MILLBROOK HIGH SCHOOL: MIDDLE YEARS PROGRAMME

MYP Mathematics
A companion manual to support
Principles to Practice and the Subject Guide

Compiled by Jessica Collins, MYP Coordinator at Millbrook High School, Raleigh, North Carolina
2014-2015

This document provides guidance for teaching and learning in the IB Middle Years Programme. The information in the
companion manual is specific to Mathematics classes. Additional information can be located online at
www.mypatmhs.weebly.com.
 Table of Contents

Conceptual Understanding 2
Key Concepts 2
Related Concepts 4
Global Contexts 5

Teaching and Learning Through Inquiry 7

Statements of Inquiry 7
Inquiry Questions 7
Examples 7

Mathematics Learning Objectives 9

Objective A: Knowing and Understanding 10
Objective B: Investigating Patterns 11
Objective C: Communicating 12
Objective D: Applying Math in Real Life Contexts 13

Assessment in the MYP 14

Assessment Practices 14
Assessment Tasks in MYP Math 15
Task Specific Rubrics 16
Achievement Levels and Assigning Grades 17
Measuring Student Growth 17

Approaches to Learning Skills 18

Unit Planner Guide 23

MHS: MYP Mathematics Subject Guide Companion (August 2014) 1

 Conceptual Understanding

A concept is a “big idea”—a principle or notion that is enduring, the significance of which
goes beyond particular origins, subject matter or a place in time. Concepts represent the
vehicle for students’ inquiry into the issues and ideas of personal, local and global
significance, providing the means by which they can explore the essence of mathematics.

Concepts have an important place in the structure of knowledge that requires students and
teachers to think with increasing complexity as they organize and relate facts and topics.
Concepts express understanding that students take with them into lifelong adventures of
learning. They help students to develop principles, generalizations and theories. Students use
conceptual understanding as they solve problems, analyse issues and evaluate decisions
that can have an impact on themselves, their communities and the wider world.

In the MYP, conceptual understanding is framed by prescribed key and related concepts.
Teachers must use these concepts to develop the curriculum

KEY CONCEPTS
Key concepts promote interdisciplinary understanding. They represent big ideas that are
both within and across disciplines and subjects.

The MYP has chosen 16 key concepts to be explored across all subjects, but 4 have been
identified as the framework for mathematics. As your focus for the year, these concepts will
inform units of work and help to organize teaching and learning. Unit of study will focus on
one to two key concepts and each concept should be addressed at least once in the
duration of the course.

Aesthetics Change Communication Communities

Connections Creativity Culture Development

Form Global Interactions Identity Logic

Perspective Relationships Systems Time, Place, & Space

Form
Form is the shape and underlying structure of an entity or piece of work, including its
organization, essential nature and external appearance.

Form in MYP mathematics refers to the understanding that the underlying structure and
shape of an entity is distinguished by its properties. Form provides opportunities for students to
appreciate the aesthetic nature of the constructs used in a discipline.

MHS: MYP Mathematics Subject Guide Companion (August 2014) 2

Logic
Logic is a method of reasoning and a system of principles used to build arguments and
reach conclusions.

Logic in MYP mathematics is used as a process in making decisions about numbers, shapes,
and variables. This system of reasoning provides students with a method for explaining the
validity of their conclusions. Within the MYP, this should not be confused with the subfield of
mathematics called “symbolic logic”.

Relationships
Relationships allow students to identify and understand connections and associations
between properties, objects, people and ideas—including the human community’s
connections with the world in which we live. Any change in relationships brings
consequences—some of which may occur on a small scale, while others may be far-
reaching, affecting large systems like human societies and the planet as a whole.

Relationships in MYP mathematics refers to the connections between quantities, properties or

concepts and these connections may be expressed as models, rules or statements.
Relationships provide opportunities for students to explore patterns in the world around them.
Connections between the student and mathematics in the real world are important in
developing deeper understanding.

MHS: MYP Mathematics Subject Guide Companion (August 2014) 3

RELATED CONCEPTS
Related concepts promote deep learning. They are grounded in specific disciplines and are
useful for exploring key concepts in greater detail. Inquiry into related concepts helps
students develop more complex and sophisticated conceptual understanding. Related
concepts may arise from the subject matter of a unit or the craft of a subject—its features
and processes.

Change A variation in size, amount or behaviour

The state of being identically equal or interchangeable, applied to

Equivalence
statements, quantities, or expressions

Generalization A general statement made on the basis of specific examples

Justification Valid reasons or evidence used to support a statement

A method of determining quantity, capacity or dimension using a defined

Measurement
Unit

Model A depiction of a real-life event using expressions, equations or graphs

Pattern A set of numbers or objects that follow a specific order or rule

Quality An amount or number

Representation The manner in which something is presented

Simplification The process of reducing to a less complicated form

Space The frame of geometrical dimensions describing an entity

System Valid reasons or evidence used to support a statement

Global Contexts
Global contexts direct learning towards independent and shared inquiry into our common
humanity and shared guardianship of the planet. Using the world as the broadest context for
learning, MYP mathematics can develop meaningful explorations. Many inquiries into
mathematics concepts naturally focus on scientific and technical innocation. However,
courses in this subject group should, over time, offer students multiple opportunities to explore
all MYP global contexts in relationship to the aims and objectives of the subject group.

MHS: MYP Mathematics Subject Guide Companion (August 2014) 4

 MYP Global Contexts
Possible explorations to develop:
 competition and cooperation; teams,
Students will explore
affiliation and leadership
identity; beliefs and
 identity formation, self-esteem, status,
identities values; personal,
roles and role models
physical, mental, social
and and spiritual health;
 personal efficacy and agency; attitudes,
relationships motivations, independence; happiness
human relationships
and the good life
including families,
Who am I?  physical, psychological and social
friends, communities
Who are we? development, transitions, health and well-
and cultures; what it
being, lifestyle choices
means to be human.
 human nature and human dignity, moral
reasoning and ethical judgment,
consciousness and mind

Students will explore

personal histories;
Possible explorations to develop:
homes and journeys;
orientation  civilizations and social histories, heritage;
turning points in
pilgrimage, migration, displacement and
in time and humankind; discoveries;
exchange
space explorations and
 epochs, eras, turning points and ‘big
migrations of
history’
What is the humankind; the
 scale, duration, frequency and variability
meaning of relationships between,
 peoples, boundaries, exchange and
‘where’ and and the
interaction
‘when’? interconnectedness of,
 natural and human landscapes and
individuals and
resources
civilizations, from
 evolution, constraints and adaptation
personal, local and
global perspectives.

Possible explorations to develop:

personal Students will explore the  artistry, craft, creation, beauty
and cultural ways in which we  products, systems and institutions
expression discover and express  social constructions of reality;
ideas, feelings, nature, philosophies and ways of life; belief
What is the culture, beliefs and systems; ritual and play
nature and values; the ways in  critical literacy, languages and linguistic
purpose of which we reflect on, systems; histories of ideas, fields and
creative extend and enjoy our disciplines; analysis and argument
expression? creativity; our  metacognition and abstract thinking
appreciation of the  entrepreneurship, practice and
aesthetic. competency

MHS: MYP Mathematics Subject Guide Companion (August 2014) 5

 MYP Global Contexts
Students will explore the Possible explorations to develop:
natural world and its laws;  systems, models, methods; products,
scientific and the interaction between processes and solutions
people and the natural  adaptation, ingenuity and progress
technical world; how humans use  opportunity, risk, consequences and
innovation their understanding of responsibility
scientific principles; the  modernization, industrialization and
How do we impact of scientific and engineering
understand technological advances  digital life, virtual environments and
the worlds on communities and the information age
in which we environments; the impact  the biological revolution
live? of environments on human  mathematical puzzles, principles and
activity; how humans discoveries
adapt environments to
their needs.
Students will explore the
interconnectedness of Possible explorations to develop:
human-made systems and  markets, commodities and
globalization communities; the commercialization
and relationship between local  human impact on the environment
sustainability and global processes; how  commonality, diversity and
local experiences mediate interconnection
How is the global; reflect on the  consumption, conservation, natural
everything opportunities and tensions resources and public goods
connected? provided by world-  population and demography
interconnectedness; the  urban planning, strategy and
impact of decision-making infrastructure
on humankind and the
environment.
Possible explorations to develop:
 democracy, politics, government
fairness and Students will explore rights
and civil society
development and responsibilities; the  inequality, difference and inclusion
relationship between
 human capability and development ;
What are communities; sharing finite
social entrepreneurs
the resources with other
 rights, law, civic responsibility and the
consequen- people and with other
public sphere
ces of our living things; access to
 justice, peace and conflict
common equal opportunities;
management
humanity? peace and conflict
 power and privilege
resolution.
 authority , security and freedom
 imagining a hopeful future

MHS: MYP Mathematics Subject Guide Companion (August 2014) 6

 Teaching and Learning Through Inquiry

Statements of Inquiry
A statement of inquiry sets conceptual understanding in a global context in order to frame
classroom inquiry and direct purposeful learning

Key Related Global Statement

Concept Concept Context of Inquiry

Inquiry Questions
Teachers and students use statements of inquiry to help them identify factual, conceptual
and debatable inquiry questions. Inquiry questions give direction to teaching and learning,
and they help to organize and sequence learning experiences.

Factual Questions: Debateable Questions:

Conceptual Questions:
Remembering facts Evaluating Perspectives and
Analysing Big Ideas
and topics Developing Theories

Possible Project/Study: Geometry and Trigonometry - volume

RELATED CONCEPTS:
space, quantity GLOBAL
KEY CONCEPT: CONTEXT:
Form Fairness and
Development

STATEMENT OF INQUIRY:
Architects and engineers must
use finite resources responsibly
when they design new
structuers.

Factual
Debateable
Questions: Conceptual Questions:
Questions:
How does the Why do we have to
What responsibility do
volume of an consider the form, and
we have to care about
area differ from size when developing?
out envirnment?
its area?

MHS: MYP Mathematics Subject Guide Companion (August 2014) 7

Possible Project/Study: Algebra – projectile motion

RELATED CONCEPTS:
GLOBAL
pattern, simplification,
CONTEXT:
KEY CONCEPT: model
Scientific and
Logic Techinical
Innovation

STATEMENT OF INQUIRY:
Modeling using a logical
process helps us to understand
the world.

Factual
Conceptual Questions:
Questions: Debateable Questions:
How can math explain
What determines What is more natural;
or predict events in the
if two events are order or chaos?
world around us?
interdependent?

Possible Project/Study: Number – exponentials and logarithms

RELATED
CONCEPTS:
KEY CONCEPT: GLOBAL CONTEXT:
system, change Globalization and
Relationships Sustainability

STATEMENT OF INQUIRY:
Understanding mathematical
relationships can lead t a better
understanding of human impact on
environments.

Debateable
Factual
Conceptual Questions: Questions:
Questions:
Explain the connection What can be done
What are the
between an oil spill and to limit the
rules of
water polution? potential impact of
exponents?
population growth?

MHS: MYP Mathematics Subject Guide Companion (August 2014) 8

 Mathematics Learning Objectives

The objectives of any MYP subject state the specific targets that are set for learning in the
subject. They define what the student will be able to accomplish as a result of studying the
subject.
The objectives of MYP mathematics encompass the factual, conceptual, procedural and
metacognitive dimensions of knowledge.
Each objective is elaborated by a number of strands; a strand is an aspect or indicator of
the learning expectation.

Together these objectives reflect the knowledge, skills and attitudes that students need in
order to use mathematics in a variety of contexts (including real-life situations), perform
investigations and communicate mathematics clearly.

Subject groups must address all strands of all four objectives at least twice in each
year of the MYP.

In order to keep track of the standards used in each unit and the number of times it has
been used, teachers/PLTs may want to develop a system or check list. Below is an example.

OBJECTIVE STRAND UNIT WHERE IT IS ASSESSED

1
understanding
Knowing and

MHS: MYP Mathematics Subject Guide Companion (August 2014) 9

Objective A. Knowing and understanding
Knowledge and understanding are fundamental to studying mathematics and form the
base from which to explore concepts and develop skills. This objective assesses the extent to
which students can select and apply mathematics to solve problems in both familiar and
unfamiliar situations in a variety of contexts.
This objective requires students to demonstrate knowledge and understanding of the
concepts and skills of the four branches of mathematics (number, algebra, geometry and
trigonometry, statistics and probability).

In order to reach the aims of mathematics, students should be able to:

i. select appropriate mathematics when solving problems in both familiar and unfamiliar
situations
ii. apply the selected mathematics successfully when solving problems
iii. solve problems correctly in a variety of contexts.

Achvmnt
Level Descriptor
Level
The student does not reach a standard described by any of the descriptors
0
below.
The student is able to:
i. select appropriate mathematics when solving simple problems in familiar
1-2 situations
ii. apply the selected mathematics successfully when solving these problems
iii. generally solve these problems correctly
The student is able to:
i. select appropriate mathematics when solving more complex problems in
3-4 familiar situations
ii. apply the selected mathematics successfully when solving these problems
iii. generally solve these problems correctly
The student is able to:
i. select appropriate mathematics when solving challenging problems in familiar
5-6 situations
ii. apply the selected mathematics successfully when solving these problems
iii. generally solve these problems correctly.
The student is able to:
i. select appropriate mathematics when solving challenging problems in both
7-8 familiar and unfamiliar situations
ii. apply the selected mathematics successfully when solving these problems
iii. generally solve these problems correctly

MHS: MYP Mathematics Subject Guide Companion (August 2014) 10

Objective B. Investigating patterns
Investigating patterns allows students to experience the excitement and satisfaction of
mathematical discovery. Working through investigations encourages students to become
risk-takers, inquirers and critical thinkers. The ability to inquire is invaluable in the MYP and
contributes to lifelong learning.

In order to reach the aims of mathematics, students should be able to:

i. select and apply mathematical problem-solving techniques to discover complex
patterns
ii. describe patterns as general rules consistent with findings
iii. prove, or verify and justify, general rules.

Achvmnt
Level Descriptor
Level
The student does not reach a standard described by any of the descriptors
0
below.

The student is able to:

i. apply, with teacher support, mathematical problem-solving techniques to
1-2
discover simple patterns
ii. state predictions consistent with patterns.

The student is able to:

3-4 i. apply mathematical problem-solving techniques to discover simple patterns
ii. suggest general rules consistent with findings
The student is able to:
i. select and apply mathematical problem-solving techniques to discover
5-6 complex patterns
ii. describe patterns as general rules consistent with findings
iii. verify the validity of these general rules.
The student is able to:
i. select and apply mathematical problem-solving techniques to discover
7-8 complex patterns
ii. describe patterns as general rules consistent with correct findings
iii. prove, or verify and justify, these general rules.

MHS: MYP Mathematics Subject Guide Companion (August 2014) 11

Objective C: Communicating
Mathematics provides a powerful and universal language. Students are expected to use
appropriate mathematical language and different forms of representation when
communicating mathematical ideas, reasoning and findings, both orally and in writing.

In order to reach the aims of mathematics, students should be able to:

i. use appropriate mathematical language (notation, symbols and terminology) in both
oral and written explanations
ii. use appropriate forms of mathematical representation to present information
iii. move between different forms of mathematical representation
iv. communicate complete, coherent and concise mathematical lines of reasoning
v. organize information using a logical structure.

Achvmnt
Level Descriptor
Level
The student does not reach a standard described by any of the descriptors
0
below.
The student is able to:
i. use limited mathematical language
1-2
ii. use limited forms of mathematical representation to present information
iii. communicate through lines of reasoning that are difficult to interpret.
The student is able to:
i. use some appropriate mathematical language
ii. use appropriate forms of mathematical representation to present information
3-4
adequately
iii. communicate through lines of reasoning that are complete
iv. adequately organize information using a logical structure.
The student is able to:
i. usually use appropriate mathematical language
ii. usually use appropriate forms of mathematical representation to present
5-6 information correctly
iii. usually move between different forms of mathematical representation
iv. communicate through lines of reasoning that are complete and coherent
v. present work that is usually organized using a logical structure.
The student is able to:
i. consistently use appropriate mathematical language
ii. use appropriate forms of mathematical representation to consistently
present information correctly
7-8
iii. move effectively between different forms of mathematical representation
iv. communicate through lines of reasoning that are complete, coherent and
concise
v. present work that is consistently organized using a logical structure

MHS: MYP Mathematics Subject Guide Companion (August 2014) 12

Objective D: Using language
MYP mathematics encourages students to see mathematics as a tool for solving problems in
an authentic real-life context. Students are expected to transfer theoretical mathematical
knowledge into real-world situations and apply appropriate problem-solving strategies, draw
valid conclusions and reflect upon their results.

In order to reach the aims of mathematics, students should be able to:

i. identify relevant elements of authentic real-life situations
ii. select appropriate mathematical strategies when solving authentic real-life situations
iii. apply the selected mathematical strategies successfully to reach a solution
iv. justify the degree of accuracy of a solution
v. justify whether a solution makes sense in the context of the authentic real-life situation.

Achvmnt
Level Descriptor
Level
0 The student does not reach a standard described by any of the descriptors below.
The student is able to:
i. identify some of relevant elements of the authentic real-life situation
1-2
ii. apply mathematical strategies to reach a correct solution to the authentic real-life
situation, with limited success
The student is able to:
i. identify the relevant elements of the authentic real-life situation
ii. select, with some success, adequate mathematical strategies to model the authentic
real-life situation
3-4
iii. apply mathematical strategies to reach a correct solution to the authentic real-life
situation
iv. discuss whether the solution makes sense in the context of the authentic real-life
situation.
The student is able to:
i. identify the relevant elements of the authentic real-life situation
ii. select adequate mathematical strategies to model the authentic real-life situation
iii. apply the selected mathematical strategies to reach a valid solution to the authentic
5-6
real-life situation
iv. explain the degree of accuracy of the solution
v. explain whether the solution makes sense in the context of the authentic real-life
situation.
The student is able to:
i. identify the relevant elements of the authentic real-life situation
ii. select appropriate mathematical strategies to model the authentic real-life situation
iii. apply the selected mathematical strategies to reach a correct solution to the
7-8
authentic real-life situation
iv. justify the degree of accuracy of the solution
v. justify whether the solution makes sense in the context of the authentic real-life
situation.

MHS: MYP Mathematics Subject Guide Companion (August 2014) 13

 Assessment in the MYP

Assessment practices in the MYP aim to

- support student learning by providing consistent feedback on the learning process

- provide opportunities for students to demonstrate transfer of skills across disciplines
- develop critical and creative thinking skills
- assign the most accurate achievement level for student performance, rather than
averaging achievement levels over a given period of time
- assess student understanding at the end of a course

Choosing from a range of assessment strategies, teachers can devise assessment tasks that
give students opportunities to show clearly what they can achieve in relation to the
Statement of Inquiry, the MYP objectives, and state standards of the unit. Teachers will
ensure that they document and record student performance using various assessment tools.

ASSESSMENT STRATEGIES ASSESSMENT TASKS ASSESSMENT TOOLS

Observation Composition Anecdotal Records
Whole class or individual; as a Musical, physical, or artistic Brief written notes regarding
non-participant or while whole class or individual
engaged Creations of Solutions performance
Selected Response In response to given Continuums
Asking specific or general problems Visual representation of
questions to elicit responses students development that
from students Essays helps identify next stages of
Open Ended Tasks learning
Provide students with a Examinations Rubrics
stimulus and ask students to Measure students’
provide an original response Questionnaires performance at a variety of
– presentations, diagrams levels
Performance Investigations Examples
Allow students to show that Using student work as
they can do something with Research concrete examples of
the knowledge that they performance at various
have gained Presentations achievement levels
Process Journals Verbal (oral or written) or Checklists
Encourages reflection and graphic; uses various media Check off when students
metacognition in students; demonstrate a particular
allows for communication response to a task
between student and
teacher
Portfolio Assessment
Collection of work that shows
student mastery of content

MHS: MYP Mathematics Subject Guide Companion (August 2014) 14

Assessment Tasks in MYP Mathematics
Criterion Typical Assessment Tasks Notes
Teachers who choose to use criterion A
with criterion B should be able to
clearly define which aspects of the
Classroom tests
Criterion A task will be assessed with each
Examinations
(knowing and criterion, ensuring that the task is
Assignments that include both
understanding) rigorous enough to allow students to
familiar and unfamiliar situations
achieve the highest levels of both
criteria.

Mathematical investigations of
some complexity that allow
Criterion B students: Assessment tasks could have a variety
(investigating • to choose their own of solutions and should enhance
practices) mathematical techniques independent mathematical thinking.
• to reason from the specific to
the general
Tests are not appropriate to assess this
criterion since there is no logical
Investigations and real-life
structure to the whole piece of work
problems
that is submitted by the student.
Reports that:
Crierion C Criterion C is used when students
• require logical structure
(communicating) present a report, for example, that
• allow multiple forms of
requires a logical structure in order to
representation to present
be followed and that would allow for
information
several forms of representation
to be used to present information.
For example: modelling or curve-fitting
tasks based in authentic contexts.
Criterion D
Opportunities to use Mathematics can be used to model
(applying
mathematical concepts to many situations (for example, painting
mathematics in
solve real-life problems room, analysing mobile telephone tariff
real-life contexts)
plans, triangulation, diet plans).

MHS: MYP Mathematics Subject Guide Companion (August 2014) 15

Developing Task Specific Rubrics
WHY?
1. Brings transparency to the assessment process for students, teachers, parents
2. Provides clear measurable evidence of learning
3. Can be used year after year
4. Can be modified as the units are revised
5. Contribute to the teacher reflections of units
HOW?
1. Study the assessment criteria; these are very vague and generalized
2. Study your assessment task
3. Redraft the level descriptors to match your specific assessment task for the unit
THINGS TO CONSIDER
1. When sharing the rubrics with students, make sure they are written in student-friendly
language. Rubrics must be written so that students understand them.
2. Students should be able to accomplish the highest level of achievement. Be careful
not to design assessment tasks that are impossible for students.
3. The rubrics should be standardized across the course. Teachers and students should
see consistency across every section of the course.

RUBRIC EXAMPLES
This example is a selection used for a summative assessment for a probability unit using
Criterion D.

Level Level Descriptor Task Specific Clarification

You did not reach a standard as
0 The student does not match any of the descriptors below. described by any of the descriptors
below.

You demonstrated the ability to:

The student is able to:
- identify the probability of S or U and the
i. identify some of relevant elements of the authentic real-
types of game playing events to which
life situation
1-2 these relate.
ii. apply mathematical strategies to reach a correct
- attempt to obtain a solution and a set
solution to the authentic real-life situation, with limited
on conclusions about your success in
success
continuing to attempt the game.

You demonstrated the ability to:

- identify the probability of U and S and
The student is able to: the types of game playing events to
i. identify the relevant elements of the authentic real-life which these relate.
situation - select some adequate strategies
ii. select, with some success, adequate mathematical needed to model the probability of
strategies to model the authentic success and failure when continuing to
3-4
real-life situation attempt the game
iii. apply mathematical strategies to reach a correct - apply strategies to obtain a solution set
solution to the authentic real-life situation of conclusions about your success in
iv. discuss whether the solution makes sense in the context continuing to attempt the game
of the authentic real-life situation. - discuss you conclusions in the context of
real life attempts at success by
continuing to play the game.

MHS: MYP Mathematics Subject Guide Companion (August 2014) 16

Achievement Levels and Assigning Grades
Each criterion is divided into various achievement levels. The level descriptors for each band
describe a range of student performance in the various strands of each objective. At the
lowest levels, student achievement in each of the strands will be minimal. As the numerical
levels increase, the level descriptors describe greater achievement levels in each of the
strands.

When applying the assessment criteria to student performance, the teacher should
determine whether the first descriptor describes the performance. If the student work
exceeds the expectations of the first descriptor, the teacher should determine whether it is
described by the second descriptor. This should continue until the teacher arrives at a
descriptor that does not describe the student work; the work will then be described by the
previous descriptor. In certain cases, it may appear that the student has not fulfilled all
of the descriptors in a lower band but has fulfilled some in a higher band. In those cases,
teachers must use their professional judgment in determining the descriptor that best fits the
student’s performance.

Measuring Student Growth throughout the Course

MYP assessment focuses on student understanding at the end of the course but also requires
teachers to determine the most accurate demonstration of student understanding. This
means recording and tracking student performance on each criterion as it is assessed for the
duration of the course. Remember, subject areas must address all strands of all four
assessment criteria at least twice each year. This allows students and teachers to measure
growth over time.

An example of one monitoring system is shown below. In this model, teachers can include
students in the process by asking them to maintain the record of achievement and allow
time for reflection on performance.

Criterion Unit Task Grade

MHS: MYP Mathematics Subject Guide Companion (August 2014) 17

 Approaches to Learning Skills

Through approaches to learning (ATL) in IB programmes, students develop skills that have
relevance across the curriculum that help them “learn how to learn”. ATL skills can be
learned and taught, improved with practice and developed incrementally. They provide a
solid foundation for learning independently and with others. ATL skills help students prepare
for, and demonstrate learning through, meaningful assessment. They provide a common
language that students and teachers can use to reflect on, and articulate on, the
process of learning. All MYP teachers are responsible for integrating and explicitly teaching
ATL skills.

Well-designed learning engagements and assessments provide rich opportunities for

students to practise and demonstrate ATL skills. Each MYP unit explicitly identifies ATL skills
around which teaching and learning can focus and through which students can
authentically demonstrate what they are able to do. Formative assessments provide
important feedback for developing discrete skills, and many ATL skills support students as
they demonstrate their achievements in summative assessments of subject group objectives.

ATL Skills Important to Mathematics

Category Skill indicator

Thinking skills Use prioritization and order of precedence in problem-solving

Help others to create success for themselves during group

Social skills
work

Organize and interpret data using both analogue and digital

Communication skills
tools

Practise focus and concentration while solving multiple

Self-management skills
problems

Use a variety of technologies and media platforms, including

Research skills
social media and online networks, to source information

ATL Skills Demonstrated in Mathematics

Approaches to learning
Thinking (critical thinking): draw justifiable conclusions and generalizations from
investigating patterns
Communication (reflection): keep a regular journal during the investigation to maintain a
record of reflections

MHS: MYP Mathematics Subject Guide Companion (August 2014) 18

Category Cluster Skills

Finding, interpreting, judging and creating information

• Collect, record and verify data
• Access information to be informed and inform others
• Make connections between various sources of information
Information Literacy Skills
• Understand the benefits and limitations of personal sensory learning
preferences when accessing, processing and recalling information
• Use memory techniques to develop long-term memory
• Present information in a variety of formats and platforms
• Collect and analyse data to identify solutions and make informed decisions
• Process data and report results
• Evaluate and select information sources and digital tools based on their
appropriateness to specific tasks
• Understand and use technology systems
• Use critical-literacy skills to analyse and interpret media communications
• Understand and implement intellectual property rights
• Create references and citations, use footnotes/endnotes and construct a
Research

bibliography according to recognized conventions

• Identify primary and secondary sources

Interacting with media to use and create ideas and information

• Locate, organize, analyse, evaluate, synthesize and ethically use
information from a variety of sources and media (including digital social
Media Literacy Skills

media and online networks)

• Demonstrate awareness of media interpretations of events and ideas
(including digital social media)
• Make informed choices about personal viewing experiences
• Understand the impact of media representations and modes of
presentation
• Seek a range of perspectives from multiple and varied sources
• Communicate information and ideas effectively to multiple audiences
using a variety of media and formats
• Compare, contrast and draw connections among (multi)media resources

MHS: MYP Mathematics Subject Guide Companion (August 2014) 19

Category Cluster Skills

Exchanging thoughts, messages and information effectively through interaction

• Give and receive meaningful feedback
• Use intercultural understanding to interpret communication
• Use a variety of speaking techniques to communicate with a variety of
audiences
• Use appropriate forms of writing for different purposes and audiences
• Use a variety of media to communicate with a range of audiences
• Interpret and use effectively modes of non-verbal communication
• Negotiate ideas and knowledge with peers and teachers
• Participate in, and contribute to, digital social media networks
• Collaborate with peers and experts using a variety of digital environments
Communication Skills

and media
Communication

• Share ideas with multiple audiences using a variety of digital environments

and media

Reading, writing and using language to gather and communicate information

• Read critically and for comprehension
• Read a variety of sources for information and for pleasure
• Make inferences and draw conclusions
• Use and interpret a range of discipline-specific terms and symbols
• Write for different purposes
• Understand and use mathematical notation
• Paraphrase accurately and concisely
• Preview and skim texts to build understanding
• Take effective notes in class
• Make effective summary notes for studying
• Use a variety of organizers for academic writing tasks
• Find information for disciplinary and interdisciplinary inquiries, using a variety
of media
• Organize and depict information logically
• Structure information in summaries, essays and reports

Working effectively with others

• Use social media networks appropriately to build and develop relationships
• Practise empathy
• Delegate and share responsibility for decision-making
Collaboration Skills

• Help others to succeed

• Take responsibility for one’s own actions
• Manage and resolve conflict, and work collaboratively in teams
Social

• Build consensus
• Make fair and equitable decisions
• Listen actively to other perspectives and ideas
• Negotiate effectively
• Encourage others to contribute
• Exercise leadership and take on a variety of roles within groups
• Give and receive meaningful feedback
• Advocate for one’s own rights and needs

MHS: MYP Mathematics Subject Guide Companion (August 2014) 20

Category Cluster Skills

Managing time and tasks effectively

• Plan short- and long-term assignments; meet deadlines
• Create plans to prepare for summative assessments (examinations
Organization Skills and performances)
• Keep and use a weekly planner for assignments
• Set goals that are challenging and realistic
• Plan strategies and take action to achieve personal and academic goals
• Bring necessary equipment and supplies to class
• Keep an organized and logical system of information files/notebooks
• Use appropriate strategies for organizing complex information
• Understand and use sensory learning preferences (learning styles)
• Select and use technology effectively and productively

Managing state of mind

• Mindfulness
– Practise focus and concentration
– Practise strategies to develop mental focus
– Practise strategies to overcome distractions
• Perseverance
– Demonstrate persistence and perseverance
Self –Management

– Practise delaying gratification

Affective Skills

• Emotional management
– Practise strategies to overcome impulsiveness and anger
– Practise strategies to prevent and eliminate bullying
– Practise strategies to reduce stress and anxiety
• Self-motivation
– Practise analysing and attributing causes for failure
– Practise managing self-talk
– Practise positive thinking
• Resilience
– Practise “bouncing back” after adversity, mistakes and failures
– Practise dealing with disappointment and unmet expectations
– Practise dealing with change
(Re)considering the process of learning; choosing and using ATL skills
• Develop new skills, techniques and strategies for effective learning
• Identify strengths and weaknesses of personal learning strategies
• Demonstrate flexibility in the selection and use of learning strategies
• Consider content (What did I learn about today? What don’t I yet
Reflection Skills

understand? What questions do I have now?)

• Consider ATL skills development (What can I already do? How can I share
my skills to help peers who need more practice? What will I work on next?)
• Consider personal learning strategies (What can I do to become a more
efficient and effective learner? How can I become more flexible in my
choice of learning strategies? What factors are important for helping me
learn well?)
• Focus on the process of creating by imitating the work of others
• Consider ethical, cultural and environmental implications
• Keep a journal to record reflections

MHS: MYP Mathematics Subject Guide Companion (August 2014) 21

Category Cluster Skills
Analysing and evaluating issues and ideas
• Practise observing carefully in order to recognize problems
• Gather and organize relevant information to formulate an argument
• Recognize unstated assumptions and bias
• Interpret data
• Evaluate evidence and arguments
• Recognize and evaluate propositions
Critical Thinking Skills

• Draw reasonable conclusions and generalizations

• Test generalizations and conclusions
• Revise understanding based on new information and evidence
• Evaluate and manage risk
• Formulate factual, topical, conceptual and debatable questions
• Consider ideas from multiple perspectives
• Develop contrary or opposing arguments
• Analyse complex concepts and projects into their constituent parts
and synthesize them to create new understanding
• Propose and evaluate a variety of solutions
• Identify obstacles and challenges
• Use models and simulations to explore complex systems and issues
• Identify trends and forecast possibilities
• Troubleshoot systems and applications

Generating novel ideas and considering new perspectives

• Use brainstorming and visual diagrams to generate new ideas and inquiries
Thinking

• Consider multiple alternatives, including those that might be unlikely or

Creative Thinking Skills

impossible
• Create novel solutions to authentic problems
• Make unexpected or unusual connections between objects and/or ideas
• Design improvements to existing machines, media and technologies
• Design new machines, media and technologies
• Make guesses, ask “what if” questions and generate testable hypotheses
• Apply existing knowledge to generate new ideas, products or processes
• Create original works and ideas; use existing works and ideas in new ways
• Practise flexible thinking—develop multiple opposing, contradictory and
complementary arguments
• Practise visible thinking strategies and techniques
• Generate metaphors and analogies

Using skills and knowledge in multiple contexts

• Use effective learning strategies in subject groups and disciplines
• Apply skills and knowledge in unfamiliar situations
Transfer Skills

• Inquire in different contexts to gain a different perspective

• Compare conceptual understanding across multiple subject groups
and disciplines
• Make connections between subject groups and disciplines
• Combine knowledge, understanding and skills to create products or
solutions
• Transfer current knowledge to learning of new technologies
• Change the context of an inquiry to gain different perspectives

MHS: MYP Mathematics Subject Guide Companion (August 2014) 22

MHS MYP Unit Planner Guide 2014-15

Unit Title
Course/Grade Level
Teachers
Length of Unit

Stage 1 Integrate statement of inquiry, global context and inquiry questions

Key Concept Related Concepts

Choose 1 (maybe 2) from the list Choose 2 (maybe 3) from the list.
provided.

Global Context Choose 1 from the list provided.

Include any bullet points from the list that students

Explanation for Global Context will explore in this unit.

Statement of Inquiry

A clear concise statement that includes the Key Concept and the Related Concept with
regards to the Global Context.

Inquiry Questions

Develop a question that rooted in the content, and is at the recall/remember

Factual
level. Expect students to demonstrate understanding.

Develop a question that requires students to analyze the new knowledge in

Conceptual the context of the course.

Develop a question that requires students to apply the new knowledge in a

Debatable way that reaches beyond your course and connects the concept to other
disciplines. This question should connect to your Statement of Inquiry.

MHS: MYP Mathematics Subject Guide Companion (August 2014) 23

 Assessment
What task(s) will allow students the opportunity to respond to the unit question?
What will constitute acceptable evidence of understanding? How will students show what they
have understood?

Each unit must include one summative assessment that will be graded on the
IB subject specific criterion rubrics that are located in your subject guide.

If you are assigning a multiple choice test, it does not meet the assessment
requirement unless it is graded with the IB rubrics.

If you assign multiple summative assessments, only include the assessment

evaluated with the IB rubrics on the unit planner.

Briefly describe the assessment in this box.

Which specific MYP objectives will be addressed during this unit?

Copy and paste the MYP objectives from your subject guide.
Specific objectives should be chosen from the criterion. List the specific bullet points
from those criterions that the unit will address. The bullets can come from multiple criterions.
Avoid saying “Criterion A” or “Investigate” because you may not be teaching every
strand of that objective.

Which MYP assessment criteria will be used?

Identify the specific criterion rubric that will be used. This should be the Criterion that has the
most bullet points listed above. Here you can say “Criterion A” or “Investigate”.

Stage 2 Backward planning: From the assessment to the learning activities

through inquiry
Content
What knowledge and/or skills (from the course overview) are going to be used to enable the
student to respond to the unit question?

What (if any) state, provincial, district, or local standards/skills are to be addressed? How can they
be unpacked to develop the significant concept(s) for stage 1?

You can list NCSCOS or Common Core Standards.

These can be copied and pasted.

MHS: MYP Mathematics Subject Guide Companion (August 2014) 24

 Learning experiences Teaching strategies
How will students know what is expected of them? How will we use formative assessment to give
Will they see examples, rubrics, templates? students feedback during the unit?

How will students acquire the knowledge and What different teaching methodologies will
practise the skills required? How will they practise we employ?
applying these? How are we differentiating teaching and
learning for all? How have we made provision
Do the students have enough prior knowledge?
for those learning in a language other than
How will we know?
their mother tongue? How have we
considered those with special educational
needs?

Big Ideas to cover in these boxes:

Differentiation strategies, literacy instruction, 21st century skill integration, technology integration.

Just answer the questions above. Just answer the questions above.

Approaches to Learning
Category Cluster Skill
Identify the category, cluster and the specific skills you will teach. Can be bulleted list.

These can be copied and pasted from the handout.

Explanation of Instruction Explain exactly how you will teach the skills you identified.

Learner Profile Traits Encouraged Explanation of Inclusion

Choose from the list. Explain how this will be a part of the instruction.

Opportunities for Volunteerism and Community Service

Consider service opportunities, locally or globally, that connect with this topic. Could this unit
develop into a service project for your students? How?

MHS: MYP Mathematics Subject Guide Companion (August 2014) 25

 Resources
What resources are available to us?
How will our classroom environment, local environment and/or the community be used to
facilitate students’ experiences during the unit?

Be very specific when listing materials.

Imagine someone from another country reading your unit planner,
how would they identify the resources that you have listed?

Include titles of books, textbooks, videos, etc.

Ongoing reflections and evaluation

In keeping an ongoing record, consider the following questions.

Students and teachers

What did we find compelling? Were our disciplinary knowledge/skills challenged in any way?
What inquiries arose during the learning? What, if any, extension activities arose?
How did we reflect—both on the unit and on our own learning?

Possible connections
How successful was the collaboration with other teachers within my subject group and from other
subject groups?
What interdisciplinary understandings were or could be forged through collaboration with other
subjects?

Assessment
Were students able to demonstrate their learning?
How did the assessment tasks allow students to demonstrate the learning objectives identified for
this unit? How did I make sure students were invited to achieve at all levels of the criteria
descriptors?
Are we prepared for the next stage?

Data collection
How did we decide on the data to collect? Was it useful?

Include things to consider before the unit is taught.

What questions will students ask? What materials will I need? How can I incorporate other
disciplines?

Include Post-teaching reflections. What went well? What can be improved?

As you reflect and revise unit planner, keep copies of the old unit planners as a way to
measure growth and change.

IDEA-- Type each reflection in different color each year.

Then the file would only be saved once, but the reflections would be easy to identify each year..

MHS: MYP Mathematics Subject Guide Companion (August 2014) 26