The aims of MYP mathematics are to encourage and enable students to:
 enjoy mathematics, develop curiosity and begin to appreciate its elegance and power
 develop an understanding of the principles and nature of mathematics
 develop logical, critical and creative thinking
 develop confidence, perseverance, and independence in mathematical thinking and problemsolving
 develop powers of generalization and abstraction
 apply and transfer skills to a wide range of reallife situations
 appreciate the moral, social and ethical implications arising from the work of mathematicians and the applications of mathematics
 appreciate the international dimension in Mathematics through an awareness of its universality and other perspectives
 appreciate the contribution of mathematics to other areas of knowledge
 develop the ability to reflect critically upon their own work and the work of others.
MYP mathematics provides a framework of concepts and skills organized into the following four branches of mathematics:
Numbers
The ability to work with numbers is an essential skill in mathematics. Students are expected to have an understanding of number concepts and to develop the skills of calculation and estimation. Students should understand that the use of numbers to express patterns and to describe reallife situations goes back to humankind’s earliest beginnings, and that mathematics has multicultural roots.
Algebra
Algebra is an abstraction of the concepts first used when dealing with number and is essential for further learning in mathematics. Algebra uses letters and symbols to represent numbers, quantities and operations, and employs variables to solve mathematical problems. To develop deeper problem solving understanding, algebra topics can be linked to modelling, representations and connections.
Geometry and Trigonometry
The study of geometry and trigonometry enhances students’ spatial awareness and provides them with the tools for analysing, measuring and transforming geometric quantities in two and three dimensions.
Statistics and Probability
This branch of mathematics is concerned with the collection, analysis and interpretation of quantitative data and uses the theory of probability to estimate parameters, discover empirical laws, test hypotheses and predict the occurrence of events. Students will also develop criticalthinking skills, enabling them to differentiate between what happens in theory (probability) and what is observed (statistics).
Levels of challenge:
Topics and units of mathematics in TISA are organized so that students can work at two levels of challenge (M2 M5) : standard mathematics and extended mathematics.
Standard Mathematics
Standard Mathematics aims to give all students a sound knowledge of basic mathematical principles while allowing them to develop the skills needed to meet the objectives of MYP mathematics;
Extended Mathematics
Extended Mathematics consists of the standard mathematics framework supplemented by additional topics and skills. This level provides the foundation for students who wish to pursue further studies in mathematics: for example, mathematics higher level (HL) as part of the IB Diploma Programme. Extended mathematics provides greater breadth and depth to the standard mathematics framework.
Objectives:
In MYP mathematics, the four main objectives support the IB Learner Profile, promoting the development of students who are knowledgeable, inquirers, communicators and reflective learners.
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.
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 situation ii. apply the selected mathematics successfully when solving problems iii. solve problems correctly in a variety of contexts.
Investigating patterns
Investigating patterns allows students to experience the excitement and satisfaction of mathematical discovery. Working through investigations encourages students to become risktakers, 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 problemsolving techniques to discover complex pattern ii.describe patterns as general rules consistent with findings iii. prove, or verify and justify, general rules.
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.
Applying Mathematics in reallife contexts
MYP mathematics encourages students to see mathematics as a tool for solving problems in an authentic reallife context. Students are expected to transfer theoretical mathematical knowledge into realworld situations and apply appropriate problemsolving 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 reallife situations
ii:select appropriate mathematical strategies when solving authentic reallife 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 reallife situation.
Course overview:
M1
 Number Sense and Systems
 Fractions, Decimals and Percentages
 Introduction of Algebra and Patterns
 Data Management
 Probability
 Geometry (Perimeter and Area)
M2
 Ratio, Rates and Proportions
 Geometry
 Integers
 Algebraic Expressions and Equations
 Probability
M3
 Algebra
 Exponents
 Statistics and Scatter Plots
 Linear Relationships
M4
 Coordinate Geometry
 Linear Functions
 3D and Complex Shapes
 Quadratic Relationships
 Similarity and Rightangle Trigonometry
 Statistics Unit: How well do data reflect reality?
M5
 Algebra
 Quadratic Functions
 Sinusoidal Functions
 Circle Geometry
 Statistics and Probability
 Vectors (Extended Only)
Key concepts
in MYP promote the development of a broad curriculum. They represent big ideas that are relevant both within and across disciplines and subjects. These key concepts provide a framework for mathematics, informing units of work and helping to organize teaching and learning.
Logic
Concept is 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.
Relationships
Concept is 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 farreaching, affecting large systems like human societies andthe student and mathematics in the real world are important in developing deeper understanding. 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.
Assessments:
Each semester students are graded on the four assessment criteria outlined above. At the end of the course, criteria grades are combined to produce an overall MYP mathematics attainment level.
MAP, or the Measure of Academic Progress, is a computerized adaptive test which helps teachers, parents, and administrators improve learning for all students and make informed decisions to promote a child's academic growth. Our students are taking this test twice a year.
ATL skills
All MYP units of work offer opportunities for students to develop and practise approaches to learning (ATL)!skills. ATL skills provide valuable support for students working to meet the subject group’s aims and objectives. Each mathematics 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.
This table suggests some of the indicators that can be important in mathematics.
Category 
Skill indicator 
Thinking skills 
Use prioritization and order of precedence in problemsolving 
Social skills 
Help others to create success for themselves in group work 
Communication skills 
Organize and interpret data using analogue and digital tools 
Selfmanagement skills 
Practice focus and concentration while solving problems 
Research skills 
Use a variety of technologies and media to source information 
Source:
MYP Mathematics guide 2014, IBO
