MYP AIMS ADDRESSED BY THIS COURSE
The aims of teaching and learning mathematics are to encourage and enable students to:
• recognize that mathematics permeates the world around us
• appreciate the usefulness, power and beauty of mathematics
• enjoy mathematics and develop patience and persistence when solving problems
• understand and be able to use the language, symbols and notation of mathematics
• develop mathematical curiosity and use inductive and deductive reasoning when solving problems
• become confident in using mathematics to analyse and solve problems both in school and in real-life
• develop the knowledge, skills and attitudes necessary to pursue further studies in mathematics
• develop abstract, logical and critical thinking and the ability to reflect critically upon their work and
the work of others
• develop a critical appreciation of the use of information and communication technology (ICT) in
• appreciate the international dimension of mathematics and its multicultural and historical
MYP OBJECTIVES ADDRESSED BY THIS COURSE
A Knowledge and understanding
Knowledge and understanding are fundamental to studying mathematics and form the base from which
to explore concepts and develop problem-solving skills. Through knowledge and understanding students
develop mathematical reasoning to make deductions and solve problems.
At the end of the course, students should be able to:
• know and demonstrate understanding of the concepts from the five branches of mathematics
(number, algebra, geometry and trigonometry, statistics and probability, and discrete mathematics)
• use appropriate mathematical concepts and skills to solve problems in both familiar and unfamiliar
situations, including those in real-life contexts
• select and apply general rules correctly to solve problems, including those in real-life contexts.
B Investigating patterns
Investigating patterns allows students to experience the excitement and satisfaction of mathematical
discovery. Mathematical inquiry encourages students to become risk-takers, inquirers and critical thinkers.
The ability to inquire is invaluable in the MYP and contributes to lifelong learning.
Through the use of mathematical investigations, students are given the opportunity to apply mathematical
knowledge and problem-solving techniques to investigate a problem, generate and/or analyse information,
find relationships and patterns, describe these mathematically as general rules, and justify or prove them.
At the end of the course, when investigating problems, in both theoretical and real-life contexts, students
should be able to:
select and apply appropriate inquiry and mathematical problem-• solving techniques
• recognize patterns
• describe patterns as relationships or general rules
• draw conclusions consistent with findings
• justify or prove mathematical relationships and general rules.
C Communication in mathematics
Mathematics provides a powerful and universal language. Students are expected to use mathematical
language appropriately when communicating mathematical ideas, reasoning and findings—both orally
and in writing.
At the end of the course, students should be able to communicate mathematical ideas, reasoning and
findings by being able to:
• use appropriate mathematical language (notation, symbols, terminology) in both oral and written
• use different forms of mathematical representation (formulae, diagrams, tables, charts, graphs and
• communicate a complete and coherent mathematical line of reasoning using different forms of
representation when investigating complex problems.
Students are encouraged to choose and use ICT tools as appropriate and, where available, to enhance
communication of their mathematical ideas. ICT tools can include graphic display calculators, screenshots,
graphing, spreadsheets, databases, and drawing and word-processing software.
D Reflection in mathematics
MYP mathematics encourages students to reflect upon their findings and problem-solving processes.
Students are encouraged to share their thinking with teachers and peers and to examine different problemsolving
strategies. Critical reflection in mathematics helps students gain insight into their strengths and
weaknesses as learners and to appreciate the value of errors as powerful motivators to enhance learning
At the end of the course, students should be able to:
• explain whether their results make sense in the context of the problem
• explain the importance of their findings
• justify the degree of accuracy of their results where appropriate
• suggest improvements to the method when necessary.
Standard 8-1: The student will understand and utilize the mathematical processes of problem solving, reasoning and proof, communication, connections, and representation.
Standard 8-2: The student will demonstrate through the mathematical processes an understanding of operations with integers, the effects of multiplying and dividing with rational numbers, the comparative magnitude of rational and irrational numbers, the approximation of cube and square roots, and the application of proportional reasoning.
Standard 8-3: The student will demonstrate through the mathematical processes an
understanding of equations, inequalities, and linear functions.
Standard 8-4: The student will demonstrate through the mathematical processes an understanding of the Pythagorean theorem; the use of ordered pairs, equations, intercepts, and intersections to locate points and lines in a coordinate plane, and the effects of a dilation in a coordinate plane.
Standard 8-5: The student will demonstrate through the mathematical processes an understanding of the proportionality of similar figures; the necessary levels of accuracy and precision in measurement; the use of formulas to determine circumference, perimeter, area, and volume; and the use of conversions within and between the U.S. Customary System and the metric system..
Standard 8-6: The student will demonstrate through the mathematical processes an understanding of the relationships between two variables within one population or sample.
Chapter 1 : Integers
Chapter 2:Algebra: Rational Numbers
Chapter 3:Real numbers and the Pythagorean Theorem
Chapter 4:Proportions and Similarity
Chapter 5 Percent
Chapter 6:Geometry and spatial Reasoning
Chapter 7:Measurement: Area and Volume
Chapter 8: Algebra: Equations and Inequalities
Chapter 9:Linear Functions
Chapter 10:Nonlinear Functions and Polynomials
Chapter 12: Probability
TEXT AND RESOURCES
Glencoe- Mcgraw-Hill Math Concepts Course 3
Base ten blocks
Positive / Negative markers
ROLES OF THE AREAS OF INTERACTION IN YOUR COURSE
Approaches to Learning is the most prominent area of interaction in this course; however, Human Ingenuity is evident in the creation of graphs, tables, and diagrams used in problem solving. Many word problems involve Environments and Health and Social Education.
Direct instruction is the primary method of instruction. It includes modeling, the use of manipulatives as well as concrete models, and directed practice. Individual instruction is provided as needed. Accommodations and modifications are made to meet individual needs and to address the goals and objectives of each individual student's IEP.
METHODS OF ASSESSMENT (including the use of MYP criteria)
Teacher Observation, short quizzes, oral responses, major unit tests.
GRADING POLICY AND GRADING PROCEDURES/WEIGHTING AND HOMEWORK POLICY
F- below 70
Grades are weghted as follows:
Major Tests and Projects- 50%
Quizzes and Minor assignments- 40%
Homework is assigned several times a week. Credit is given for completion.