MYP 5 MATH 10 Standard TEACHER: Mr. AVGERAKIS

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1 MYP 5 MATH 10 Standard TEACHER: Mr. AVGERAKIS g.avgerakis@isumongolia.edu.mn Course Description: This course is the fifth course in a five-part college preparatory sequence. Emphasis is on acquisition of the knowledge and skills necessary for thinking, reasoning, and problem solving from a mathematical perspective. Students embarking on this course are expected to already possess knowledge of basic concepts and to be equipped with the skills needed to apply simple mathematical techniques correctly. At the conclusion of this program, students should have a solid framework of concepts and skills which fall into the following five branches of mathematics namely: number, algebra, geometry and trigonometry, statistics and probability, and discrete mathematics. Students in this course are preparing for Mathematical Studies SL or Standard Level Mathematics in the IBO Diploma Programme. Topics to be covered in MYP 5: (may be subject to change): Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 STRAIGHT LINES QUADRATIC EQUATIONS QUADRATIC FUNCTIONS TRIGONOMETRY PROBABILITY STATISTICS

2 MYP Mathematics OBJECTIVES: In MYP mathematics, the main objectives are grouped into four general categories each graded at a maximum of 8 points (see end of handout). The objectives support the IB learner profile, promoting the development of students who are knowledgeable, inquirers, communicators and reflective learners. (A) Knowledge and understanding - promotes learning mathematics with understanding, allowing students to interpret results, make conjectures and use mathematical reasoning when solving problems in school and in real-life s. Achievement Level descriptor level 0 The student does not reach a standard described by any of the descriptors below 1 2 The student is able to: i. select appropriate mathematics when solving simple problems in familiar s ii. apply the selected mathematics successfully when solving these problems iii. generally solve these problems correctly 3 4 The student is able to: i. select appropriate mathematics when solving more complex problems in familiar s ii. apply the selected mathematics successfully when solving these problems iii. generally solve these problems correctly

3 5 6 The student is able to: i. select appropriate mathematics when solving challenging problems in familiar s ii. apply the selected mathematics successfully when solving these problems iii. generally solve these problems correctly 7 8 The student is able to: i. select appropriate mathematics when solving challenging problems in both familiar and unfamiliar s ii. apply the selected mathematics successfully when solving these problems iii. generally solve these problems correctly

4 (B) Investigating patterns - supports inquiry-based learning. Through the use of investigations, teachers challenge students to experience mathematical discovery, recognize patterns and structures, describe these as relationships or general rules, and explain their reasoning using mathematical justifications and proofs. Achievement Level descriptor level 0 The student does not reach a standard described by any of the descriptors below 1 2 The student is able to: i. apply with teacher support, mathemcatical problem-solving techniques to discover simple patterns ii. state predictions consistent with patterns 3 4 The student is able to: i. apply mathemcatical problem-solving techniques to discover simple patterns ii. suggest relationships and/or general rules consistent with findings 5 6 The student is able to:

5 i. select and apply mathemcatical problem-solving techniques to discover complex patterns ii. describe patterns as relationships and/or general rules consistent with findings iii. verify these relationships and/or general rules 7 8 The student is able to: i. select and apply mathemcatical problem-solving techniques to discover complex patterns ii. describe patterns as relationships and/or general rules consistent with findings iii. verify and justify these relationships and/or general rules

6 (C) Communication in mathematics - encourages students to use the language of mathematics and its different forms of representation, to communicate their findings and reasoning effectively, both orally and in writing. Achievement Level descriptor level 0 The student does not reach a standard described by any of the descriptors below 1 2 The student is able to: i. use limited mathematical language ii. use limited forms of mathematical representation to present information iii. communicate through lines of reasoning that are difficult to interpret 3 4 The student is able to: i. use some appropriate mathematical language ii. use different forms of mathematical representation to present information adequately iii. communicate through lines of reasoning that are able to be understood, although these are not always clear iv. adequately organize information using a logical structure 5 6 The student is able to: i. usually use appropriate mathematical language

7 ii. usually use different forms of mathematical representation to present information correctly iii. move between different forms of mathematical representation with some success iv. communicate through lines of reasoning that are clear although not always coherent or complete v. present work that is usually organized using a logical structure 7 8 The student is able to: i. consistently use appropriate mathematical language ii. use different forms of mathematical representation to conssitently present information correctly iii. move effectively between different forms of mathematical representation iv. communicate through lines of reasoning that are complete and coherent v. present work that is consistently organized using a logical structure

8 (D) Reflection in mathematics - provides an opportunity for students to reflect upon their processes and evaluate the significance of their findings in connection to real-life contexts. Reflection allows students to become aware of their strengths and the challenges they face as learners. Achievement Level descriptor level 0 The student does not reach a standard described by any of the descriptors below 1 2 The student is able to: i. identify some of the elements of the authentic real-life ii. apply mathematical strategies to find a solution to the authentic real-life, with limited success 3 4 The student is able to: i. identify the relevant elements of the authentic real-life ii. select, with some success, adequate mathematical strategies to model the authentic real-life iii. apply mathematical strategies to reach a solution to the authentic real-life iv. describe whether the solution makes sense in the context of the authentic reallife 5 6 The student is able to:

9 i. identify the relevant elements of the authentic real-life ii. select adequate mathematical strategies to model the authentic real-life iii. apply the selected mathematical strategies to reach a valid solution to the authentic real-life iv. describe the degree of accuracy of the solution v. discuss whether the solution makes sense in the context of the authentic reallife 7 8 The student is able to: i. identify the relevant elements of the authentic real-life ii. select appropriate mathematical strategies to model the authentic real-life iii. apply the selected mathematical strategies to reach a correct solution iv. explain the degree of accuracy of the solution v. explain whether the solution makes sense in the context of the authentic reallife Overall, MYP mathematics expects all students to appreciate the beauty and usefulness of mathematics as a remarkable cultural and intellectual legacy of humankind, and as a valuable instrument for social and economic change in society.

10 MYP Mathematics Assessment In MYP mathematics, students are assessed on what they show they can do in comparison to a given rubric in each of the four criteria described above. Assessment is both formative and summative. Formative assessments may include daily homework, quizzes and informal assessments. Quizzes will not always be announced but by completing your daily homework on time and getting help when you need it, you will be always be prepared. Summative assessments may include tests, investigations, modeling assignments, reflective writings, and major assignments. Summative assessments provide students with a final opportunity to demonstrate their mastery of the learning outcomes and are graded against the above mentioned four criteria. Summative assessments will be probably announced ahead of time to ensure proper preparation. Homework: It is my expectation that students take responsibility for their homework as they continue to develop study skills needed for success as they begin transitioning to high school. Time will be allotted in class to work through and discuss tough homework questions. Each day s homework and assessment dates (most of the times) will be promptly posted to the Math 10 message page in MANAGEBAC, and files to the files page. Students are expected to login and check frequently. Homework assignments may come from their textbook or other forms. Course Expectations: Successful students in this course have strong time management skills, keep up with the homework, study hard, ask lots of questions, and generally get involved.

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