Course Description
Textbook: Mathematics, Houghton Mifflin 2002
Recommended Home Resource: Math On Call, Great Source 2004 (available at www.greatsource.com)
Overview:
This Year 1 Math course is designed for students to acquire the computational skills required to be successful in Pre-Algebra. Problem solving and reasoning techniques are reinforced. Variables, basic equations, and geometry are introduced. Critical thinking and application of basic skills are reinforced. Students begin to keep an IB MYP math journal of concepts, terms, mathematical writing, and math projects. Both elements of Geometry and real world measurement are explored. Additionally, they explore proportional reasoning. IB MYP projects are varied as they relate to our studies and integrate with additional subjects.
Topics Covered:
Patterns and Whole Numbers, Number Sense and Fractions Concepts,
Fraction Operations, Decimal Operations, Proportions, Percents Probability, Plane Geometry, Solid Geometry, and Data
Formative Assessment:
Class work, homework, quizzes, reflection written and/or oral, journaling, group work
Summative Assessment:
Unit Tests, mid-term and final exams, MYP projects
ATL’s: note taking, math journaling, recognizing concepts and applying skills, using a calculator, using appropriate technology skills, developing and applying problem-solving strategies, approximating data and evaluating findings
Human Ingenuity: Problem-based explorations, drawing and understanding diagrams, using measurement instruments
Environments: Using data from other aspects of the school environments to create informative diagrams
Community and Service: Presenting data to school community
Math, MYP Year 1 Aims and Objectives:
At the end of the first year, students should be able to demonstrate basic knowledge and understanding of the following branches of mathematics: • number • algebra • geometry, statistics and probability • discrete mathematics by being able to:
• know and demonstrate understanding of some of the basic concepts of number, algebra, geometry and statistics and probability, and discrete mathematics;
• use basic concept-specific strategies to solve simple problems in both familiar and unfamiliar situations including those in real-life contexts;
• apply basic rules correctly to solve simple problems including those in real-life contexts;
• recognize simple patterns similar to previously seen examples;
• describe simple patterns in words and/or diagrams;
• arrive at a result or set of results and make predictions based on extending the pattern(s);
• describe simple mathematical relationships;
• students should be able to communicate mathematical ideas, reasoning and findings by being able to;
• use appropriate mathematical language (notation, symbols, terminology) in both oral and written communications, with guidance from the teacher;
• use different forms of mathematical representation (simple formulae, diagrams, tables, charts, graphs and models), with guidance from the teacher;
• state, in writing and/or verbally, the steps followed in solving simple problems;
• consider the reasonableness of their results in the context of the problem;
• consider the importance of their findings, with guidance from the teacher;
• consider alternatives to the method when appropriate, with guidance from the teacher.