# HIS MYP Horizontal Planning for Subject Areas

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```					                                        HIS MYP Horizontal Planning for Subject Areas

Subject: Mathematics

Level: MYP1

Unit Title        Objectives          Assessment           A of I       Interdisciplinary   Learner Profile     Materials
Time frame in     Specific for this       Criteria           SLE                Links                            Resources
months           year level        Specific for this                        (if any)        Student Action     Websites
Significant                             year level                                                                IB docs
question/concept                                                                                                  referenced
A. knowledge        A, B, C, D          ATL             Science             Inquirers         Math Subject
Number Concept     and                                     Using                               Reflective        guide
- Whole            understanding                           concepts and
number,         Students are                            skills                                                MYP: From
multiples and   expected to use                                                                               principles into
factors and     basic concept-                          HI                                                    practice
rational                                                Drawing and
specific
numbers                                                 understanding
- Order of         strategies to                           Venn
operation       solve simple                            diagrams
- Number sets      problems in both
familiar and
6 weeks            unfamiliar
situations
Why do we use
including those
the decimal
system?            in real-life
contexts
Studying
Khwarizmi and      patterns
the Hindu-Arabic   apply an inquiry
number system      and
mathematical
problem-solving
techniques, with
some guidance
from the teacher,
by identifying
variables, posing
relevant
questions,
organizing data
and using an
appropriate
model
C. Communi-
cation
Use appropriate
mathematical
language
(notation,
symbols,
terminology) in
both oral and
written
communications,
with guidance
from the teacher
D. Reflection
Distinguish
between
measurement and
counting, and
demonstrate an
appreciation of
the difference
between degrees
of error in
measuring and
mistakes in
counting,
measuring and
Calculating

HIS MYP Horizontal Planning for Subject Areas
Subject: Mathematics

Level: MYP1

Unit Title          Objectives           Assessment           A of I       Interdisciplinary   Learner Profile     Materials
Time frame in       Specific for this        Criteria           SLE                Links                            Resources
months             year level         Specific for this                        (if any)        Student Action     Websites
Significant                                year level                                                                IB docs
question/concept                                                                                                     referenced
A. knowledge         A, B, C, D          EN              Art                 Inquirers         Math Subject
Shapes concept        and                                      Investigating                       Reflective        guide
- Mensuration of      understanding                            architectural
perimeter and     apply basic rules                        problems                                              MYP: From
area              correctly to solve                       (bridge)                                              principles into
- Construction of     simple problems                                                                                practice
triangles and                                              HI
including those
- Transformation      in real-life                             systems
of reflections,   contexts.
rotation and
translations      B. Investigating
patterns
6 weeks               recognize
patterns similar
How do we see         to previously
shapes?               seen examples

Investigating
architectural
problems

C. Communi-
cation

use different
forms of
mathematical
representation
(simple
formulae,
diagrams, tables,
charts, graphs
and models),
with guidance
from the teacher

D. Reflection
Distinguish
between
measurement and
counting, and
demonstrate an
appreciation of
the difference
between degrees
of error in
measuring and
mistakes in
counting,
measuring and
Calculating

HIS MYP Horizontal Planning for Subject Areas

Subject: Mathematics
Level: MYP1

Unit Title         Objectives           Assessment           A of I        Interdisciplinary   Learner Profile     Materials
Time frame in      Specific for this        Criteria           SLE                 Links                            Resources
months            year level         Specific for this                         (if any)        Student Action     Websites
Significant                               year level                                                                 IB docs
question/concept                                                                                                     referenced
A. knowledge      A, B, C, D             EN               Science             Inquirers         Math Subject
Statistics          and                                      Using school                         Reflective        guide
concepts            understanding                            weather
know and                                station                                                MYP: From
-   collecting      demonstrate                                                                                     principles into
and collating   understanding of                         HI                                                     practice
data                                                     Using data
some of the basic
-   presenting                                               from “city or
data use pie    concepts of                              country”.-
graphs, bar     number, algebra,
graphs,         geometry and                             CS
histograms      trigonometry,                            presenting
etc             statistics and                           data to school
probability, and                         community
6 weeks
discrete
Where are we?       mathematics B.
Where do we go?     Investigating
How do we get       patterns
there?              arrive at a result
or set of results
Studying            and make
environmental       predictions with
problems            findings
describe
mathematical
relationships
with guidance

C. Communi-
cation
state, in writing
and/or verbally,
the steps
followed in
solving simple
problems.

D. Reflection
consider
alternatives to
the method when
appropriate, with
guidance from
the teacher
HIS MYP Horizontal Planning for Subject Areas

Subject: Mathematics

Level: MYP1

Unit Title         Objectives          Assessment           A of I      Interdisciplinary   Learner Profile     Materials
Time frame in      Specific for this       Criteria           SLE               Links                            Resources
months            year level        Specific for this                       (if any)        Student Action     Websites
Significant                              year level                                                               IB docs
question/concept                                                                                                  referenced
A. knowledge       A, B, C, D           EN                                 Inquirers         Math Subject
Ratio concepts      and                                     Using school                       Reflective        guide
understanding                           weather
-   Pattern          apply basic rules                      station                                              MYP: From
recognition     correctly to solve                                                                           principles into
-   Forms of        simple problems                         ATL                                                  practice
numbers,                                                Applying the
including those
such as                                                 scientific
exponents       in real-life                            necessity
Context
6 weeks
B. Investigating
How do we           patterns
describe the
infinity problem?   describe
mathematical
Hilbert’s hotel.    relationships
with guidance
Fibonacci
sequence.           C. Communi-
cation
use appropriate
mathematical
language
(notation,
symbols,
terminology) in
both oral and
written
communications,
with guidance
from the teacher

D. Reflection
consider the
reasonableness
of their results in
the context of the
problem
HIS MYP Horizontal Planning for Subject Areas

Subject: Mathematics

Level: MYP1

Unit Title         Objectives          Assessment           A of I   Interdisciplinary   Learner Profile     Materials
Time frame in      Specific for this       Criteria           SLE            Links                            Resources
months            year level        Specific for this                    (if any)        Student Action     Websites
Significant                              year level                                                            IB docs
question/concept                                                                                               referenced
A. knowledge        A, B, C, D          EN          Art                 Inquirers         Math Subject
Symmetry            and                                     (bridge)                        Reflective        guide
concepts            understanding                           ATL
use basic con-                                                                           MYP: From
-   Pattern         cept-specific                                                                             principles into
recognition     strategies to                                                                             practice
solve simple
6 weeks             problems in both
familiar and
What is beautiful   unfamiliar
eyes                including those
in real-life
Landscape vs
contexts
shapes
.                    B. Investigating
patterns
describe
mathematical
relationships
with guidance•
describe simple
patterns in words
and diagrams
relationships or
general rules
C. Communi-
cation
use different
forms of
mathematical
representation
(simple
formulae,
diagrams, tables,
charts, graphs
and models),
with guidance
from the teacher

D. Reflection
consider the
reasonableness
of their results in
the context of the
problem
HIS MYP Horizontal Planning for Subject Areas

Subject: Mathematics

Level: MYP1

Unit Title         Objectives          Assessment           A of I       Interdisciplinary   Learner Profile     Materials
Time frame in      Specific for this       Criteria           SLE                Links                            Resources
months            year level        Specific for this                        (if any)        Student Action     Websites
Significant                              year level                                                                IB docs
question/concept                                                                                                   referenced
A. knowledge       A, B, C, D           EN                                  Inquirers         Math Subject
Percentage/average and                                     Drawing sets                        Reflective        guide
concepts           understanding                           of the
apply basic                            population in                                         MYP: From
- sets             rules correctly to                      a city etc.                                           principles into
solve simple                            ATL                                                   practice
Using
problems
6 weeks                                                      concept and
including those                         skills
Why present plane in real-life
number as            contexts.
percentage
B. Investigating
Use of population    patterns
In the situation of  describe
increase and         mathematical
decrease             relationships
with guidance•
.                    describe simple
patterns in words
and diagrams
relationships or
general rules
C. Communi-
cation
use different
forms of
mathematical
representation
(simple
formulae,
diagrams, tables,
charts, graphs
and models),
with guidance
from the teacher

D. Reflection
consider the
reasonableness
of their results in
the context of the
problem

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 views: 61 posted: 6/22/2012 language: English pages: 12