
Reflecting
Summative Assessment
Task(s) (Criteria)
UNIT
CONTENT
Let’s Party!
C1-2,D1-2
Organization Collaboration
Students will understand that interaction is vital so systems function.
How do we keep to a budget?
Community and Service: Students will gain awareness, reflect and take action on planning an event to improve socializing in class.
Criteria C and D: Planning a class dinner with a predetermined budget.
Students will: learn converting fractions into decimals and vice versa learn converting decimals to percentages order fractions by writing them with a common denominator perform various operations of fractions. Develop an understanding of the equivalence of fractions, decimals and percentages. Learn to perform calculations such as percentage of a number Extend their understanding to
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real world by working on percentage increase and decrease in a variety of situations. Improve their understanding of ratio and extend t to proportion, reduce the ratio to its simplest form, recognize links with fractions notation.
Algebra A1-3,C3
Communication, Collaboration: Students will productively participate in group work and contribute to group’s learning.
Students will understand that mathematical systems are a model to solve problems
How do I use methods of algebra in analyzing real life situations?
Human Ingenuity: Students will reflect on the benefits of mathematical language.
Criterion A: Students will analyze the problem given and show a solution to it step by step.
Students will: Begin to distinguish the different roles played by letter symbols Know that the algebraic operations follow the same conventions and order as arithmetic operations Will learn to simplify linear expressions by collecting like terms; multiply a
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single term over a bracket. Will start using graphs and setup equations
Maximizing
our space
B4-5
Thinking Students will understand that measurements function to solve problems.
How can we use what we know?
Environments: Students will show understanding of the role our environments play in our lives.
Criterion B: Area usage (Creation of a seating plan)
Students will: Use units of measurement to estimate, calculate and solve problems in everyday contexts involving length, area ,volume, capacity, mass, time, angle Know and use the formula for the area, surface area and volume of simple 3D shapes such as cuboids.
MYP Curriculum Map – Østerbro International School -Mathematics
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MYP 2 - TERM 2
UNIT
TITLE
MYP
OBJECTIVES
ATL SKILLS
CONCEPT
STATEMENT
(Statement of
Inquiry)
UNIT
QUESTION
(Inquiry
Questions)
GLOBAL CONTEXT(S)
AOI Understanding Taking Action
Reflecting
Summative Assessment
Task(s) (Criteria)
UNIT
CONTENT
Statistics C3,D3
Reflection, Information literacy
Students will understand that statistical patterns help us change the world we live in.
How can mathematics help to communicate the health of a society?
Health and Social Education: Students will show awareness and understanding of ourselves and others including issues such as disease.
Criteria C and D: Report on a global issue
Students will: Able to analyse the data given by looking at the mean, median, mode and range.
Pythagoras
Theorem
A1-2,B1-3
Transfer Students will understand that designs are represented through creative constructions.
In what way is mathematics involved in architecture and design? Where do we see mathematics around us?
Human Ingenuity: Students will show awareness and reflect on the impact of human creations
Criterion A and B: Class test
Students will: Develop further geometrical reasoning in lines, angles and shapes by learning to distinguish between conventions, definitions and derived properties
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Apply their reasoning and solve problems using properties of angles, parallel and intersecting lines, triangles and polygons Apply their skills to find interior and exterior angles of a quadrilaterals, pentagons and hexagons. Develop understanding of Pythagoras Theorem and use it in familiar and unfamiliar situations
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MYP 3 - TERM 1
UNIT TITLE
MYP
OBJECTIVES
ATL SKILLS
CONCEPT
STATEMENT
(Statement of
Inquiry)
UNIT
QUESTION
(Inquiry
Questions)
GLOBAL CONTEXT(S)
AOI Understanding Taking Action
Reflecting
Summative Assessment
Task(s) (Criteria)
UNIT
CONTENT
Number A2:use appropriate mathematical concepts and skills to solve problems in both familiar and unfamiliar situations, including those in real-life contexts A3: select and apply general rules correctly to make deductions and solve problems, including those in real-life contexts. B1:select and apply appropriate inquiry and mathematical problem-solving
Communication Information Thinking
Students will understand that patterns of numbers are key to understanding how the world functions.
How can life be without numbers?
Approaches to learning: Students will understand and reflect on thinking mathematically by analyzing problems and applying techniques solving problems
Criteria A and B A:End of unit assessment task (e.g. Diagnostic Tests) B: A proportional flip: Students will use an Assessment Grid to understand the idea of proportion B:Investigation: Jobs in the careers section of a newspaper
Recognize and use correct order of operations Work with and convert between fractions, decimals, percentages and ratios Round numbers to a given number of significant figures Approximate numbers and estimate answers Find the unknown amount in a proportion statement and solve
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techniques B2: recognize patterns B3:describe patterns as relationships or general rules B4: draw conclusions consistent with findings B5: justify or prove mathematical relationships and general rules.
proportional problems Work with inverse proportion and solve associated problems Solve problems involving different forms of income Calculate extra payments and income Calculate deductions from income Calculate taxable income and the tax payable on an income Set up and work with a budget Work through problems involving spending money – best buys, lists and change Work through problems involving sales tax Solve problems on different ways of paying
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for items Solve problems on profit and income
Algebra I A2 B1, B3
Communication Information Thinking
Most problems can be identified and represented algebraically.
Are problems so difficult to solve?
Approaches to learning: Students will understand how to think analytically and logically and apply problem solving skills.
Criteria A, C and D A: End of unit assessment task (e.g. Diagnostic Tests) D: The history of algebra: Students will find out about the early history of algebra. C: Investigation:
Multiplying and dividing
by powers of 10: Students
will look for a connection
between questions and
answers and then fill in
the rules at the end of the
investigation.
Translate sentences into algebraic expressions Substitute into an algebraic expression Simplify algebraic expressions Work with algebraic fractions Simplify expressions with grouping symbols Understand and work with binomial products including special binomial products Revise, understand and apply the basic index laws Understand the meaning of a negative index and solve
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associated problems Work with, apply and understand fractional indices Use and interpret standard (scientific) notation (form) Scientific notation and the calculator The real number system Surds Addition and subtraction of surds Multiplication and division of surds Binomial products Rationalizing the denominator Recognize equivalent equations Solve equations with grouping symbols Solve equations involving fractions Apply equations to the solution of
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problems Understand the need for and the application of inequations Changing the subject of a formula Solve an equation after substituting into a formula Solve problems written literally Solve problems using formulae Factorize algebraic expressions including: common factors, grouping in pairs, difference of two squares/cubes, quadratic trinomials Simplify algebraic fractions Calculate the distance between two points on the coordinate axes Calculate the midpoint of an
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interval on the coordinate axes Calculate the gradient of a line on the coordinate axes Construct the graph of a line given its equation Apply the gradient-intercept form of a straight line:
cmxy
Find the equation of a straight line given a point on the line and its gradient Find the equation of a straight line given two points on the line Understand and apply the rules for parallel and perpendicular lines on the coordinate axes Solve simultaneous equations algebraically
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Use simultaneous equations to solve problems
MYP 3 - TERM 2
UNIT TITLE
MYP
OBJECTIVES
ATL SKILLS
CONCEPT
STATEMENT
(Statement of
Inquiry)
UNIT
QUESTION
(Inquiry
Questions)
GLOBAL CONTEXT(S)
AOI Understanding Taking Action
Reflecting
Summative Assessment
Task(s) (Criteria)
UNIT
CONTENT
Algebra II
C1,C2 D1,D2
Communication Information Thinking
Students will understand that problems can be represented so we can make a generalization
How can problems be represented using symbols and in diagrams?
Human Ingenuity: Students will develop mathematical models and formulae to describe real life phenomena
Criteria C, D: D:Students will explore the application of mathematical knowledge in industrial and technological developments C: Diagnostic Test on equations, Inequations and Formulae
Recognize equivalent equations Solve equations with grouping symbols Solve equations involving fractions Apply equations to the solution of problems Understand the need for and the application of inequations Changing the subject of a
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formula Solve an equation after substituting into a formula Solve problems written literally Solve problems using formulae Factorize algebraic expressions including: common factors, grouping in pairs, difference of two squares/cubes, quadratic trinomials Simplify algebraic fractions Calculate the distance between two points on the coordinate axes Calculate the midpoint of an interval on the coordinate axes Calculate the gradient of a line
MYP Curriculum Map – Østerbro International School -Mathematics
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on the coordinate axes Construct the graph of a line given its equation Apply the gradient-intercept form of a straight line:
cmxy
Find the equation of a straight line given a point on the line and its gradient Find the equation of a straight line given two points on the line Understand and apply the rules for parallel and perpendicular lines on the coordinate axes Solve simultaneous equations algebraically Use simultaneous equations to solve problems
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Geometry A1 B4 C2
Collaboration Thinking
Geometric representations help us to think logically
How can logic be used to deduce facts about the shapes in our world?
Environments: Students will discover regular polygons and reflect on how they can be put together.
Criterion C: Investigation: On a computer students will create an Excel sheet where they will make calculations by using formulas.
Use deductive reasoning in numerical exercises Solve polygons Use deductive reasoning in non-numerical exercises Solve congruent triangles Prove two triangles congruent Use congruent triangles to find unknown sides and angles Use deductive geometry and triangles Use deductive geometry and quadrilaterals Use Pythagoras’ Theorem and its converse. Solve area, perimeter and surface area. Solve volumes of prisms and cylinders Solve volumes of composite solids Use practical
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applications of measurement Understand an introduction to vectors Understand column vectors and vector operations Understand magnitude of a vector Solve problems using vectors
Trigonometry C1
Communication, Thinking
How can problems be represented using symbols and in diagrams?
How is trigonometry use?
How can problems be represented using symbols and in diagrams?
Criterion C: By using a calculator, students will find unknown sides and angles
Label sides of right triangles and the trigonometric ratios Use the calculator with trigonometry Find unknown sides and angles using trigonometry Apply trigonometry to practical problems
Statistics B4, D3
Information literacy, Reflection
Students will understand that statistical patterns help us change the world we live in.
How can statistics improve our world?
Environments: Students will show understanding of the role our environments
Criteria D: Investigation: Write a report on a diagram
Display the median, range and inter-quartile range of a set of data in a box and whisker
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play in our lives. plot Find the standard deviation of a set of data. Use measures of the center and measures of spread to compare sets of data. Organize outcomes of compound events Solve dependent and independent events Use probability using tree and dot diagrams Use probability using tables and Venn diagrams Solve simulation experiments
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MYP 4 - TERM 1
UNIT TITLE
MYP
OBJECTIVES
ATL SKILLS
CONCEPT
STATEMENT (Statement of
Inquiry)
UNIT
QUESTION (Inquiry
Questions)
GLOBAL
CONTEXT(S) AOI
Understanding Taking Action
Reflecting
Summative Assessment
Task(s) (Criteria)
UNIT
CONTENT
Coordinate Geometry
A1,2 B1-3
Information literacy, Thinking, Transfer
Students will
understand that
systems and
patterns can be
represented
visually.
How do the
expressions and
diagrams help
us solve
problems?
Human
Ingenuity
Students will
gain an aware -
ness of and
reflect on
measurements,
shapes and
space.
Criteria A,B: Class Test
Calculate the distance between two points on the coordinate axes Calculate the midpoint of an interval on the coordinate axes Calculate the gradient of a line on the coordinate axes Construct the graph of a line given its equation Apply the gradient-intercept form of a straight line:
cmxy
Find the equation of a straight line given a point on the line and its gradient Find the equation of a straight line given two points on the line Understand and apply the rules for parallel and perpendicular lines on the coordinate axes Graph inequalities on
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the coordinate axes
Simultaneous Equations and
Graphs of Physical
Phenomena
C1,2 D1,2
Collaboration, Communication,
Reflection
Students will understand that mathematical models have connections to other disciplines
How can I show my understanding in a graph?
Environments: The students will understand and reflect on how investigating physical events can be expressed as graphs
Criteria C,D: Power point Presentation: Simultaneous physical
events and
interpretation of
Solve simultaneous equations graphically Solve simultaneous equations algebraically Use simultaneous equations to solve problems Interpret and construct Distance/Time graphs Relating graphs to physical phenomena
Deductive Geometry
B3-5 C1,2
Thinking, Transfer
Students will understand that relationships between shapes and models can help us solve problems
How can we quantify the different characteristics of solid shapes?
Human Ingenuity: The students will understand how to apply area and perimeter formulae in practical situations
Criteria B,C : Oral Test
Use deductive reasoning in numerical exercises Solve polygons Use deductive reasoning in non-numerical exercises Solve congruent triangles Prove two triangles congruent Use congruent triangles to find unknown sides and angles Use deductive geometry and triangles Use deductive geometry and quadrilaterals Use Pythagoras’ Theorem and its converse.
Measurement C1-3 D1,4
Communication And transfer
Students will understand that
How can we find the
ATL: Students will
Criteria C,D: Investigation:
Solve area, perimeter and surface area.
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models are a representation of real life creations
volume? understand, take action and reflect on their thinking analytically and logically to apply problem solving skills
Wallpapering rooms, Skirting board and perimeter
Solve volumes of prisms and cylinders Solve volumes of composite solids Use practical applications of measurement
MYP 4 - TERM 2
UNIT TITLE
MYP
OBJECTIVES
ATL SKILLS
CONCEPT
STATEMENT (Statement of
Inquiry)
UNIT
QUESTION (Inquiry
Questions)
GLOBAL
CONTEXT(S) AOI
Understanding
Taking Action Reflecting
Summative Assessment
Task(s) (Criteria)
UNIT
CONTENT
Trigonometry and Vectors
A 1-3 C 1,3
Thinking, Transfer Students will understand that models and patterns can be used to solve problems
Where are angles in everyday life?
ATL: Student will understand and reflect on thinking analytically and logically to apply problem solving skills
Criteria A,C: Oral Test
Label sides of right triangles and the trigonometric ratios Use the calculator with trigonometry Find unknown sides and angles using trigonometry Apply trigonometry to practical problems Understand an introduction to vectors Understand column vectors and vector operations Understand magnitude of a vector
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Solve problems using vectors
Statistics and
Probability
A 1,2 C 1,2
Organization, information literacy
Students will understand that statistics can change our perspective on life
In what ways can we use statistics?
Health and social education: Student will gain an awareness of usage of statistics in community health issues.
Criteria A,C: Survey: Sport, smoking and health
Find the inter-quartile range of a set of data Display the median, range and inter-quartile range of a set of data in a box and whisker plot Find the standard deviation of a set of data. Use measures of the center and measures of spread to compare sets of data. Organize outcomes of compound events Solve dependent and independent events Use probability using tree and dot diagrams Use probability using tables and Venn diagrams. Solve simulation experiments
Logic
A 2,3 B 2,3,5
Thinking, Transfer
Students will understand that Statements are created to form logical systems
How do I make my statements make sense?
Human ingenuity: Student will understand and reflect on using a table to represent the truth of statements
Criteria A,B: Class Test: Revision Assignment
Understand and use the ideas behind propositions Combine statements to make compound propositions Translate between word and logic statements Use truth tables to evaluate when compound statements are true and to establish the logical equivalence of statements Work with and build conditional statements.
Numbers B 1-5 D 1,2
Communication Thinking
Students will understand that
What would life be without
Community and Service:
Criteria B , D Spreadsheet:
Find the unknown amount in a proportion statement and
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patterns of numbers are key to understanding how the world functions.
numbers? Students will understand how the government earns revenue for local spending
Budgeting
solve proportional problems Work with inverse proportion and solve associated problems Solve problems involving different forms of income Calculate extra payments and income Calculate deductions from income Calculate taxable income and the tax payable on an income Set up and work with a budget Work through problems involving spending money best buys, lists and change Work through problems involving sales tax Solve problems on different ways of paying for items Solve problems on profit and income