Mathematics in the myp
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Mathematics in the MYP. Objectives. The objectives of MYP Mathematics define what the student will be able to accomplish as a result of studying the subject. The objectives of MYP Mathematics are A Knowledge and Understanding B Investigating Patterns

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Mathematics in the MYP

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Mathematics in the myp

Mathematics in the MYP


Objectives

Objectives

  • The objectives of MYP Mathematics define what the student will be able to accomplish as a result of studying the subject.

  • The objectives of MYP Mathematics are

    A Knowledge and Understanding

    B Investigating Patterns

    C Communication in Mathematics

    D Reflection in Mathematics

  • These objectives relate directly to the assessment criteria in MYP Mathematics.


Mathematics assessment criteria

Mathematics Assessment Criteria

The following assessment criteria have been established by the IB for mathematics in the MYP.


Criterion a knowledge and understanding

Criterion A Knowledge and Understanding

  • Maximum: 8

  • This criterion examines to what extent the student is 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)


Mathematics in the myp

- 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 make deductions and solve problems, including those in real-life contexts.

Assessment tasksfor criterion A are likely to be classroom tests and examinations.


Notes

Notes

  • Unfamiliar situation: challenging questions or instructions set in a new context in which students are required to apply knowledge and/or skills they have been taught.

  • Deduction: reasoning from the general to the particular/specific to reach a conclusion from the information given.

  • Context: the situation and parameters given to a problem.


Notes1

Notes

  • We modified the assessment criteria in years 1-3 (grades 6 – 8)

  • Modification in years 1–3 involves changing the language in the level descriptors to make it more understandable to students and to adjust the achievement level expected of students.


Criterion b investigating patterns

Criterion BInvestigating Patterns

  • Maximum 8

  • The criterion examines to what extent the student is 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.


Mathematics in the myp

Assessment tasks for criterion B should be mathematical investigations of some complexity, as appropriate to the level of MYP mathematics.

-Assessment tasks could have a variety of solutions and may be set in real-life contexts.

- Tasks could be done under test conditions or at home depending on the task itself.


Notes2

Notes

  • Pattern: the regularity between the elements of a mathematical system. To identify pattern is to begin to understand how mathematics applies to the world in which we live. The repetitive features of patterns can be identified and described as relationships or generalized rules.

  • Justification: give valid reasons or evidence to support the conclusion and explain why the rule works.


Criterion c communication in mathematics

Criterion CCommunication in Mathematics

  • Maximum: 6

  • This criterion examines to what extent the students is able to:

    - use appropriate mathematical language in both oral and written explanations.

    - use different forms of mathematical representations.

    - communicate a complete and coherent mathematical line of reasoning using different forms of representation when investigating problems.


Mathematics in the myp

  • Students are encouraged to use ICT tools as appropriate and, where available, to enhance communication of their mathematical ideas.

  • Assessment tasksfor criterion C are likely to be real-life problems, tests, examinations and investigations.


Mathematics in the myp

  • Mathematical language: the use of notation, symbols, terminology and verbal explanations.

  • Forms of mathematical representation: refers to formulae, diagrams, tables, charts, graphs and models to represent mathematical information.


Criterion d reflection in mathematics

Criterion DReflection in Mathematics

  • This criterion examines to what extent the student is able to:

    - explain whether his or her results make sense in the context of the problem.

    - explain the importance of his or her findings in connection to real life where appropriate.

    - justify the degree of accuracy of his or her results where appropriate.

    - suggest improvements to the method when necessary.


Mathematics in the myp

  • Assessment tasks for Criterion D are most likely to be mathematical investigations or real-life problems.

  • Generally these types of tasks will provide students with opportunities to use mathematical concepts and skills to solve problems in real-life contexts.


Mathematics in the myp

  • Explain: give a detailed account including reasons or causes.

  • Describe: give a detailed account.


Myp maths student assessment record

MYP Maths Student Assessment Record


Myp boundaries for maths

MYP Boundaries for Maths

  • Level 1 : 0 – 4

  • Level 2 : 5 – 8

  • Level 3 : 9 – 12

  • Level 4 : 13 – 17

  • Level 5 : 18 – 21

  • Level 6 : 22 – 25

  • Level 7 : 26 – 28


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