EXTENDED MATHEMATICS YEAR 5/GRADE 10 PAGE 1 OF 5 2019-2020 COURSE SYLLABUS

COURSE SYLLABUS 2 2

Extended Math Year 5/Grade 10 0

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MIDDLE YEARS PROGRAMME 9 0




COURSE OVERVIEW

Math MYP5 is the fifth course in a five-year integrated math program which incorporates the study of number, algebra, geometry and
trigonometry, probability and statistics and discrete math. The course includes a review of numbers and focuses on Algebra, Trigonometry
and Polynomials.

LEARNING OUT COMES

The aims of all MYP subjects state what a teacher may expect to teach and what a student may expect to experience and learn. These aims
suggest how the student may be changed by the learning experience.
The aims of MYP mathematics are to encourage and enable students to:
• enjoy mathematics, develop curiosity and begin to appreciate its elegance and power
• develop an understanding of the principles and nature of mathematics
• communicate clearly and confidently in a variety of contexts
• develop logical, critical and creative thinking
• develop confidence, perseverance, and independence in mathematical thinking and problem-solving
• develop powers of generalization and abstraction
• apply and transfer skills to a wide range of real-life situations, other areas of knowledge and future
developments
• appreciate how developments in technology and mathematics have influenced each other
• appreciate the moral, social and ethical implications arising from the work of mathematicians and the
applications of mathematics
• appreciate the international dimension in mathematics through an awareness of the universality of
mathematics and its multicultural and historical perspectives
• appreciate the contribution of mathematics to other areas of knowledge
• develop the knowledge, skills and attitudes necessary to pursue further studies in mathematics
• develop the ability to reflect critically upon their own work and the work of others.

Unit 1 – Number
Approximate Length: 7 weeks
Numbers is a fundamental and essential skill for all students. It requires them to make accurate calculations and be able to make
appropriate estimations with the information that they are given. It also allows to students to see the use of patterns and their everyday
applications.
Indices, surds and logarithms
• Review of laws of logarithms
• Review solving exponential equations
• Performing operations with numbers in different bases
• Understand and apply the Change of Base Formula and Natural Logs
• Review surds and rationalising the denominator

Arithmetic & Geometric Sequences and Series
• Predicting the next term of the sequence (linear, quadratic, triangular and fibonacci)
• Formulate the algebraic formula for Arithmetic and Geometric sequences and series
• Calculate missing terms in Arithmetic and Geometric Sequences,
• Solve for missing terms in an arithmetic or geometric sequence
• Calculate the sum of a finite and infinite arithmetic series and geometric series

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Unit 2 – Algebra
Approximate Length: 8 weeks
Algebra enables students to have more abstract thoughts by representing numbers by letters and symbols in order to create general rules
that apply to several different cases..
Functions
• Identify one -to-one functions or many -to-one functions, vertical line test
• Review of quadratics, completing the square for monic and non-monic, using the quadratic formula and the discriminant to
find missing variables, interpreting the meaning of solutions
• Graphing using the GDC and finding all key points
• Identify functions by their graphs and equation a range of functions, exponential, logarithmic, reciprocal and
rational functions, cubic.
• Find asymptotes from rational and reciprocal functions, discuss why these exist
• State domain and range of all functions
• Formulate and graph composite functions
• Formulate and graph Inverse functions
• Calculate the point of intersection between two different functions (GDC)
• Solving and Graphing inequalities of non-linear and linear functions
• Application of functions

Transformations
• Review: The effects of the parameters a, b, c and d in the functions of the type f(x)= a(bx - c) + d on linear, quadratic, cubic
and absolute functions
• Investigate transformations on a selection of functions (quadratic, reciprocal, exponential, absolute value functions etc)

Differentiation
• Differentiate y=axn by rule
• Differentiation using product rule
• Differentiation using quotient rule
• Differentiation using chain rule
• Finding stationary points: Max and Min, local and global
• Formulate the equation of the tangent and normal to a curve
• Problem solving: Optimisation
• Application: Connected rates of change

Unit 3 – Geometry
Approximate Length: 7 weeks
Geometry has various practical applications that students who take mathematics to a higher level may even use in the work place, making
this topic a very interesting learning experience.

Trigonometry
• Review: Convert between degrees and Radians
• Review: Problem solving with True Bearings
• Solve 3-dimensional problem solving involving right angle triangles
• Review: unit circle, special triangles, sin and cos functions (radians)

Trigonometric Identities
• Using simple trigonometric identities to simplify expressions and solve equations where
• 0c3600and using radians
• Introduce double angle identities, simplifying expressions or equations using trigonometric identities

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Unit 4 – Statistics
Approximate Length: 7 weeks

Statistical analysis is a topic of mathematics that requires students to show that they understand the mathematical concepts and are
also able to explain their results in context to the data source.
Statistics
• Review: Use a GDC to calculate statistics 5 figure summary (min, Q1, med, Q3, max)
• Review: Find the mean and standard deviation (sample and population and unbiased estimate)
• Find outliers using the formula 1.5 × IQR
• Compare data sets and their standard deviations, write a description to describe the data
• Review: Display bivariate data using a scatter diagrams
• Find the equations which represents the linear correlation of bivariate data
• Calculate and interpret Pearson’s product–moment correlation coefficient r using the GDC.
• Introduce the Normal distribution, discuss real life data which can be represented using a bell curve
• Use GDC to calculate prob/area and x values.

Probability
• Create a tree diagram to display the sample space, compounded events
• Calculate the probability of Mutually exclusive events, independent events
• Calculate Conditional probability
• Calculate expected gain/value E(x)
• Review Venn Diagrams: Set Notation, Complete some difficult worded problems which require algebraic working

ASSESSMENT

In the MYP Students will be evaluated using formative and summative assessments.

Formative Assessment: Tasks and assignments that allow the teacher to regularly judge the effectiveness of both teaching and learning
processes. This may include teacher observation and oral, written or products of student effort. Examples: class activities, homework
and quizzes.

Summative Assessment: The judgment made by the teacher of the standard of achievement reached by the student at the end of a
unit of work. Examples: Investigations, presentations, real-life problems, unit tests.

All assessments will be graded by using a criterion-referenced approach using the “Criterion Objectives” listed below. Each assessment
will be developed with the IB standards in mind and the objectives applied against the students submitted assessment task. The best-fit
approach is applied to ensure the most valid, fair and reliable grade is determined using the IB Grade Boundaries and 7 point scale.

Criterion A: Knowing and understanding
Knowledge and understanding are fundamental to studying mathematics and form the base from which to explore concepts and develop
skills. This objective assesses the extent to which students can select and apply mathematics to solve problems in both familiar and
unfamiliar situations in a variety of contexts.

In order to reach the aims of mathematics, students should be able to:
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.

Criterion B: Investigating Patterns
Investigating patterns allows students to experience the excitement and satisfaction of mathematical discovery. Working through
investigations encourages students to become risk-takers, inquirers and critical thinkers. The ability to inquire is invaluable in the MYP
and contributes to lifelong learning.

In order to reach the aims of mathematics, students should be able to:

i. select and apply mathematical problem-solving techniques to discover complex patterns
ii. describe patterns as general rules consistent with findings
iii. prove, or verify and justify, general rules.

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Criterion C: Communicating
Mathematics provides a powerful and universal language. Students are expected to use appropriate mathematical language and different
forms of representation when communicating mathematical ideas, reasoning and findings, both orally and in writing.

In order to reach the aims of mathematics, students should be able to:
i. use appropriate mathematical language (notation, symbols and terminology) in both oral and written explanations
ii. use appropriate forms of mathematical representation to present information
iii. move between different forms of mathematical representation
iv. communicate complete, coherent and concise mathematical lines of reasoning
v. organize information using a logical structure.
Criterion D: Applying Mathematics in real-life contexts
MYP mathematics encourages students to see mathematics as a tool for solving problems in an authentic real-life context. Students are
expected to transfer theoretical mathematical knowledge into real-world situations and apply appropriate problem-solving strategies,
draw valid conclusions and reflect upon their results.

In order to reach the aims of mathematics, students should be able to:

i. dentify relevant elements of authentic real-life situations
ii. select appropriate mathematical strategies when solving authentic real-life situations
iii. apply the selected mathematical strategies successfully to reach a solution
iv. justify the degree of accuracy of a solution
v. justify whether a solution makes sense in the context of the authentic real-life situation.

STUDENT S RESPO NSIBILITIES

Academic Honesty

GWA maintains very strict guidelines towards maintaining academic honesty as followed by IB students globally.

1. First offense: A student who submits plagiarized work will be required to meet with the teacher to discuss the offense.
• The teacher will notify the parents and the MYP Coordinator by email of the offense.
• The student will be required to repeat the assessment for formative feedback purposes only.(The summative cannot
be graded as it was not the students’ work.)
2. Second offense: The teacher will notify the parents and the appropriate Assistant Principal (6-8; 9-12).
• An interview will take place and the assessment will received a grade of (0). The assessment will be completed for
formative purposes only.

Late Assessment Policy

When assessing students at GWA it is important for teachers to be able to provide students and their parents with a grade that, as much
as possible, reflects their ability in a course. It is also important for students to meet reasonably established timelines to complete their
assessments. In order to achieve this goal, the following procedures for the submission of summative assessments has been established:

1. Teachers will post the due date on ManageBac with at least two (calendar) weeks lead time for students to complete the
assessment.
2. Submission of the assessment by students on the due date. If a deadline cannot be met, in order for the work to be evaluated,
students must: provide a doctor’s note, or provide a note from a parent explaining special family circumstances, or have
established an extension with the teacher at least two days in advance. Such extensions will be given at the teacher’s
discretion.
3. MYP students must adhere to published deadlines. Students who do not meet IB Diploma Programme deadlines will follow
these steps:
• Detention(s) until the assessment is completed
• Parent meeting to discuss behavior concern

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• After 3 offenses: Parents contacted and additional detentions and/or an in-school suspension until the assessment is
completed. Students must make up all worked missed during the suspension.
4. Repeated failure to meet deadlines will result in narrative comments addressing these concerns in report cards and letters of
recommendation to other schools.

5.

APPENDIX
Classroom Expectations:
• Be on time
• BE PREPARED – have all books and supplies ready when class begins
• Bring your own electronic device
• LISTEN when others are speaking
• Exhibit MYP learner profile characteristics

Resources:

Mathematics Middle Years Book 4/5 Standard and Extended (Oxford)

Khan Academy http://www.khanacademy.com
MyiMaths

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