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COURSE SYLLABUS 2 2
• Find the mean, mode, median, range, lower quartile (LQ), upper quartile (UQ) and interquartile range (IQR) manually and using GDC for
list, frequency and grouped data
• Identify one or two variable data from a table of values e.g. tables with a frequency are one variable
• Display two variable data on a scatter plot by hand and using GDC
• Draw line of best fit through mean. Find equation of line of best fit by y=mx+c.
• Describe the correlation coefficient
• Use GDC to find line of regression.
• Predict points using the line of best fit (interpolation and extrapolation)
• Discuss correlation vs causation
Probability
• Create a tree diagram to display the sample space
• Calculate probabilities from Tree Diagrams
• Calculate probabilities with & without replacement
• Calculate the probabilities of independent, mutually exclusive and combined events
• Review Venn Diagrams: Set Notation, Complete some difficult worded problems which require algebraic working
Number
Approximate Length: 4 Weeks
The ability to work with numbers is an essential skill in mathematics. Students are expected to have an understanding of number
concepts and to develop the skills of calculation and estimation. Students should understand that the use of numbers to express
patterns and to describe real-life situations goes back to humankind’s earliest beginnings, and that mathematics has multicultural roots.
Rounding
• Round to the three significant figure and decimal places(all answers on summative need to be exact or rounded to 3 significant
figures)
• Review:
o Estimation using GDC
o Currency Conversion
Percentage/Finance
Review:
o Ratios, percentage increase, decrease, change,
Number Sets
• Identify number sets e.g. rational, irrational, integer, natural and real
• Review: Venn Diagrams:
• Number sets
• Application
• Algebraic Problems
• Set Notation
Indices, surds and logarithms
• Review: integer exponents, including equations
• Identify and understand the how to solve for an unknown power using logarithms
• Rationalize the denominator for algebraic fractions involving surds
Sequences and Series
• Predicting the next term of a sequence (linear, triangular and fibonacci)
• Formulate an algebraic formula to describe an Arithmetic and Geometric Sequence in terms of Un
• Solve for missing terms in an arithmetic or geometric sequence
• Calculate the sum of an Arithmetic and Geometric series including the infinite series
Algebra
Approximate Length: 6 Weeks
Algebra is an abstraction of the concepts first used when dealing with number and is essential for further learning in mathematics.
Algebra uses letters and symbols to represent numbers, quantities and operations, and employs variables to solve mathematical
problems.
Students who wish to continue studying mathematics beyond the MYP will require knowledge of concepts and skills in algebra.
Teachers should assist students’ understanding of algebra by using real-life contexts for the application of algebraic knowledge and
skills in problem-solving situations. To develop deeper problem-solving understanding, algebra topics can be linked to modelling,
representations and connections.
Functions
• Definition of a relation and a function
• Identify function notation
• Define domain and range
• Calculate the points of intersections between different functions using the GDC
• Calculating functions when x is a given value
• Solving and graphing linear inequalities
• Recognize and graph absolute value functions
• Review: linear inequalities on the Cartesian Plane
Quadratic Functions (review plus additional)
• Review ‘x-intercept/solution/ root/ zeros’ and ‘vertex /turning point/minimum or maximum’
• Solve quadratics by factoring
• Solve by quadratic formula
• Identify the discriminant
• Solve using polynomial app GDC
• Solve by graphing
• Find key points manually and using GDC
• Forms of quadratics, general, factored, vertex form - all key features when in these forms
• Identify key points of different forms of quadratics
· General
· Factored
· Vertex
• Using the discriminant to determine the nature of roots and to solve for missing values
• Convert between one form and the other
• Using quadratics to solve word problems
• Graph quadratic functions by hand, using GDC and using autograph/ desmos/ geogebra
• Calculate the intercepts, axis of symmetry and the vertex manually and by GDC
• Transformations: Explore the effects of the parameters a, b, c and d in the functions of the type y = f(x) g(x)= af(b(x - c) + d in quadratic
equations
• Identify translations using vector column notation
• Describing transformed linear, quadratic, exponential, sine and cosine functions
• Determining the range of functions and transformed functions
Trigonometric Functions
● Graphing sinx and cosx on the Cartesian Plane (degrees)
● State the domain, range, amplitude and period
● Identify, graph and formulate all transformations of sin x and cos x
● Review from Algebra Unit: The effects of the parameters a, b, c and d in the functions of the type f(x)= a(b(x - c)) + d in trigonometric
equations
● Translation vector
ASSESSMENT
In the MYP Students will be evaluated internally using formative and summative assessments and externally in May on their e-assessment.
Formative Assessment: Tasks and assignments that allow the teacher to regularly judge the effectiveness of both teaching and learning
processes. This may include teacher observation and oral, written or products of student effort. Examples: class activities, homework
and quizzes.
Summative Assessment: The judgment made by the teacher of the standard of achievement reached by the student at the end of a
unit of work. Examples: Investigations, presentations, real-life problems, projects, and unit tests.
E-assessment: This will be an online external IB examination covering content from all four units covered in the Middle Years Mathematics
Programme and assessing all four Criteria. It will be marked by external examiners and will be a good indicator as to how our students perform
in comparison to other IB schools worldwide.
All assessments will be graded by using a criterion-referenced approach using the “Criterion Objectives” listed below. Each assessment
will be developed with the IB standards in mind and the objectives applied against the students submitted assessment task. The best-fit
approach is applied to ensure the most valid, fair and reliable grade is determined using the IB Grade Boundaries and 7-point scale.
Criterion A: Knowing and understanding
Knowledge and understanding are fundamental to studying mathematics and form the base from which to explore concepts and develop
skills. This objective assesses the extent to which students can select and apply mathematics to solve problems in both familiar and
unfamiliar situations in a variety of contexts.
In order to reach the aims of mathematics, students should be able to:
i. select appropriate mathematics when solving problems in both familiar and unfamiliar situations
ii. apply the selected mathematics successfully when solving problems
iii. solve problems correctly in a variety of contexts.
Criterion B: Investigating Patterns
Investigating patterns allows students to experience the excitement and satisfaction of mathematical discovery. Working through
investigations encourages students to become risk-takers, inquirers and critical thinkers. The ability to inquire is invaluable in the MYP
and contributes to lifelong learning.
MYP mathematics encourages students to see mathematics as a tool for solving problems in an authentic real-life context. Students are
expected to transfer theoretical mathematical knowledge into real-world situations and apply appropriate problem-solving strategies,
draw valid conclusions and reflect upon their results.
3. MYP students must adhere to published deadlines. Students who do not meet IB Diploma Programme deadlines will follow
these steps:
• Detention(s) until the assessment is completed
• Parent meeting to discuss behavior concern
• After 3 offenses: Parents contacted and additional detentions and/or an in-school suspension until the assessment is
completed. Students must make up all worked missed during the suspension.
4. Repeated failure to meet deadlines will result in narrative comments addressing these concerns in report cards and letters of
recommendation to other schools.
APPENDIX
Classroom Expectations:
• Be on time
• BE PREPARED – have all books and supplies ready when class begins
• Bring your own electronic device
• LISTEN when others are speaking
• Exhibit MYP learner profile characteristics
Resources: