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Unit four: “how can we travel between
dimensions” (Bateson & Amlin)

Image from Mathematics for the IB MYP2

## The general properties of shapes and our spatial environment

can be measured by logic, and manipulated and created by
technology.

## Section A: the properties of angles:

● Understanding the properties of angles:
○ the angles that result from drawing two intersecting lines
○ vertical angles are equal
○ complementary angles equal 90°
○ supplementary angles equal 180°
○ Co-interior angle pairs
○ Corresponding angle pairs
○ Alternate angle pairs

● Use facts about angles to write and solve simple equations for an unknown angle in a
ﬁgure
● Using our knowledge of angles to prove whether two lines are parallel

## Section B: understanding the properties of triangles:

● The properties of triangles
○ the longest side cannot be longer than sum of other two sides
○ degenerate triangles - triangles with no area, a straight line
○ triangle inequality theorem
■ what is the largest/smallest possible length of a missing side?
■ length of the missing side must be less than the sum of the other sides
■ length of the missing side must be more than the di erence of the other
sides
○ Triangle sides
■ line opposite the smallest angle is the smallest
■ angle opposite smallest line is smallest angle

## Section C: Understanding how to calculate surface area, scale up and down

● Know the formulas for the area and circumference of a circle and use them to solve
problems:
○ Finding the area of a circle
○ Margin of error using estimation
○ Area and circumference
○ Pattern of diameter of a circle vs circumference Approximate area of a circle
○ Patterns - ﬁnding a formula for area of circle

● Solve problems involving scale drawings of geometric ﬁgures, including computing
actual lengths and areas from a scale drawing and reproducing a scale drawing at a
di erent scale

Section D: The third dimension - ﬁnding the volume of di erent shapes

● Describe the two-dimensional ﬁgures that result from slicing three-dimensional
ﬁgures, as in plane sections of right rectangular prisms and right rectangular
pyramids.

● Solve real-world and mathematical problems involving area, volume and surface area
of two- and three-dimensional objects composed of triangles, quadrilaterals,
polygons, cubes, and right prisms.

Statement of Inquiry:

The general properties of shapes and
our spatial environment can be
measured by logic, and manipulated
and created by technology.

Key Concept  Related  Global
Concepts  Context
Form- understanding that the  Space - The frame of  Scientiﬁc and technical
underlying structure and shape  geometrical dimensions  innovation - what is a 3D
of familiar entities, as  describing an entity  printer? Students will look into
distinguished by its properties,  some of the developments
Measurement- A method of
provided us opportunities to  made in printing and their real
determining quantity, capacity
better comprehend and  world applications in ﬁelds such
or dimension using a deﬁned
understand unfamiliar entities.   as:
unit
● medicine - making lens
Logic- the basic tool used in
for eyes, printed teeth,
mathematics to make
biological valves
● industry - printing hard
shapes and variables. Logic
to come by parts for
structures the reasoning
cars, etc
process through which
● printed meat
knowledge is built. It enables us
to assess the truth of
conclusions and transfer
mathematical learning to other
situations.
Quantity - An amount or
number

Lines of Inquiry
Factual:
What do we know about shapes?
How do we measure what is inside a
shape?
What is a 3D printer?

Conceptual:
What is inside a shape?
How does logic help us map 2D to
3D?
What general rules do we ﬁnd for
objects?
How does the measurement of shapes appear in our everyday lives?

Debatable:
Do we need to understand shapes to innovate?

Communication Skills  Critical Thinking Skills
- read, interpret and evaluate a wide  - Clarify information and ideas from
range of graphic representations and  texts, images and equations
information  - Pick out the information you need to
- plan, research, rehearse and deliver a  solve the problem
Khan Academy style lesson  - Come up with and apply a multi-step
- use a wide range of new  plan to solve a problem
mathematical vocabulary   - Discuss the degree of accuracy of

Section A: the properties of angles:
Intersecting Lines  Vertical Angles  Adjacent Angles

Lines that cross each other
Angles that are next to each
Angles opposite to each
other, and share a common
other are equal
side

## Perpendicular  Complementary Angles  Supplementary Angles

Lines that intersect at 90°    Sum of the angles = 180°
Sum of the angles = 90°

## Types of Angles  Vertex

Common point of two rays,
lines, line segments

Section B: understanding the properties of triangles:

Vertex

The point where two edges
meet

Degenerate Triangle

A triangle that has no area
inside, basically a straight
line

Triangle Inequality Theorem  Smallest angle shows the shortest side

In this case 51° is the smallest angle,
therefore the line segment opposite
AB will be the shortest.

75° is the largest angle, therefore
the line segment opposite AC will be
The sum of the length of two  the longest.
sides cannot be bigger than
the other side.  This works the same the other way.

Criterion A: Knowing and Understanding
● select appropriate mathematics when solving problems in both familiar and unfamiliar
situations
● apply the selected mathematics successfully when solving problems
● solve problems correctly in a variety of contexts

Criterion B: Investigating Patterns
● apply mathematical problem-solving techniques to recognize patterns.
● describe patterns as relationship or general rules consistent with correct ﬁndings.
● verify whether the pattern works for other examples.

Criterion C: Communicating
● use appropriate mathematical language (notation, symbols and terminology) in both oral
and written statements and/or explanations
● use di erent forms of mathematical representation to present information
● move between di erent forms of mathematical representation
● communicate complete and coherent mathematical lines of reasoning
● organise information using a logical structure

Criterion D: Applying mathematics and real-life contexts
● identify relevant elements of authentic real-life situations
● select appropriate mathematical strategies when solving authentic real-life situations
● apply the selected mathematical strategy successfully to reach a solution
● explain the degree of accuracy of a solution
● describe/explain whether a solution makes sense in the context of the authentic real-life
situation

● Angles
● Classifying polygons

● Diagonals in polygons
● Triangles in polygons
● Vertex investigation
● Diameter vs Circumference

video to explain one of the learning
concepts from the unit relating to
calculating surface area/volume

Task 4: Criteria D Mathematics Investigation
● The mathematics of Snapchat
● Estimating the volume of the swimming pool

Task 5: Criterion A, B, C and D Exam
All areas that have been covered

Grade Seven MYP Maths homepage:  http://apismaths.weebly.com/

-7-G

## Maths is Fun - Geometry page   https://www.mathsisfun.com/geometry/index.html

t=PL5KkMZvBpo5DNtpt3UXFH2pXEn5GM3Z0F

Works Cited

Geometry, www.mathsisfun.com/geometry/index.html.

BATESON, RITA BATESON;IRINA AMLIN; RITA. MATHEMATICS FOR THE IB MYP 2. HODDER

EDUCATION GROUP.