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# Middle Years Program

Mathematics YEAR 2
International Baccalaureate
Course Aims

The aims of the teaching and study of Mathematics are to encourage and enable the student to:

(source: IBMYP subject guidebook Language A and Language A teacher support materials and interim objectives)

MYP Essentials

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.

## Objectives and Assessment

The objectives of mathematics deal with knowledge and understanding, investigating patterns, communicating, and
applying mathematics in real life situations. In particular, the language skills of speaking, listening, reading, writing and
viewing are all included in the following objectives.

## A: Knowing and Understanding

This objective refers to the students ability to demonstrate:

problems

## Solve problems correctly in both familiar and unfamiliar

situations in a variety of contexts

Criterion A

B: Investigating Patterns

Criterion D

## Apply mathematical problem-solving techniques to

recognize patterns

## Describe patterns as relationships or general rules

consistent with findings

## Verify whether the pattern works for other examples

Criterion B
Criterion C

Knowing and
Understanding
Investigating
Patterns
Communicating

Max. 8 pts

Applying
Mathematics in
real life
situations

Max. 8 pts.

Max. 8 pts
Max. 8 pts.

C: Communicating
This criterion refers to the students ability to use language for a variety of purposes

Use appropriate mathematical language (notation, symbols and terminology) in both oral and written statements

## Identify relevant elements of authentic real-life situations

Select appropriate mathematical strategies when solving authentic real life situations

## Explain the degree of accuracy of a solution

Describe whether a solution makes sense in the context of the authentic real-life situation

UNITS
Time allowed, I hope to do the following six units within the school year:
Unit 1: Dont be negative (expressions and integers)
Statement of inquiry: Students will explore hoe to evaluate a situation and determine which rule applies.
Key Concept: Relationships
Global context: Globalization and Sustainability
Summative Assessment: Students create a cereal box, board game, or a song answering questions about their knowledge of
adding, subtracting, multiplying, and dividing both positive and negative rational numbers.
Criterion Assessed in this unit: B: Investigating Patterns. C: Communication in Mathematics.
Unit 2: Engineers use Balance (Solving equations)
Statement of Inquiry: Engineers find balance
Key Concept: Form
Global context: Personal and cultural expression.
Summative Assessment: Students create a mobile using string, sticks, and construction paper showing the stepd of solving
a two-step equation.
Criterion assessed in this unit: A: knowing and understanding D: applying mathematics in real-life contexts
Unit 3: Ratio & proportion
Statement of inquiry: Establishing patterns helps to understand relationships
Key Concept: Relationships
Global context: Identities and Relationships.
Summative Assessment: Students create a scale drawing of a quilt that represents their background.
Criterion assessed in this unit: C: Communication D: applying mathematics in real-life contexts
Unit 4: Elevate your elevation (Geometric Shapes)
Statement of inquiry: Architects and engineers must use tools responsibly when they design new structures.
Key concept: Form
Global context: Personal and cultural expression.
Summative Assessment: Students draw an elevation using all of the compass, straight edge, ruler, and protractor methods
of construction they have learned.
Criterion Assessed in this unit: A: Knowledge and Understanding. C: Communication in Mathematics.
Unit 5: Whats the Chance? (probability)
Statement if inquiry: Logic is a powerful tool for justifying what we discover by playing a game.
Key concept: Logic
Global context: Orientation in space and time.
Summative assessment: Students research probability games from around the world, then create their own probability
game. Students reflect if their game is fair or not.
Criterion assessed in this unit: A: knowing and understanding B: Investigating Patterns.
Unit 6: What in the World? (data analysis)
How can students acquire a better appreciation, tolerance, and empathy for others and themselves?
Key Concept: awareness of self and others in the wider society.
Global context: Fairness and development
Summative Assessment: Students create a poster looking up many different cultural issues, deciding which data display
method is appropriate, comparing and describing the data, and offering a solution or ways they can help.
Criterion Assessed in this unit: B: Investigating Patterns. C: Communication in Mathematics. D: Applying Mathematics in
Real life.

Final
Grade
1

Boundary
guidelines
1-5

6-9

10-14

15-18

19-23

24-27

28-32

Descriptor
Produces work of very limited quality. Conveys many significant misunderstandings or lacks
understanding of most concepts and contexts. Very rarely demonstrates critical or creative thinking.
Very inflexible, rarely using knowledge or skills.
Produces work of limited quality. Expresses misunderstandings or significant gaps in understanding
for many concepts and contexts. Infrequently demonstrates critical or creative thinking. Generally
inflexible in the use of knowledge and skills, infrequently applying knowledge and skills.
Produces work of an acceptable quality. Communicates basic understanding of many concepts and
contexts with occasionally significant misunderstandings and minor gaps. Begins to demonstrate
some basic critical and creative thinking. Is often flexibility in the use of knowledge and skills,
requiring support even in familiar classroom situations.
Produces good high-quality work. Communicates basic understanding of concepts and contexts
with few misunderstandings and minor gaps. Often demonstrates basic critical and creative
thinking. Uses knowledge and skills with flexibility in familiar classroom and real-world situations,
but requires support in unfamiliar real-world situations.
Produces generally high-quality work. Communicates secure understanding of concepts and
contexts. Demonstrates critical and creative thinking, sometimes with sophistication. Uses
knowledge and skills in familiar classroom and real-world situations and, with support, some
unfamiliar real-world situations.
Produces high-quality, occasionally innovative work. Communicates extensive understanding of
concepts and contexts. Demonstrates critical and creative thinking, frequently with sophistication.
Uses knowledge and skills in familiar and unfamiliar classroom and real-world situations.
Produces high-quality, frequently innovative work. Communicates comprehensive, nuanced
understanding of concepts and contexts. Consistently demonstrates sophisticated critical and
creative thinking. Frequently transfers knowledge and skills with independence and expertise in a
variety of complex classroom and real-world situations.