Mathematics Overview MYP PDF

Mathematics overview—common (standard/extended) (years 1–3)
The subject-group overviews show the units taught in each year in each discipline. They include unit title, key and related concepts, global contexts, statement of
inquiry, objectives, ATL skills and content (if required).
Year 1
Unit title and Key concept Related Global Statement of Objectives ATL skills Content
teaching concepts context inquiry
hours
Number sense Form Quantity Orientation in The • Journal writing— Research (Information • Understanding base
and systems space and time development of Understanding our literacy skills) 10 system and place
Systems quantitative
15 hours Exploration: number system (A value
systems has and C) [In groups, • Access information
exchange and and will to be informed and • Using different forms
interaction communicate
continue to (without using words inform others of rounding and
influence forms or today’s number decimal
of exchange
• Make connections approximation
symbols) small to between various
and interaction. large numbers with sources of • Simplification of
the purpose of information numerical
grouping numbers
expressions in the
and understanding • Present information number systems and
our base ten system] in a variety of forms of number
formats and
• Report and platforms • Use of number lines
presentation—
to represent data
History of numbers
and different number • Forms of numbers:
systems (C and D) naturals, integers,
[In groups, students rationals, place value
are given a different and zero
number system from
different periods in • Ordering numbers
history and make a
presentation on it] • Recognizing and
classifying numbers
• Unit test (A) in different number
systems
hours
Introduction to Logic Patterns Scientific and Logical • Investigation— Thinking (Critical thinking • Predicting the next
algebra technical processes that Natural phenomena skills) term in a linear
(patterns) Generalization innovation lead to solutions (B and C) [Students number sequence
are often based look at different • Practise observing
15 hours Exploration: on carefully in order to • Finding a general
processes and patterns in nature
generalizations and make a class recognize problems rule for simple
solutions about patterns sequences
collage of their • Gather and organize
discoveries] relevant information
• Test—Waiter’s to formulate an
dilemma (A and B) argument
[Students are given • Draw reasonable
different table and conclusions and
chair scenarios and generalizations
have to determine
the rule and solve
problems based on
their rules]
• Unit test (A)

hours
Fractions, Form Representation Scientific and Representing • Investigation— Social (Collaboration • Conversion between
decimals, and technical quantities in Terminating versus skills) different forms of
percentages Quantity innovation equivalent repeating decimals numbers—fractions,
forms may and their • Delegate and share decimals and
15 hours Exploration: enhance responsibility for
ingenuity and denominator as percentages
ingenuity and fractions (B) decision-making
progress progress • Using the four
• Cooking activity— • Build consensus number operations
Baking with fractions • Make fair and (addition,
(D) [In pairs, equitable decisions subtraction,
students are given a multiplication and
recipe to follow with division) with
different fractions in fractions and
it but only given decimals
specific measuring
cups so that they • Transformation
must use their between different
knowledge of forms of numbers
equivalent fractions
and the basic
• Representing a
number as the
operations to mix the
product of its prime
correct quantities
factors—find the
together]
greatest common
• Unit test (A) divisor and least
common multiple
• Percentage increase
and decrease of
simple percentages
hours
Geometry Relationships Quantity Globalization The • Investigation— Thinking (Critical thinking • Geometrical
(perimeter, and relationships Maximizing area skills) elements and their
area) Space sustainability between the given a set perimeter classification
quantity of to determine what • Practise observing
15 hours Exploration: natural carefully in order to • Review of
natural shape results (B)
Interdisciplinary resources and recognize problems quadrilateral
resources and public goods, • Investigation— properties
—Sciences public goods • Identify trends and
and the space Deriving the circle
formulas (B) forecast possibilities • Finding the perimeter
they occupy,
are often used Self-management (circumference), and
to inform • Project—Wind power (Reflection skills) area of two-
decisions (C and D) [Students dimensional (2D)
calculate the energy • Consider content shapes
needs of developed
and developing – What did I • Using appropriate
countries and learn about forms of rounding to
determine if today? estimate results
alternative energy
resources, such as – What do I not • Converting between
yet different units of
wind power, would
understand? measurement
be a possible
alternative to fossil
fuel use] – What
questions do I
• Unit test (A) have now?
hours
Data Relationships Representation Fairness and Using models to • Activity—Shopping Research (Media literacy • Data collection
management Development represent on a budget (D) skills)
Models relationships • Constructing and
10 hours Exploration: [Students are given a
can assist in budget—perhaps as • Seek a range of interpreting graphs
access to equal making perspectives from
opportunities somebody under the
decisions that poverty line or in multiple and varied
provide access need of financial sources
to equal aid—and sent to the
opportunities
• Communicate
supermarket to buy information and
within the necessary ideas effectively to
communities groceries and multiple audiences
supplies for the using a variety of
week] media and formats
• Report—Community Self-management
concerns (A and C) (Reflection skills)
[Students analyse
statistics of their • Consider ethical,
local community to cultural and
assess community environmental
concerns, such as implications
homelessness and
crime, in their
community]
• Unit test (A)

hours
Properties and Form Space Personal and Creative forms • Investigation— Thinking (Creative thinking • Construction and
constructions of cultural can be Triangle skills and Transfer skills) measuring of angles
angles Patterns expression enhanced theorems (B)
through an • Create original • Naming and
10 hours Exploration: understanding • Investigation— works and ideas; classifying different
creativity of patterns and Measuring interior use existing works geometrical
Interdisciplinary
—Arts the unique use angles without using and ideas in new elements
of space a protractor (B) ways
[Students use folded • Solving problems
mirrors to determine • Combine knowledge, using the properties
angles as a multiple understanding and of angles in different
of how many times skills to create figures or positions
they fit into 360— products or solutions
shapes must have
• Solving problems
involving acute, right
angles that divide
and obtuse angles in
evenly into 360]
triangles
• Project—The
mathematics of
origami (D) [Students
use their knowledge
of area, symmetry,
angle constructions
and mirrors to create
origami figures and
look at their practical
applications as well
as the aesthetic]
• Unit test (A)

hours
Probability Logic Validity Identities and Logic can be • Report—Basic Thinking (Critical thinking • Calculating
relationships used to validate games of chance (D) skills) probabilities of
10 hours Change or change our
Exploration: [Students calculate simple events
lifestyle choices the odds of basic • Use models and
lifestyle choices simulations to • Solving simple
games of chance
and make informed explore complex problems using tree
decisions about systems and issues diagrams
gambling] Self-management
(Reflection skills)
• Unit test (A)
• Develop new skills,
techniques and
strategies for
effective learning
• Demonstrate
flexibility in the
selection and use of
learning strategies
Year 2
hours
Ratios, rates, Logic Quantity Globalization Looking at • Project—Budgeting Self-management • Dividing a quantity in
and proportions and simplified for travel (C and D) (Organization skills) a given ratio
Simplification sustainability quantities in a
15 hours [Given a set budget,
logical manner students plan a • Keep an organized • Converting between
Exploration: helps us make and logical system of different units of
Interdisciplinary diversity and holiday to at least
—Individuals decisions that three different information measurement and
interconnection impact our (files/notebooks) between different
and societies countries that use a
diverse and different currency to currencies
interconnected
• Use appropriate
their own—they will strategies for
local and global use current
• Finding a constant of
organizing complex proportionality and
communities exchange rates and information setting up equations
a spreadsheet to set
up their budget] Thinking (Transfer skills)
• Report—Where • Inquire in different

would you live?— contexts to gain a
Comparative cost of different perspective
living in different
countries (D)
[Students are given
the cost of basic
goods in different
countries and
average wages and
must determine
which country has
the lowest cost of
living and which is
comparatively the
best value city to
work and live in]
• Unit test (A)

hours
Geometry Form Space Globalization Conservation of • Investigation— Thinking (Critical thinking • Finding the
and natural Deriving basic skills) perimeter and area
15 hours Quantity sustainability resources can volume formulas for of complex 2D
Interdisciplinary be enhanced by prisms and cylinders • Identify obstacles shapes
Exploration: designing and challenges
—Design and natural starting with the 2D
individuals and structures formulas (B) Self-management • Finding the volume
resources, (forms) that of cylinders and
societies conservation (Reflection skills)
consider • Project—Designing a basic prisms
quantity and Q Drum (D) • Develop new skills,
space [Students are to techniques and
design a container to strategies for
hold water that can effective learning
be used in
developing countries
to transport water
from the well to their
homes]
• Unit test (A)

hours
Integers Relationships Approximation Scientific and Approximation • Investigation—Rules Thinking (Critical thinking • Operations with
technical and of integer skills) integers
15 hours Representation innovation representation operations (B)
of the • Evaluate evidence • Representing
Exploration: consequences • Report—Is our and arguments integers on a
consequences of the weather changing? number line
and relationships (C and D) [Students • Recognize and
responsibility graph weather over evaluate • Identifying the
within our
time of different propositions different components
communities
and regions to determine of the Cartesian
• Draw reasonable plane: axes, origin,
environments if/how our weather is conclusions and
helps us changing and make coordinates (x, y)
generalizations and points
determine our decisions based on
responsibilities their results] Self—management
(Reflection skills)
• Unit test (A)
• Consider ATL skills
development
– What can I
already do?
– How can I
share my skills
to help peers
who need
more practice?
– What will I
work on next?
hours
Algebraic Relationships Patterns Personal and The • Investigation—Using Thinking (Creative thinking • Expanding and
expressions and cultural relationships manipulatives to skills) simplifying algebraic
equations Representation expression that reflect our determine linear expressions
ideas, feelings, patterns (B) • Make unexpected or
15 hours Exploration: nature, culture, unusual connections • Changing the subject
expression of beliefs and • Project—Patterns in between objects of the formula
Interdisciplinary ideas, feelings,
—Arts values can often culture (C and D) and/or ideas
nature, culture, be represented [Students look at art, • Using substitution to
beliefs and by patterns architecture and evaluate expressions
values textiles in different
cultures to determine
• Solving equations
using algebraic
how different
fractions
patterns are used to
represent that • Finding and justifying
culture and the rule a general rule for
for these patterns] simple sequences
• Unit test (A)
Geometry— Form Patterns Orientation in Using patterns • Investigation— Thinking (Critical thinking • Solving problems
Parallel lines space and time to identify Finding the theorems skills) using the properties
and Validity constraints can
Exploration: for corresponding of angles in
transversals validate the and alternate angles • Identify obstacles intersecting and
constraints and nature (form) of and challenges
10 hours adaptation (B) parallel lines
adaptations
• Task—Home • Troubleshoot • Naming and
renovation (D) systems and classifying different
[Students use their applications geometrical
knowledge of parallel Self-management elements
lines and (Reflection skills)
transversals to make • Developing basic
sure a home • Develop new skills, proofs
renovation is done techniques and
properly, for strategies for
example, making effective learning
sure the studs are
parallel to each other
and the frame is
sturdy]
• Unit test (A)

hours
Statistics Relationships Representation Fairness and Representing • Investigation— Research (Information • Constructing and
development the relationships Effects of an outlier literacy skills) interpreting graphs
10 hours Systems within systems
Exploration: (B)
Interdisciplinary is a good way to • Collect, record and • Calculating the
Rights and explore our • Project— verify data mean, median and
—Individuals responsibilities
and societies rights and Comparison of mode
responsibilities developed and • Collect and analyse
developing countries data to identify • Choosing the best
(C and D) [Students solutions and make measure of central
will choose five informed decisions tendency
developed and five Communication
developing countries (Communication skills)
and analyse the
statistics of different • Organize and depict
economic indicators information logically
to make
comparisons • Structure information
between them and in summaries,
explore the rights essays and reports
and responsibilities
of each group]
• Unit test (A)

Transformations Form Patterns Personal and The use of • Investigation—What Thinking (Creative thinking • Transforming a
cultural patterns and shapes will tessellate skills and Transfer skills) figure by rotation,
10 hours Space expression space are and why? (B) reflection, translation
Interdisciplinary important for • Create original works and enlarging
Exploration: creating forms • Report and and ideas; use
—Arts artistry, craft that artwork—Creativity existing works and • Solving the
demonstrate and mathematics (C ideas in new ways properties of regular
artistry and craft and D) [Students will polygons
create a tessellated • Apply skills and
piece of art, showing knowledge in
its progression from unfamiliar situations
the basic elemental • Combine knowledge,
shape to the final understanding and
tessellated shape] skills to create
• Unit test (A) products or solutions
Year 3
hours
Triangle Relationships Change Scientific and Generalizations • Investigation— Thinking (Transfer skills) • Solving problems
geometry technical about changes Deriving Pythagoras’ involving triangles by
Generalization innovation in relationships • Inquire in different
10 hours theorem using using Pythagoras’
often lead to geometry (B) contexts to gain a theorem and its
Exploration: principles and different perspective
principles and converse
discoveries • Report—How
discoveries mathematical • Make connections
discoveries such as between subject
Pythagoras’ theorem groups and
were made, their disciplines
effect and how/why Self-management
they stand the test of (Reflection skills)
time (A and C)
• Demonstrate
• Unit test (A) flexibility in the
selection and use of
learning strategies
Algebra Logic Models Scientific and Solutions may • Investigation—The Thinking (Critical thinking • Solving basic
technical be developed process of FOIL (B) skills) equations involving
15 hours Patterns innovation by using a algebraic fractions
logical process • Project—Projectiles • Analyse complex
Exploration: to model (C and D) [Students concepts and • Factorizing linear
Processes and patterns put the use of projects into their and quadratic
solutions factoring in context constituent parts and expressions
to understand these synthesize them to
key points on a create new • Finding and justifying
graph by studying understanding general
the path of fireworks rules/formulae for
and other projectiles • Use models and sequences
affected by gravity] simulations to
explore complex
• Unit test (A) systems and issues
hours
Geometry— Form Representation Scientific and Industrialization • Investigation— Thinking (Creative thinking • Finding the volume
Compound technical and engineering Deriving the surface skills) and surface area of
volume and Space innovation often rely on area formulas using regular and
surface area representations their nets (B) • Consider multiple compound shapes
Exploration: of space in alternatives,
15 hours industrialization order to design • Investigation— including those that
and engineering forms Determining what 2D might be unlikely or
nets will fold to make impossible
select 3D prisms (B)
• Create novel
• Project and Model— solutions to authentic
Given set problems
specifications,
design a swimming
pool for the local
community centre (C
and D)
• Unit test (A)

Exponents Logic Simplification Personal and Different fields • Investigation— Communication • Evaluating numbers
cultural and disciplines Towers of Hanoi (B) (Communication skills) with integer
15 hours Systems expression often use logic exponents
to simplify and • Presentation— • Use a variety of
Exploration: develop unique Teaching the laws of speaking techniques • Deriving and using
fields and systems exponents (A and C) to communicate with the laws of
disciplines [In small groups, a variety of exponents
students are given audiences
one of the exponent
laws and asked to • Use a variety of
explain how it is media to
derived and teach it communicate with a
to the rest of the range of audiences
class] Social (Collaboration
skills)
• Unit test (A)
• Help others to
succeed
• Exercise leadership
and take on a variety
of roles within
groups
hours
Linear Relationships Change Scientific and Modelling • Investigation—The Thinking (Critical thinking • Understanding and
relationships technical changes in our effects of changes of skills) using the Cartesian
Models innovation community and
15 hours the gradient and y plane
environmental intercept on the • Use models and
Exploration: relationships simulations to • The components of
consequences linear graph (B)
can help us explore complex the linear function y
and predict • Waterpark project (C systems and issues = mx + c
responsibility consequences and D) [Students
in order to must design a water • Analyse complex • Solving linear
park on a coordinate concepts and equations
identify our
plane, identify points, projects into their algebraically and
responsibilities
calculate slope, write constituent parts and graphically
equations, solve for synthesize them to
midpoint, use the create new • Graphing linear
understanding functions and
distance formula,
understanding their
and explain their
characteristics
results in a reflection
paper]
• Unit test (A)

hours
Networks Form Models Globalization Modelling • Investigation— Thinking (Critical thinking • Basic properties of
and systems can Conditions that must skills) networks
10 hours Systems sustainability help us develop exist for an Euler
structures and path to be • Draw reasonable • Determining shortest
Exploration: processes conclusions and network paths and
human impact possible (B)
(forms) that generalizations connections
on the focus on the • Task—Seven
environment human impact bridges of • Test generalizations • Using algorithms for
Königsberg (D) and conclusions solving complex
on the
environment [Students will devise problems
• Propose and
a walk through the evaluate a variety of
city that would cross solutions
each of the bridges
once and only once]
• Report— (C and D)
Connecting cities
[Students are given
a matrix of distances
between cities and
have to set up the
best transportation
system connecting
them]
• Unit test (A)

hours
Scatter plots Relationships Generalization Fairness and Models of • Investigation— Thinking (Critical thinking • Graphical analysis
development relationships Hooke’s law skills) and representation
10 hours Models can be used to
Exploration: activity (B) of data in scatter
Interdisciplinary make • Consider ideas from plots
rights and generalizations • Report—A multiple perspectives
—Individuals responsibilities
and societies that help us sustainable world for Self-management • Constructing and
explore our future generations (C (Reflection skills) interpreting scatter
rights and and D) [Students will plots
responsibilities investigate the • Consider ethical,
when sharing impact of human cultural and • Drawing a line of
finite resources action by looking at environmental best fit
with others the correlation implications
between variables—
such as pollution, Research (Information
population density, literacy skills)
deforestation,
climate, and so on—
• Access information
to be informed and
and then looking at
inform others
trends over time to
make predictions • Make connections
about the impact on between various
future generations] sources of
information
• Unit test (A)
Mathematics overview—standard (years 4–5)
Year 4
hours
Coordinate Form Representation Orientation in It is important to • Distances between Research (Media literacy • Understanding and
geometry space and time know the cities (C and D) skills) using the Cartesian
Systems limitations
10 hours Exploration: [Students find the plane and plotting
(constraints) of distance between • Seek a range of points.
constraints and different forms perspectives from
adaptations cities and the city
of situated in the multiple and varied • Finding distances
representation middle. They are sources between points and
of systems in expected to reflect finding the midpoint
order to make
• Compare, contrast
on the accuracy of and draw
improvements their results given connections among
(adaptations) the curved nature of (multi)media
the Earth] resources
• Also check the Self-management
Bermuda triangle for (Reflection skills)
an activity and the
Great Square of • Demonstrate
Pegasus (is it a flexibility in the
square?) selection and use of
learning strategies
• Unit test (A)
hours
Linear functions Relationships Approximation Scientific and A process that • Predicting the Research (Media literacy • The linear function
technical involves looking eruption of Mount skills) f(x) = mx + c, its
15 hours Patterns innovation for the Vesuvius (C and D) graph, gradient and
relationships [Students represent • Locate, organize, y-intercept
Exploration: found within analyse, evaluate,
processes and the last 28 eruptions
patterns can of Mount Vesuvius synthesize and • Parallel and
solutions often be used to ethically use perpendicular lines
on a graph and
make make predictions of information from a and the relationships
predictions other eruptions] variety of sources between their
(approximations and media (including gradients
) that lead to the • Investigation on the digital social media
development of relation between and online networks) • Solving equations
solutions gradients of algebraically and
perpendicular • Compare, contrast graphically
lines (B) and draw
connections among • Solving
• Unit test (A) (multi)media simultaneous
resources equations
Thinking (Critical thinking
skills)
• Identify trends and

forecast possibilities
Social (Collaboration
skills)
• Manage and resolve

conflict, and work
collaboratively in
teams
hours
Quadratic Relationships Change Identities and Modelling can • Braking distance (C Thinking (Transfer skills) • Factorizing quadratic
relationships relationships help us and D) expressions
Models understand our • Combine knowledge,
15 hours Exploration: relationships in • Mathematical understanding and • Solving quadratic
lifestyle choices, order to make Modelling: skills to create equations
health and well- changes that Presentation products or solutions algebraically and
being can affect our [Students will be graphically
Self-management
lifestyle choices asked to create (Reflection skills)
and our health mathematical • Analysing and using
and well-being models to help them • Focus on the well-defined
address one of the process of creating procedures for
following questions. by imitating the work solving complex
How much physical of others problems
activity is necessary
to remain fit and • Consider ethical,
active? What cultural and
quantity and quality environmental
of food should I eat implications
to stay healthy?] (C
and D)
• Unit test (A)

hours
Similarity and Relationships Models Scientific and Ingenious • Similar polygons (B) Self-management • Properties of similar
Right-angle technical methods are (Organization skills) triangles
trigonometry Representation innovation often developed • Similar shapes (B)
by representing [Students find the • Plan short- and long- • Trigonometric ratios
20 hours Exploration: relationships relation between term assignments; in right-angled
methods with models areas of similar meet deadlines triangles
Interdisciplinary
—Design ingenuity polygons and
volume of similar • Bring necessary • Relating angles and
shapes] equipment and sides of right-angled
supplies to class triangles using sine,
• Clinometer task (C cosine and tangent
and D) • Keep an organized
[Interdisciplinary task and logical system of • Solving problems
with design information involving similarity
technology where (files/notebooks)
each student
• Solving problems in
• Use appropriate right-angled triangles
produces his or her strategies for using trigonometric
own clinometer and organizing complex ratios
uses it to find the information
height of a certain
building]
• Unit test (A)

3D and complex Form Quantity Globalization Close attention • Price of glass (C and Thinking (Critical thinking • Finding the
shapes and to size and D) [Students find the skills) perimeter
Space sustainability shape (space)
10 hours surface area of glass (circumference),
while designing needed for a • Gather and organize area and volume of
Exploration: structures relevant information
conservation, compound shape regular and irregular
(forms) can help building existing in to formulate an two-dimensional
natural conserve argument
resources real life] (2D) and three-
natural dimensional (3D)
resources • Unit test (A) • Evaluate evidence
and arguments shapes
• Propose and • Compound shapes

evaluate a variety of
solutions
• Identify obstacles
and challenges
hours
Central Logic Representation Globalization Logic can help • Comparing teams (C Thinking (Critical thinking • Calculating the
tendency and and us develop valid and D) [Every skills) mean, median and
range for Validity sustainability representations student selects mode, and choosing
continuous data that can inform players as his or her • Gather and organize the best measure of
Exploration: our decision- relevant information
10 hours decision-making start-team and central tendency
making argues his or her to formulate an
choice by statistics argument • Box-and-whisker
values] plots
• Resource: Watch forecast possibilities • Representation
pre-screened Research (Information using box and
extracts from the skills) whisker diagram
movie Moneyball
• Collect, record and
• Unit test (A) verify data
to be informed and
inform others
• Make connections
between various
sources of
information
Year 5
hours
Sequences Relationships Generalization Scientific and We can better • Bacteria task (B, C, Self-management • Finding and justifying
technical understand how and D) [Students (Organization skills) a general rule for a
10 hours Patterns innovation systems investigate the sequence
function by growth in number of • Plan short- and long-
Exploration: making term assignments;
systems bacteria]
generalizations meet deadlines
about the • Unit test (A)
relationships
• Bring necessary
equipment and
and patterns
supplies to class
within them
• Keep an organized
and logical system of
information
(files/notebooks)
• Select and use

technology
effectively and
productively
Linear Relationships Representation Scientific and Creating valid • Earthquake task (C Communication • Graphing linear
programming technical representations and D) [Students find (Communication skills) inequalities
Validity innovation of relationships
10 hours the best use of
can help us available resources • Find information for • Linear programming
Exploration: identify risks as disciplinary and using graphic
opportunity, risk after an earthquake
well as disaster] interdisciplinary solutions (algebraic
opportunities inquiries, using a solutions in extended
• Unit test (A) variety of media mathematics)
• Organize and depict
information logically
• Structure information
in summaries,
essays and reports
hours
Quadratic Form Models Globalization Using models to • Parabolic tunnel (C Thinking (Critical thinking • Graphing quadratic
functions and represent forms and D) [Students will skills) function and
Representation sustainability can help us
20 hours model and solve understanding its
understand the problems about a • Draw reasonable characteristics
Exploration: human impact conclusions and
human impact truck passing
on the through a parabolic generalizations • Describing
on the environment transformed
environment tunnel] • Test generalizations quadratic functions
• Use GDC to and conclusions
investigate f(ax) (B) Research (Information • Determining the
literacy skills) range, given the
• Unit test (A) domain
• Collect and analyse
data to identify • Determining
solutions and make composite functions
informed decisions and their graphs
• Translating,
reflecting and
dilating functions
• Solving non-linear
inequalities
hours
Sinusoidal Relationships Change Scientific and Solutions often • Tide modelling (B, C Thinking (Critical thinking • Transformation of
functions technical develop from and D) [Students skills) sine and cosine
Models innovation processes that
10 hours check different sites functions
use models to providing heights of • Use models and
Exploration: represent simulations to • Graphing sine and
processes and tides and critically
relationships compare the explore complex cosine functions and
solutions and the systems and issues understanding their
provided data]
changes they characteristics
undergo • Unit test (A) • Identify trends and
Research (Information
literacy skills)

verify data
to be informed and
inform others
between various
sources of
information
hours
Circle geometry Logic Patterns Scientific and Ingenuity that • Intersecting chords Social (Collaboration • Using circle
technical leads to (B) [Every group of skills) theorems to find
15 hours Validity innovation progress often students will take lengths of chords
results from one theorem and • Manage and resolve and measures of
Exploration: using logic to conflict, and work
ingenuity and prepare a angles
validate presentation to collaboratively in
progress patterns teams
explain their
understanding to Communication
others] (Communications skills
• Seeing my friends • Find information for
from my capsule (B, disciplinary and
C and D) [Measure interdisciplinary
the angle of sight inquiries, using a
from different variety of media
positions of capsules
on a Ferris wheel • Organize and depict
with the angle of information logically
sight of a man
standing on the • Structure information
ground (manually or in summaries,
using a software)] essays and reports
• Unit test (A)

hours
Probability Logic Generalization Identities and Using logic to • Risk Literacy (C and Thinking (Transfer skills) • Calculating
relationships develop valid D) [Students will use probabilities of
15 hours Validity generalizations • Inquire in different
Exploration: probability to independent events,
can influence evaluate risks such contexts to gain a mutually exclusive
personal our personal different perspective
efficacy and as cancer, winning events, and
efficacy (what the lottery, football combined events
agency we think we can
• Apply skills and
standings or stock knowledge in
do) and thus our portfolios.] • Solving problems
unfamiliar situations using tree diagrams
agency (what
we can actually • Unit test (A) Self-management and Venn diagrams
accomplish) (Reflection skills)
• Consider ethical,
cultural and
environmental
implications
• Keep a journal to
record reflections
Mathematics overview—extended (years 4–5)
Year 4
hours
Coordinate Form Representation Orientation in It is important to • Distances between Research (Media literacy • Understanding and
geometry space and time know the cities (C and D) skills) using the Cartesian
Systems limitations
10 hours Exploration: [Students find the plane and plotting
(constraints) of distance between • Seek a range of points
constraints and different forms perspectives from
adaptations cities and the city
of situated in the multiple and varied • Finding distances
representation middle. They are sources between points and
of systems in expected to reflect finding the midpoint
order to make
• Compare, contrast
on the accuracy of and draw
improvements their results given connections among
(adaptations) the curved nature of (multi)media
Earth] resources
• Also check the Self-management
Bermuda triangle for (Reflection skills)
an activity and the
Great Square of • Demonstrate
Pegasus (is it a flexibility in the
square?) selection and use of
learning strategies
• Unit test (A)
hours
Linear functions Relationships Approximation Scientific and A process that • Predicting the Research (Media literacy • The linear function
technical involves looking eruption of Mount skills) f(x) = mx + c, its
15 hours Patterns innovation for the Vesuvius (C and D) graph, gradient and
relationships [Students represent • Locate, organize, y-intercept
Exploration: found within analyse, evaluate,
Processes and the last 28 eruptions
patterns can of Mount Vesuvius synthesize and • Parallel and
solutions often be used to ethically use perpendicular lines
on a graph and
make make predictions of information from a and the relationships
approximations other eruptions] variety of sources between their
that lead to the and media (including gradients
development of • Investigation on the digital social media
solutions relation between and online networks) • Solving equations
gradients of algebraically and
perpendicular • Compare, contrast graphically
lines (B) and draw
connections among • Solving
• Unit test (A) (multi)media simultaneous
resources equations
Thinking (Critical thinking
skills)

Social (Collaboration
skills)
• Manage and resolve

conflict, and work
collaboratively in
teams
hours
Line of best fit Relationships Generalization Scientific and Principles and • Investigate Ideal gas Social (Collaboration • Scatter plots
technical discoveries law (C and D) skills)
8 hours Patterns innovation often arise from • Drawing the line of
[Students measure
generalizations the change in • Help others to best fit
Exploration: made by succeed
principles and volume and pressure
investigating the for different
discoveries relationships
• Listen actively to
temperatures in the other perspectives
found within science lab, make a and ideas
patterns scatter plot and line
of best fit. This could Thinking (Transfer skills)
be done in
conjunction with • Make connections
criterion C in between subject
sciences] groups and
disciplines
• Unit test (A)
Quadratic Relationships Change Identities and Modelling can • Braking distance (C Thinking (Transfer skills) • Factorizing quadratic
relationships relationships help us and D) expressions
Models understand our • Combine knowledge,
15 hours Exploration: relationships in • Mathematical understanding and • Solving quadratic
lifestyle choices, order to make Modelling: skills to create equations
health and well- changes that Presentation products or solutions algebraically and
being can affect our [Students will be graphically
Self-management
lifestyle choices asked to create (Reflection skills)
and our health mathematical • Analysing and using
and well-being models to help them • Focus on the well-defined
address one of the process of creating procedures for
following questions. by imitating the work solving complex
How much physical of others problems
activity is necessary
to remain fit and • Consider ethical,
active? What cultural and
quantity and quality environmental
of food should I eat implications
to stay healthy?] (C
and D)
• Unit test (A)

hours
Similarity and Relationships Models Scientific and Ingenious • Similar polygons (B) Self-management • Properties of similar
right-angle technical methods are (Organization skills) triangles
trigonometry Representation innovation often developed • Similar shapes (B)
by representing [students find the • Plan short- and long- • Trigonometric ratios
15 hours Exploration: relationships relation between term assignments; in right-angled
methods, with models areas of similar meet deadlines triangles
Interdisciplinary
—Design ingenuity polygons and
volume of similar • Create plans to • Relating angles and
shapes] prepare for sides of right-angled
summative triangles using sine,
• Clinometer task (C assessments cosine and tangent
and D) (examinations and
[Interdisciplinary task performances) • Solving problems
with design involving similarity
technology where • Use appropriate
each student strategies for • Solving problems in
organizing complex right-angled triangles
produces his or her
information using trigonometric
own clinometer and
ratios
uses it to find the
height of a certain • Justifying and
building] proving using
theorems of
• Unit test (A)
similarity
3D and complex Form Quantity Globalization Close attention • Price of glass (C and Thinking (Critical thinking • Finding the
shapes and to size and D) [Students find the skills) perimeter
Space sustainability shape (space)
9 hours surface area of glass (circumference),
while designing needed for a • Gather and organize area and volume of
Exploration: structures relevant information
conservation, compound shape regular and irregular
(forms) can help building existing in to formulate an two-dimensional
natural conserve argument
resources real life] (2D) and three-
natural dimensional (3D)
resources • Unit test (A) • Evaluate evidence
and arguments shapes
• Propose and • Compound shapes

evaluate a variety of
solutions
• Identify obstacles
and challenges
hours
Central Logic Representation Globalization Logic can help • Comparing teams (C Thinking (Critical thinking • Calculating the
tendency and and us develop valid and D) [Every skills) mean, median and
range for Validity sustainability representations student selects mode, and choosing
continuous data that can inform players as his or her • Gather and organize the best measure of
Exploration: our decision- relevant information
8 hours decision-making start-team and central tendency
making argues his or her to formulate an
choice by statistics argument • Box-and-whisker
values] plots
• Resource: Watch forecast possibilities • Representation
pre-screened Research (Information using box and
extracts from the skills) whisker diagram
movie Moneyball
• Unit test (A) verify data
to be informed and
inform others
between various
sources of
information
Year 5
hours
Linear Relationships Representation Scientific and Creating valid • Earthquake task (C Communication • Graphing linear
programming technical representations and D) [Students find (Communication skills) inequalities
Validity innovation of relationships
8 hours the best use of
can help us available resources • Find information for • Linear programming
Exploration: identify risks as disciplinary and using graphic
opportunity, risk after an earthquake
well as disaster] interdisciplinary solutions (algebraic
opportunities inquiries, using a solutions in extended
• Unit test (A) variety of media mathematics)
• Organize and depict
information logically
• Structure information
in summaries,
essays and reports
Quadratic Form Models Globalization Using models to • Parabolic tunnel (C Thinking (Critical thinking • Graphing quadratic
functions and represent forms and D) [Students will skills) function and
Representation sustainability can help us
15 hours model and solve understanding its
understand the problems about a • Draw reasonable characteristics
Exploration: human impact conclusions and
human impact truck passing
on the through a parabolic generalizations • Describing
on the environment transformed
environment tunnel] • Test generalizations quadratic functions
• Use GDC to and conclusions
investigate f(ax) (B) Research (Information • Determining the
literacy skills) range, given the
• Unit test (A) domain
data to identify • Determining
solutions and make composite functions
informed decisions and their graphs
• Translating,
reflecting and
dilating functions
• Solving non-linear
inequalities
hours
Sinusoidal Relationships Models Scientific and Solutions often • Bicycle modelling (C Research (Information • Transformation of
functions technical develop from and D) [Students literacy skills) sine and cosine
Representation innovation processes that
10 hours compare the angles functions
use models to in the frames of two • Collect and analyse
Exploration: represent data to identify • Graphing sine and
Processes and bicycles and see the
relationships impact of the solutions and make cosine functions and
solutions and the informed decisions understanding their
differences on the
changes they performance. Thinking (Critical thinking characteristics
undergo Students also skills)
analyse the motion
• Using the sine and
• Use models and cosine rules to solve
of a bicycle tyre to
simulations to problems
determine how to
affect its explore complex • Trigonometric
performance] systems and issues identities
• Unit test (A) • The unit circle
Exponentials Relationships Generalization Scientific and We can better • Bacteria task (B, C Self-management • Finding and justifying
and logarithms technical understand how and D) [Students (Organization skills) a general rule for a
Patterns innovation systems
15 hours investigate the sequence
function by growth in number of • Plan short- and long-
Exploration: making term assignments; • Arithmetic and
systems bacteria]
generalizations meet deadlines geometric series
about the • Log rules (B)
relationships
• Bring necessary • Developing, and
• Unit test (A) equipment and justifying or proving,
and patterns
supplies to class general
within them
rules/formulae for
• Keep an organized sequences
and logical system of
information • Finding the sum of
(files/notebooks) the series, including
infinite series
• Select and use
technology • Using the laws of
effectively and logarithms
productively
• Determining inverse
functions and their
graphs
hours
Circle geometry Logic Patterns Scientific and Ingenuity that • Intersecting chords Social (Collaboration • Using circle
Technical leads to (B) [Every group of skills) theorems to find
10 hours Validity Innovation progress often students will take lengths of chords
results from one theorem and • Manage and resolve and measures of
Exploration: using logic to conflict, and work
ingenuity and prepare a angles
validate presentation to collaboratively in
progress patterns teams • Converting angles
explain their
understanding to Communication between degrees
others] (Communications skills and radians
• Seeing my friends • Find information for • Solving problems

from my capsule (B, disciplinary and using radians
C, and D) [Measure interdisciplinary
the angle of sight inquiries, using a
from different variety of media
positions of capsules
on a Ferris wheel • Organize and depict
with the angle of information logically
sight of a man
standing on the • Structure information
ground (manually or in summaries,
using a software)] essays and reports
• Unit test (A)

Vectors Form Equivalence Scientific and Utilizing • Which way do I steer Research (Information • Addition, subtraction
technical equivalent my boat? (C and D) literacy skills) and scalar
8 hours Representation innovation forms of [Students will be multiplication of
representation given wind and • Collect, record and vectors, both
Exploration: can assist in verify data
processes and current conditions algebraically and
developing and are expected to graphically
solutions processes that
find the direction and data to identify
can lead to speed of the boat in • Dot product
solutions and make
solutions order to reach its informed decisions
destination]
• Process data and
• Unit test (A) report results
hours
Probability Logic Generalization Identities and Using logic to • To succeed in the Thinking (Transfer skills) • Calculating
relationships develop valid end (B, C and D) probabilities of
14 hours Validity generalizations • Inquire in different
Exploration: independent events,
can influence • Unit test (A) contexts to gain a mutually exclusive
personal our personal different perspective
efficacy and events, and
efficacy (what combined events
agency we think we can
• Apply skills and
knowledge in • Solving problems
do) and thus our
unfamiliar situations using tree diagrams
agency (what
we can actually Self-management and Venn diagrams
accomplish) (Reflection skills)
• Calculating
• Consider ethical, conditional
cultural and probability
environmental
implications
• Keep a journal to
record reflections

Mathematics Overview MYP PDF

Uploaded by

Copyright:

Available Formats

Mathematics Overview MYP PDF

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Mathematics Overview MYP PDF

Uploaded by

Copyright:

Available Formats

Mathematics overview—common (standard/extended) (years 1–3)

• Unit test (A)

• Unit test (A)

• Unit test (A)

• Report—Where • Inquire in different

• Unit test (A)

• Unit test (A)

• Unit test (A)

• Unit test (A)

• Unit test (A)

• Unit test (A)

• Unit test (A)

• Identify trends and

• Manage and resolve

• Unit test (A)

• Unit test (A)

• Propose and • Compound shapes

• Select and use

• Collect, record and

• Unit test (A)

• Identify trends and

• Manage and resolve

• Unit test (A)

• Propose and • Compound shapes

• Seeing my friends • Find information for • Solving problems

• Unit test (A)

You might also like