Mathematics

Aims/Objectives

Mathematics in the High School aims to develop confidence, perseverance and independence in mathematical thinking and problem-solving. The course aims to develop logical, critical and creative thinking by applying and transferring skills to a wide range of abstract and real-life situations. Students are encouraged to enjoy mathematics and develop curiosity through individual and collaborative work.

Skills

Each course covers four broad strands in mathematics - Number, Algebra, Geometry & Trigonometry and Probability & Statistics. The focus throughout the year is on selecting and applying appropriate mathematical strategies as well as recognizing patterns, making generalizations and justifying conclusions. Students learn how to create mathematical models when working with real-life situations as well as how to assess the reliability and accuracy of their results. In-class investigations, problem solving tasks and inquiry based activities with meaningful use of technology help students increase their understanding and skills throughout the year.

Assessment

Students are regularly provided with formative assessment possibilities during the class time. The feedback provided allows students to improve their learning and understanding of the topics covered. Both formative and summative assessment is designed so that students can demonstrate their learning in authentic contexts and apply it in variety of ways. Task-specific clarifications are handed out with all assessment tasks. There are four MYP criteria for Mathematics:

A. Knowing and understanding

B. Investigating patterns

C. Communicating

D. Applying mathematics in real-life contexts

An assessment may be graded against one, two or even three of these criteria. At reporting time, Middle School students are awarded, for each criterion, the achievement level that reflects the student's abilities most accurately. Overall semester grades, on a 1 to 7 scale, are achieved according to the totals awarded throughout the grading period for the four MYP criteria.

A graphing calculator is a requirement for all courses. The school recommends the Texas Instruments TI-84 plus C.

Students in grades 9 and 10 are placed in either Standard or Extended level course based on their previous experiences, ability and teacher recommendations. All students cover the same topics, looking at the same key concepts and related skills. Students in Standard classes focus on the use and applications of the skills learned. Students in Extended classes cover the basic concepts at a faster rate, focus on proofs of the results as well as cover additional content.

Movement between the Standard and Extended programmes is possible, but must be supported by their work in class and assessment evidence.

Students in Standard level class are prepared for IB Diploma Programme Mathematics SL and Mathematical Studies SL courses.

Students in Extended level class are prepared for IB Diploma Programme Mathematics HL and Mathematics SL courses.


Grade 9 (MYP)

Students develop their understanding of form through algebra, particularly quadratics and polynomials. By creating mathematical models students better understand Identities and Relationships between variables. Students work on solving and interpreting simultaneous equations through a variety of methods. A different aspect of form is covered in similarity, trigonometry and the study of length and angle properties. This enables students to inquire how similarity and trigonometry link to orientation in space and time. Using statistics students develop their skills in analysing and describing change including making predictions based on lines of best fit. Students apply statistical analysis to a variety of real-life data. This leads to students gaining a better understanding about societies and development through the lens of globalization and sustainability.

Grade 10 (MYP)

Students further their understanding of change through the study of vectors and transformational geometry. Students model a real-life situation of safely docking a boat using vectors, focusing on orientation in space and time. Students consolidate and reinforce their comprehension of logic through the further study of probability and set theory. Students use theory of independence, conditional probability and expectation to analyse the fairness of a variety of problems. Continuing their study of algebra, functions and advanced trigonometry students broaden their perception of form. Students create algebraic models which include real life example of exponential change. Towards the end of the academic year, students will undertake a project which will enable them to select and apply mathematics to analyze and solve a problem of their choice.

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