Course Overviews MYP Mathematics, UWC Thailand 2022-2023

All units taught in grades 6 to 10 are continuously being developed and improved to best meet the needs of the students at UWCT. Therefore, the following overview is only a reflection of current plans for the course. Some changes
to these course overviews may occur as a result of planning done throughout the academic year.

Grade Unit Number Key and Global Context Statement of Inquiry Inquiry Questions Approaches To learning Content (topics / knowledge/ subject specific skills) Summative Assessment and MYP
and Title Related skills taught / learnt / Criteria Assessed
Concepts developed in this unit

6 1: Number Logic Scientific and Logical processes use patterns to Factual: What do numerals represent? How do we Communication skills Whole Numbers: Criteria A Test
Concepts Justification technical represent and justify solutions represent our working in mathematical notation? Give and receive Addition and Subtraction
Representation innovation meaningful feedback: Worded problems with addition and subtraction Criteria D and C
- processes and Conceptual: Is estimation more appropriate than finding Number Puzzles How many books are in the library?
solutions an exact answer? How do we justify our solution? Interpret and use effectively Not done in 2021/22 because of
Multiplication
modes of non-verbal remote teaching
Debatable: When is the “correct” answer not the best Division
communication Multiplying and dividing by 10, 100, 1000
solution? How do we logically justify what is ‘best’?
Reading, writing and using 2 - Step Problems
language to gather and Multiplying and dividing by whole numbers
communicate information Index Notation
Bidmas
Use and interpret a range of Puzzle
discipline-specific terms Rounding
and symbols

Critical thinking skills Number Properties:

Managing time and tasks Square and cubic numbers
effectively. Divisibility rules
Factors
Plan short- and long-term Prime Numbers Composite Numbers
Multiples
assignments; meet
deadlines

6 2: Fractions and Relationships Scientific and The equivalence of fractions and fFactual: How can we represent portions or parts of Communication skills ● Finding equivalent fractions Criterion A
Decimals Equivalence technical other mathematical relationships an amount? Exchanging thoughts, ● Simplifying fractions Test on fractions
Part of this unit Pattern innovation require processing and solving to Factual: What are different ways to express parts of messages and information ● Converting between improper fractions and mixed
was taught Processes and find patterns a total? effectively through numbers Criteria A and C Operations with
online from the Solutions Conceptual: Are fractions and decimals present in interaction. ● Adding and subtracting fractions Fractions and Decimals Test
beginning of the
real life? ● Multiplying fractions
year.
Debatable: Can fractions and decimals help us in Give and receive ● Dividing Fractions
real life situations? meaningful feedback. ● Performing mixed operations with fractions
● Finding equivalent decimals
Self-managing skills
● Simplifying fractions
Bring necessary equipment Converting between fractions and decimals
●
and supplies to class Adding and subtracting decimals
●
● Multiplying decimals
Practise strategies to Dividing decimals
●
overcome distractions Performing mixed operations with decimals
●
Critical thinking skills ● Solve problems involving fractions or decimals
Analysing and evaluating
issues and ideas

Propose and evaluate a

variety of solutions

6 3: Algebra Form Scientific and Algebra helps us form Factual: Are patterns important in the world today? Communication skills Online 1st edition textbook B and D task
Patterning Models technical mathematical models which Conceptual: How can a variable transform itself? Reading, writing and using
Representations innovation represent patterns which we Debatable: What is the unknown? language to gather and Be able to recognise a pattern and continue it Matchstick patterns where students
discover communicate information To be able to find a particular term in a sequence need to find the pattern and predict
-principles and Organize and depict To be able to find the position of a particular term in a sequence. the formula
discoveries information logically To be able to find the formula for an arithmetic sequence.

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 Thinking skills Looking at arithmetic sequences, matchsticks, fish, and chairs around
Draw reasonable tables to try and predict how many pieces will be in a future picture
conclusions and
generalizations
Propose and evaluate a
variety of solutions

Practise visible thinking

strategies and techniques

6 4: Statistics Relationships Globalisation Statistical relationships are used Factual: How do you collect data? Research skills Statistics: A and C test
Justification and sustainability to justify and generalize Conceptual:What information does a chart or table give? Collect and analyse data to To know how to collect data and know the difference between
Generalization -data driven decisions How do charts, tables, and graphs help you interpret identify solutions and make Samples and populations How are pieces of data represented
decision making data? informed decisions To identify and analyse categorical data through pie charts, dot plots in graphs, pie charts and various
Debatable: Do statistics always tell the truth? and bar graphs. other ways. Students need to be able
Process data and report To identify and analyse numerical discrete data through pie charts, dot to break down angles in a circle.
results plots and bar graphs.

Thinking skills
Gather and organize
relevant information to
formulate an argument
Interpret data

6 5: Points, Lines, Form Orientation in The orientation of points, angles Factual: How are angles measured? Communication skills Points and lines A task
and Angles Generalisations space and time and lines can be represented in a Conceptual: How does the relationship between angles Give and receive Angles
Representations -other(use of variety of forms change as lines are moved? meaningful feedback Angles at a point Identifying lines, rays and segments.
mathematical Debatable: Is the number of degrees at a point fixed? Vertically opposite angles Names of angles, measuring angles,
orientation Interpret and use effectively Bisecting angles vertically opposite angles
diagram) modes of non-verbal Complementary angles There will be a criterion A
communication assessment on points, lines and
angles combined with the next unit,
Use and interpret a range of Transformations.
discipline-specific terms
and symbols

Thinking skills
Interpret data

Draw reasonable
conclusions and
generalizations
Test generalizations and
conclusions

6 6: Creativity Personal and The patterns we see in Factual: Which transformation does not preserve Self-management skills Translations A Task
Transformations Pattern cultural transformations demonstrate congruence? Create plans to prepare for Reflections
Change expression creativity and beauty Conceptual: How can transformations be viewed on summative assessments Rotations Students will identify different kinds of
-Beauty different interactive programs? (examinations and Enlargement/Reduction (Dilation) transformations and to what degree
Debatable performances) There will be a criterion A
Are geometric transformations actually changes? assessment on Transformations
combined with the previous unit,
What don’t I yet
points, lines and angles.
understand?

How can I share my skills to

help peers who need more
practice?

Thinking skills
Generating novel ideas and
considering new
perspectives

Create original works and

ideas; use existing works
and ideas in new ways

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 6 7: Geometric Form Scientific and The systems of geometric Factual: What are the names of the first 4 regular Communication Properties of: Recognising patterns B Investigation
Shapes Equivalence technical shapes are derived from the polygons? Make inferences and draw Interior and exterior angles of regular
Quantity innovation Conceptual: How does the number of sides of a regular conclusions ●  olygons
p polygons
quantity, form and possible
-systems polygon affect its central angle size? ● circles
equivalence of their
Debatable: When does a regular polygon become a Thinking ● triangles
attributes.
circle? Practice observing carefully in ● quadrilaterals
order to recognise problems ● solids
● Nets of solids
Draw reasonable conclusions
and generalizations

6 8: Positive and Systems Scientific and We process numbers via Factual: What is the opposite of a given whole number? Communication Opposites This was not assessed separately it.
Negative Pattern technical systems which give us a Conceptual: Why does negative 5 times negative 3 equal Use appropriate forms of
Numbers Representation innovation: positive 15? writing for different purposes Combined effects
visual representation of
-processes and patterns, and the resulting Debatable: Is zero positive, negative or neither? and audiences The number line extended
solutions solutions
Thinking Adding and subtracting negative numbers
Apply skills and knowledge in
unfamiliar situations
Multiplying and dividing negative numbers

6 9: Location Time, Place and Orientation in The locations of natural or Factual: Do the coordinates (3, 2) and (2, 3) Communication Map references Location Criterion D
Space space and time mathematical spaces and represent the same location? Use appropriate forms of Phuket map reading task
Representation -scale writing for different purposes Finding points
places are represented Conceptual: How can direction and distance
Communication accurately through scale instructions guide others to a location? and audiences Coordinates
diagrams. Debatable: Are maps ever totally accurate? Use a variety of media to
communicate with a variety of Positive and negative coordinates
audiences
Direction
Thinking (creative) Using a scale
Create original works and
ideas.

Transfer skills
Apply skills and knowledge in
unfamiliar situations

Grade Unit Number Key and Global Context Statement of Inquiry Inquiry Questions Approaches To Learning Content (topics / knowledge/ subject specific skills) Summative Assessment and MYP
and Title Related Skills taught / learnt / Criteria Assessed
Concepts developed in this unit

7 1: Number Logic Scientific & Logical processes aid number Factual: How can we perform complex calculations Communication skills Rounding and Estimation Criterion A: Test
Fluency technical fluency, by using patterns to quickly and easily? What patterns help us in doing so? Exchanging thoughts, Order of operations
Justification, innovation justify solutions. messages and information Index notation Criteria B & C: Frogs and toads
pattern - Processes and Conceptual: When is it appropriate to use estimation? effectively through Square and cube numbers investigation
solutions When should you use mental computation? How do you interaction.
justify your solution? Divisibility Rules
Factors and Multiples
Give and receive
Debatable: Are there other possible number systems? Prime and composite numbers
Can there be more than one correct answer to a
meaningful feedback: Roots
mathematical problem? Interpret and use effectively
modes of non-verbal
communication

Reading, writing and using

language to gather and
communicate information

Use and interpret a range of

discipline-specific terms
and symbols

Critical thinking skills

Managing time and tasks
effectively.

Plan short- and long-term

assignments; meet
deadlines

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 7 2: Geometry Form Orientation in The representation of the Factual: How are points, lines, line segments, rays, and Communication skills Angles and lines Combine with next unit
. space & time geometric form of various shapes angles related? Points and lines Criteria A and C:
Representation, -scale defines the space they occupy. Use appropriate forms of Angle properties Angles, Perimeter and Area test.
Space Conceptual: Is there only one true geometrical system? writing for different Angle pairs
purposes and audiences Parallel lines Or: Ferris Wheel Investigation,
Debatable: Which is more accurate, measurement or Bisectors Criterion B and C. (Scaffolding
calculation? Understand and use included)
Polygons
mathematical notation
Triangles
Organize and depict Angles of triangle
information logically Isosceles triangles
Quadrilaterals
Angles of quadrilaterals.
Thinking skills

Use brainstorming and

visual diagrams to generate
new ideas and inquiries
Consider multiple
alternatives, including those
that might be unlikely or
impossible

7 3: Measurement Relationships Globalization & Relationships exist between Factual: How can patterns be used to determine Self-management skills Length and Area Combine with previous unit
- Length, Area sustainability measurements of quantity standard formulas for area and perimeter? Perseverance Perimeter Criteria A and C:
and Volume Quantity, -scarcity of that can help us make the Area of polygons Angles, Perimeter and Area test.
representation resources best use of our natural Conceptual: Where would you find symmetry? Self-motivation Area of composite shapes
resources. Volume
Debatable: Which designs are most suitable for a fixed Research skills Capacity Criterion D: Volume and capacity
volume? Access information to be Area of circles investigation
informed and inform others

Collect and analyse data to

identify solutions and make
informed decisions
Process data and report
results

7 4: Probability Logic Identities and Logic is used when Factual: How is the likelihood of an event determined and Self-management skills Discrete probability Criteria A and C: Probability
Generalization relationships generalising relationships to communicated? Plan short- and long-term Assigning numbers to probability Assessment
Representation -Mathematical model probabilities and assignments; meet Sample space
identities, represent real-life outcomes Conceptual: How realistic is an expected value? deadlines Theoretical probability
modelling v Complementary events
reality… Debatable: Can we justify decisions based on theoretical Use appropriate strategies Tree diagrams
predictions? for organizing complex Relationship between theoretical and experimental probability
information

Thinking skills
Apply skills and knowledge
in unfamiliar situations
Inquire in different contexts
to gain a different
perspective

7 5: Algebra: Logic Scientific & We can use algebra in Factual: Why do we use variables? Self-management skills Writing algebraic expressions Criteria A and C: Test
Expressions and Simplification technical mathematical systems, so as to Managing state of mind Key-words in Algebra
Equations Systems innovation logically simplify and solve Conceptual: What is the unknown? Perseverance Equal expressions Criterion B:Frogs investigation
-systems equations Collecting like terms
Debatable: Can we make reliable generalisations beyond Thinking skills Algebraic products
the range of experience? Apply skills and knowledge Evaluating algebraic expressions
in unfamiliar situations
Equations
Solving simple equations
Maintaining balance

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 Inverse operations
Solving equations
Equations with repeated unknowns
Word problems

7 6: Statistics Relationships Identities & Statistics observed in data Factual: Communication skills Types of data Criterion A: Statistics Test
Representation relationships sources can be used to represent How can we present data? Use appropriate forms of Organization & display of data
Patterns -data relationships and patterns writing for different Frequency tables Criterion D: Statistical Investigation
management Conceptual: purposes and audiences Frequency graphs
How do we select and interpret statistics calculations? Measures of centre: mean, median, mode
Interpret and use effectively Choosing the appropriate measure
Debatable: modes of non-verbal Grouped data
Can we trust statistics? communication Mean from grouped data
Measuring the spread of data - range,
Thinking skills Cumulative frequency
Gather and organize Scatter Plots
Line of best fit
relevant information to
Predicting the future.
formulate an argument

Interpret data
Draw reasonable
conclusions and
generalizations

7 7: The Form Orientation in The co-ordinate plane is one Factual: Communication Number grids No summative assessment.
Coordinate Representation space and time form of representing orientation What is the role of the axes in the coordinate plane? Use appropriate forms of
Plane Systems -other in space writing for different purposes Positive and negative coordinates
(co-ordinates) Conceptual: and audiences Plotting points from a table of values
What is the significance of the quadrants on the
coordinate plane? Thinking Graphing straight lines
Apply skills and knowledge in
Debatable: unfamiliar situations
Horizontal and vertical lines
Are infinite lines on the coordinate plane actually useful?

7 IDU Connections Globalisation Connections can be made by Factual: Transfer skills Types of data Statistics
Inside Out Change and sustainability generalising data, so making How do we represent data? Use effective learning Organization & display of data Averages
Generalisations Data driven decisions to sustain/change a Conceptual: strategies in subject groups Frequency tables Averages from a table.
decision making healthier lifestyle How do we analyse data? and disciplines Frequency graphs
Debatable: Measures of centre: mean, median, mode
Can you make reliable predictions using the data you Choosing the appropriate measure
have collected? Grouped data
Mean from grouped data
Measuring the spread of data - range,
Cumulative frequency
Scatter Plots
Line of best fit
Predicting the future.

Grade Unit Number Key and Global Context Statement of Inquiry Inquiry Questions Approaches To Learning Content (topics / knowledge/ subject specific skills) Summative Assessment and MYP
and Title Related Skills taught / learnt / Criteria Assessed
Concepts developed in this unit

8 1: Number Logic Scientific and Factual: How can we understand numbers and their Communication BIDMAS, factors, prime factors, LCM, HCF, negative numbers, A, B
Fluency Technical properties better by decomposing them? multiplying and dividing by powers of ten, fractions, equivalent
Representation Innovation Number skills allow us to logically fractions, mixed numbers and improper fractions, adding and A by test
Quantity represent arithmetic quantities. Conceptual:How do I demonstrate the relationship subtracting fractions, multiplying and dividing fractions, ratio
-Systems between numbers, quantities and place value for whole Critical Thinking B by investigation (Repeating
numbers up to 1,000? fractions)

Debatable:When is the “correct” answer not the best

solution?

8 2: Aesthetics Personal and Geometric transformations and Factual: What is a transformation? Creative Thinking Transformations, rotation, reflection, enlargement, translation A, C (Tribal designs)
Transformations cultural patterns are used to represent
Pattern expression the aesthetics of culture. Conceptual:How is geometric transformations supporting
Represntation tribal art forms?
-Artistry
Debatable:Why are geometric transformations so
appealing?

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 8 3: Coordinate Identity Orientation in Coordinate geometry helps us Factual: What notation do we use to represent Communication Identify points on a cartesian plane, gradient, rate of change, y = mx + A
Geometry space and time understand our place in time and coordinates in 2d and 3d space? c, draw a straight line graph, find the line equation, apply to real world
Models - Other space and this gives us a model problems D Planning a celebration meal
Space on which to identify our position. Conceptual: Why is this useful?

Debatable: How are position words useful?

8 4: Pythagoras Form Orientation in Understanding the underlying Factual:Investigate how the lengths of sides in a right Communication - make Right-angled triangles, square numbers, square roots, Pythagoras, B - Pythagoras investigation
and Radicals space and time form of right triangles allows us to angled triangle are always consistently related inferences and draw problem solving
-Other represent, simplify and solve Conceptual:What arithmetic operations work with conclusions A - Test
Representation geometric problems. radicals?
Simplification Debatable: Was the hypotenuse found or discovered? Organisation - plan short and
Who invented the sign? long-term assignments

8 5: Linear Algebra Communication Scientific and Linear algebra allows us to Factual:What are the tools needed to solve linear Self management - affective Factorising linear expressions, rearrange simple formula, derive a rule A - test
technical communicate and represent equations and inequalities? for an arithmetic sequence, solve (two-step) equations, solve linear
innovation equivalent real life problems Conceptual:What information and strategies would you equations with fractional coefficients, expand brackets
Representation use to solve a multi-step word problem? Chaps 7, 8 and 19 (includes index laws), simultaneous equations
Equivalence Mathematical Debatable: What is the unknown?
puzzles

8 6: Statistics Relationships Globalisation Statistics allows us to represent Factual: How can you collect, organize, and display Transfer skills Data collection, constructing and interpreting graphs, calculating Investigation (Pumpkins) by
Representation and sustainability the relationships which impact on data? Use effective learning mean, median and mode, calculating the interquartile range C, D
This is the IDU (Maths) - Human impact sustaining our environment How can you represent data strategies in subject groups
unit Environment on the Conceptual: How do you interpret the data you have and disciplines
(Sci) environment collected? 20/21 This is an IDU and task is
Debatable: Do statistics always lie? Self management - changing - based on data
organisation (plan short and collection in Science
long term assessments). Investigation C/D - River study

The summative is a 3-lesson

project, ensure time is
allocated wisely.

8 7: Length, Area, Change Scientific and Factual: What tools and units are used to measure the Social - collaboration Finding the perimeter and circumference, area and volume of regular A - test
Volume technical attributes of an object? and irregular two dimensional and three dimensional shapes. Focus C, D - Painting the school
Change innovation Solutions for optimal packaging Conceptual: How do you decide which unit of on prisms in 3D. Compound shapes. Nets
Quantity can change through varying measurement to use?
-Processes and quantities. Debatable: What makes efficient packaging?
Solutions

Grade Unit Number Key and Global Context Statement of Inquiry Inquiry Questions Approaches To Learning Content (topics / knowledge/ subject specific skills) Summative Assessment and MYP
and Title Related Skills taught / learnt / Criteria Assessed
Concepts developed in this unit

There will be 2 Grade 9 Maths classes. One class will cover the core MYP 4 material, and the other will cover core and extended mathematics. Students will be placed in a class based on evidence (attainment and attitude) obtained during the first 6 weeks of Grade 9.

9 1: Number Form Scientific and Systems of numbers and Factual:What number or symbol is needed to make Communication Basic rules of indices (exponent laws including fractional exponents), A by test (leveled 1-2, 3-4, 5-6 and
fluency Quantity technical quantities can be written (and number sentences true? standard form (scientific notation), operations with numbers in 7-8) covering the content of this unit
Systems innovation applied) in different forms. standard form, prime factorisation (indices)
-Methods Conceptual:How do I demonstrate the relationship
between numbers, quantities and place value for whole Critical Thinking B/C Knights investigation. Finding
numbers up to 1,000? Are there different forms which I patterns and communicating
can use? results/predictions

Debatable:When is the “correct” answer not the best

solution? How do you know when one method is more
suitable than another?

9 1(a): Form Globalisation Understanding the form and Factual:What units are used to measure length, area and Thinking Length, area, surface and volume of a range of 2D and 3D shapes A by quiz (multiple choice) (levelled
Measurement Quantity and sustainability quantity of packaging models volume? covering length, area and volume)
Models -Consumption sustainable consumption. Conceptual:is there a difference between volume and
capacity? D by investigation (Tubes) Students
Debatable: why might producers choose packaging are to make an open ended cylinder
which is extreme in quantity? with a piece of card of fixed
dimensions...and then with a piece of
card of fixed area(but variable
dimensions)

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 9 2: Algebra Logic Scientific and Algebra enables us to give a Factual:What is the unknown? How is this represented? Critical thinking Expanding brackets, combining like terms, solving linear equations, B, C by investigation (Borders) (this
Representation technical logical representation of scientific solving equations with algebraic fractions, solving linear inequalities. investigation covers drawing
Model innovation processes. Conceptual:What information and strategies would you Factorising linear and quadratic expressions. diagrams to try and find numerical
-processes and use to solve a multi-step word problem? What processes sequences, which can then be
solutions will you use? expressed algebraically)

Debatable: Can the patterns or relationships support your A by test (factorising only) (levelled
predictions? Are there ever any solutions which are and testing factorisation of linear and
invalid? quadratic expressions)

9 3: Straight Line Logic Scientific and Straight line graphs can logically Factual:Why are graphs helpful? Communication Parallel and perpendicular lines, the relationship between their A by test (a levelled test covering
Graphs Representation technical represent scientific models. gradients, measuring (and calculating) the distance between two distance between two points,
Space innovation How can you find the gradient of a straight line graph? points, understanding and using the cartesian plane, finding the midpoints, gradients and equations of
-Models (graphs and tables) -E3 midpoint of two points, the linear function f(x) = mx + c, its graph lines)
Conceptual:Are you able to solve a linear inequality by gradient and y-intercept. Graphing linear inequalities
graphing? (y=mx+c, meaning of each D by investigation (Mobile phones) -
component, Ax + By = C) 3 mobile plans are given, graphs
Debatable: Do mathematical models conceal as much as Thinking -Transfer skills drawn and then conclusions made as
they reveal? to which plan is ‘best’.

9 4: Probability Communication Scientific and We can use theoretical Factual:How is the probability of an event determined Critical thinking Calculating probabilities of simple events, with and without A by test (a levelled test covering
Model technical probability to model and and communicated? replacement. Solving problems using tree diagrams and venn basic probability and applications of
Representation innovation represent real (simplified) life Conceptual: How is the probability of an event diagrams. Number sets, notation, union and intersection probability spaces, venn diagrams
-Models situations. described? and tree diagrams)
Students will be taught how to
Debatable: Are probabilities ever accurate? present the problem C/D by real-life problem (Tennis
Tournament).4 players in semi-finals
Communication each having probability of beating
other players. Who is most likely to
win Grand Final?

Specific probability symbols will

be taught, used in class and in
final assessment (in place of
words)

9 5: Trigonometry Time, place and Scientific and Trigonometry uses scientific Factual: What measures of angle are used? Communication Solving problems using the properties of angles in triangles/angles in A - A test (levelled) - multiple choice
space technical innovation to represent and solve Conceptual: How can objects be represented and intersecting and parallel lines/angles in regular and irregular
innovation measurement problems in space compared using geometric attributes? Creative thinking polygons/angles in circles. Using Pythagoras’ theorem. Relating B An investigation into trig graphs
Representation -Processes and Make unexpected or unusual angles and sides of right-angled triangles using sine, cosine and
Space solutions Debatable: Was trigonometry found or invented? connections between objects tangent. Solving problems in right-angled triangles using trigonometric
and/or ideas ratios

9 6: Quadratics Logic Scientific and Quadratic functions use scientific Factual: What is a quadratic? Self-management - managing Factorising quadratic equations, graphing quadratic functions. Using B, C and D (Guttering task)
Representation technical methods to logically represent Conceptual:Why are they so important? time and self motivation in the different forms of the quadratic function to sketch graphs (x and y A test
Space innovation problems and to reach solutions Debatable: How can you tell the difference between a final assessment intercepts and vertex). Find the quadratic function from the graph. (Summative assessments not given
catenoid and a parabola? For communication - looking because of online learning)
-methods, specifically at how graphs can
processes and show maxima/minima A was tested in 2022 (EoY exam)
solutions (optimisation type problems)
For self-management -
managing time (in an online
learning situation)

9 7: Simultaneous Relationships Scientific and Decision making can be Factual: What does simultaneous mean? Critical thinking skills: which Solving equations graphically and algebraically A (a test, levelled)
Equations Models Technical improved by using a model of Conceptual:How do you know if there is a solution method of solving is most D a real-life problem, marked against
Representation innovation simultaneous equations to graphically? appropriate criterion D only
-Processes and represent solutions. Debatable: Can there be an infinite number of solutions? Cancelled because of online learning
solutions Or none? How do we know?

9 7: Pot Pourri Systems Identities and We can quantify our lifestyle Factual: What is the difference between simple and Self-management A mixture of mini topics to try and cover the whole Grade 9 text book D (Financial Maths)
Relationships choices using using the patterns compound interest. Communication which includes A (end of year assessments)
This one is not Patterns -Lifestyle we find in mathematical systems Conceptual: What types of borrowing is available. ● Inequalities Cancelled due to online classes
filled out on Quantity Choices Debatable: Planning for the future: what will my future ● Perimeter, area, volume
Managebac be? ● Statistics Only mini-topic covered was
● Financial Maths Inequalities
● Transformations

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 May or may not ● Congruence and similarity
happen (esp ● Exponential and rational functions
because of ● Proportion
online learning).
Will be added on
managebac IF it
happens

Grade Unit Number Key and Global Context Statement of Inquiry Inquiry Questions Approaches To Learning Content (topics / knowledge/ subject specific skills) Summative Assessment and MYP
and Title Related Skills taught / learnt / Criteria Assessed
Concepts developed in this unit

There will be 2 Grade 10 Maths classes. One class will cover the core MYP 5 material, and the other will cover core and extended mathematics. Students will be placed in a class based on evidence (attainment and attitude) obtained during the first 6 weeks of Grade 10.

10 1: Quadratic Logic Identities and Decision making can be Self-management Collecting like terms A - by test
Equations Equivalence relationships improved by using a model to Factual: What do the solutions of a quadratic equation Expanding single brackets, expanding single double brackets
Representation represent relationships represent? Expanding double brackets.
Changing the subject of an equation.
Conceptual: What is the significance of the discriminant
of a quadratic equation? Factorising linear and quadratic expressions.
Solving linear equations.
Debatable: Does every quadratic equation have a Solving quadratic equations by a range of methods
solution? solving simultaneous equations.
Completing the square technique
Word problems solving quadratic, linear and simultaneous equations.

10 2: Sequences Form Scientific and Sequences and series form Factual:What are the different ways to represent the Communication Predicting the next term in a number sequence (linear, quadratic, B; Pizza cutting activity.
and Series Generalisation technical patterns that can be generalised patterns or relationships? triangular, Fibonacci).
Pattern innovation (to infinity and beyond) Finding and justifying general rules.
Conceptual:How can you identify a quadratic sequence? Finding sums of series (including infinite series)
Debatable: Why do Fibonacci numbers appear in the
natural world so often?

10 3: Trigonometry Time, place and Scientific and The methods of trigonometry aid Factual: What measures of angle are used? Communication Solving problems in right-angled triangles using trigonometric ratios. C, D Shooting investigation
space technical us in measuring place in our Organise and depict Advanced trigonometry using non right-angled triangles.
Approximation innovation universe Conceptual: How can objects be represented and information logically Using radians or degrees when solving problems.
Patterns -methods compared using geometric attributes? Modelling using trigonometry.
Patterns in space and time can Organise and depict B Investigating trigonometric graphs (
be used to approximate How do the angles in a triangle affect which trigonometric information logically done as a grade in semester 2)
positions. rule is applicable?
Thinking
Debatable: Was trigonometry found or invented? Gather and organise relevant
information to formulate an
argument

Use models and simulations to

explore complex systems and
issues

10 4: Geometry Logic Scientific and There is a logic to geometry Factual:How can we test that triangles are congruent? Communication Pythagoras’ Theorem and Pythagorean triples. Test (A and C) Pythagoras,
Measurement technical which involves representation Give and receive meaningful Congruence and Similarity test
Equivalence innovation of equivalences in the plane Conceptual:How is mathematical similarity related to feedback Congruent triangles.
-mathematical and in space. congruence?
puzzles Read critically and for Similarity.
Debatable:Can congruence exist in the natural world? comprehension
Solving similarity problems using the properties of angles in triangles
Thinking (Critical) and circles.
Use models and simulations to
explore complex systems and Solving similarity problems in areas and volumes.
issues

Consider multiple alternatives,

including those that might be
unlikely or impossible

10 5: Measurement Form Globalisation Structured systems for Factual: How do we calculate area, surface area and Communication Finding the perimeter, area (surface area) and volume of 2D and 3D D - Investigation (Decorating an
Model and sustainability measurement of quantities are volume? Organise and depict shapes. apartment)
Quantity -consumption useful when modelling to Conceptual: What does optimization mean for the use of information logically Prisms and pyramids.
optimise the use of resources. resources? The effects of enlargements on dimensions. Include spheres,
Debatable: Is the metric system necessary? pyramids and prisms - and compound shapes.

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 10 6: Statistics Relationships Scientific and Statistical methods are used Factual: How can you collect, organize, and display Communication Grouped discrete and continuous data A:Students also did an investigation
Representation technical to represent and quantify data? Make inferences and draw Histograms and box-and-whisker plots as to compare their height to what
Quantity innovation relationships. conclusions Estimation of mean and median for grouped data, cumulative their height was in grade 7.
Conceptual: How do you interpret the data you have frequency graphs and interpretation.
collected? Organise and depict Measures of dispersion: range, IQR, standard deviation. The work from this unit is assessed
information logically as part of the end-of-year exam.
Debatable: Do statistics lie?
Research
Collect, record and verify data

Present information in a variety

of formats and platforms

10 7: Algebraic Logic Scientific and The system of simplifying Factual: How do we simplify algebraic expressions and Communication Evaluating algebraic fractions No summative assessment
Fractions Simplification technical algebraic fractions leads to equations? Use appropriate forms of Simplifying algebraic fractions (preparation for DP course)
Equivalence innovation better understanding of writing for different purposes Multiplying and dividingalgebraic fractions
equivalence in algebra. Conceptual: How are equivalent algebraic expressions and audiences Adding and subtracting algebraic fractions
useful in solving complex equations? Solving equations withalgebraic fractions
Thinking (transfer skills)
Debatable: Do algebraic questions relate to the real Apply skills and knowledge in
world? unfamiliar situations

Last Updated February 2023

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