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# Middle Years Program

MATHEMATICS YEAR 3
International Baccalaureate
Course Aims
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 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
knowing and understanding,
investigating patterns, communicating,
and applying mathematics in real-life
contexts.
Criterion A

Criterio
nA

Knowing and
Understanding

Maximum
8 Points

Criterio
nB

Investigating Patterns

Maximum
8 Points

Criterio
nC

Communicating

Maximum
8 Points

Criterio
nD

Applying Mathematics
in Real-Life Contexts

Maximum
8 Points

## Knowing and Understanding

This objective refers to the students ability to demonstrate:
o Select appropriate mathematic when solving problems
o Apply the selected mathematics successfully when solving problems
o Solve problems correctly in both familiar and unfamiliar situations in a
variety of contexts.
Criterion B

Investigating Patterns

## This objective refers to the students ability to demonstrate

o Select and apply mathematical problem solving techniques to
discover complex patterns
o Describe patterns as relationships and/or general rules consistent
with findings
o Verify and justify relationships and/or general rules.
Criterion C

Communicating

## This objective refers to the students ability to demonstrate

o Use appropriate mathematical language (notation, symbols and
terminology) in both oral and written explanations
o Use appropriate forms of mathematical representation to present
information
o Move between different forms of mathematical representation
o Communicate complete and coherent mathematical lines of reasoning
o Organize information using a logical structure.
Criterion D

## This objective refers to the students ability to demonstrate

o Identify relevant elements of authentic real-life situations
o Select appropriate mathematical strategies when solving authentic
real-life situations
o Apply the selected mathematical strategies successfully to reach a
solution
o Explain the degree of accuracy of a solution
o Explain whether a solution makes sense in the context of the
authentic real-life situation

UNITS

## Unit 1: If the shoe fits.

Statement of inquiry: Items in our everyday life are evaluated by measuring system that are devised
by patterns and can differ globally.
Key Concept: Form
Global context: Globalization and Sustainability
Time Allotment- 9 weeks
Summative Assessment: Students investigate shoe sizes around the world and look for patterns
within their systems. . Each student will have had their own way of measuring and

## predicting shoe size.(interconnectedness of human made system) They will pick

a shoe and use their measuring method to determine the size of the shoe. They
must justify their responses and show evidence and similarities. The form of
which student measure changes and so should their measurements.
Criterion Assessed in this unit: B: Investigating Patterns. C: Communication in Mathematics.
Unit 2: When something goes in..What comes out?
Statement of Inquiry: Mathematical principles help us make sense of patterns in the
world.
Key Concept: Pattern
Global context: Scientific and Technological Innovations- You will explore how we
understand the world in which we live. Explore interaction between people and
the natural world. How humans use their understandings of mathematical
principles.
Time allotment- 4 weeks
Summative Assessment: They will then be asked to continue the pattern and list it in
a table. They will be asked to identify the constant difference. With the constant
difference they will create a linear function that matches their pattern. They will
then have to predict what the 8th term will look like. They will use their tables to
create ordered pairs and graph them on their sheets. The dots will be connected
and a line will be drawn. Students will then use the slope ratio to find the slope of
their line.
Criterion assessed in this unit: Criterion B -Investigating Patterns, Criterion C
-Communication in Mathematics

Unit 3:
Statement of inquiry: Discovering math relationships can lead to a better
understanding of how changing a language influences the rate in which one
speaks.
Key Concept: Relationships
Global context: Personal and cultural expression
Summative Assessment: Students will research tongue twisters in different languages
and answer the following questions. Why do we have them? How are they differ
across cultures? Make up your own tongue twister that reflects your culture.
Half of the students will be given an English tongue twister and the other half will
receive the same tongue twister but in Spanish.
The students will record the rate in which the twister is spoken 5 different times
with 5 different people. The rate of change will be figured and then plotted on a
graph. Then the rate of change will be found for 8 people and 10 people to see
how they compare.
Students will compare their two sets of data on one graph and interpret it.
Students will have to validate their findings with evidence from the graph.
Criterion assessed in this unit: D: applying mathematics in real-life contexts
Unit 4: Transformations
Statement of inquiry: Understanding mathematical relationships enhances creativity
within a certain space.

## Key concept: Relationships

Global context: Personal and cultural expressionSummative Assessment: Students will be given 4 individual pieces of paper. On
each sheet of paper they will be asked to draw a symbol that presents them.
Under the symbol they will be asked to write what they symbol means and why
they choose it.
Students will be given a grid with 4 quadrants on it. They will be asked to
transfer their symbol on to a quadrant on the grid. They will be given specific
guidelines on size of the shape.
Once the grid is filled with 4 symbols, they will transform the figures from their
original position to their intended position on a new shield.
A description of the translations will be given on a separate sheet of paper. After
the completion of the translations a new shield will be created with the same
symbols just in different positions.
Students will have to explain why each of the symbols on their coat of arms is
congruent to the pre-image of the symbol on the original grid.
Criterion Assessed in this unit: A: Knowledge and Understanding. B: Investigating patterns.