Aims of Mathematics The aims of all MYP subjects state what a teacher may expect to teach and what a student may expect to experience and learn. These aims suggest how the student may be changed by the learning experience.
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

communicate clearly and confidently in a variety of contexts

develop logical, critical and creative thinking

develop confidence, perseverance, and independence in mathematical thinking and problem-solving

develop powers of generalization and abstraction

apply and transfer skills to a wide range of real-life situations, other areas of knowledge and future developments

appreciate how developments in technology and mathematics have influenced each other

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 the universality of mathematics and its multicultural and historical perspectives

appreciate the contribution of mathematics to other areas of knowledge

develop the knowledge, skills and attitudes necessary to pursue further studies in mathematics

develop the ability to reflect critically upon their own work and the work of others.

From Mathematics Subject Guide Mathematics plays an essential role both within the school and in society. It promotes a powerful universal language, analytical reasoning and problem-solving skills that contribute to the development of logical, abstract and critical thinking. Moreover, understanding and being able to use mathematics with confidence is not only an advantage in school but also a skill for problem-solving and decision-making in everyday life. Therefore, mathematics should be accessible to and studied by all students. Mathematics is well known as a foundation for the study of sciences, engineering and technology. However, it is also increasingly important in other areas of knowledge such as economics and other social sciences. MYP mathematics aims to equip all students with the knowledge, understanding and intellectual capabilities to address further courses in mathematics, as well as to prepare those students who will use mathematics in their workplace and life in general. Adapted From Mathematics Subject Guide

Grade 6, Year 1

Unit Title: Number Sense Key Concept: Relationships Related Concept: Patterns and Systems Global Context: Fairness and Development (Inequality, inclusion, and civic responsibility in the public sphere)

Statement of Inquiry: Social relationships can be analysed to classify systemic inequalities and predict patterns of oppression in the public sphere.

Overview: Students will be studying two different Chicago neighborhoods to learn about systemic inequalities that can be represented using math. We will be exploring information about homelessness populations, unemployment, neighborhood schools, and access to grocery stores. Students will compile their data in the form of an oral presentation modeled after the NPR program, This American Life. Students will create a short (5-10 minute) radio broadcast sharing their findings and their conclusions.

GRASPS Task Background Information:

Chicago Public Schools is one of the largest districts in the country. Students in CPS go to a variety of different schools in their neighborhoods and across the city. Each year, students take standardized tests. The district uses this data, along with other information, to figure out which schools are doing well and which schools are struggling. This data can tell us a lot about the schools. A lot of research has been done to find out whether students’ lives are impacted by the types of schools they attend.

Additionally, Chicago is a city of neighborhoods. These neighborhoods are often segregated by race and class (how much money a family makes.) This can have an impact on the test scores of schools in those neighborhoods.

Your GRASP: Creating a public radio broadcast about segregation in Chicago Public Schools

Goal: Your goal is to create a four- to ten-minute oral presentation about segregation in Chicago and its public schools. You will write out your oral presentation, and if possible, you will record it using a podcasting app.

Role: You are an investigating journalist looking at segregation in Chicago and Chicago Public Schools. You are investigating three different schools: Agassiz, Barry, and South Shore, to determine whether segregation exists in Chicago and CPS, and whether it has an effect on students. You’re putting together a podcast to share your findings with other people who might not know about this problem, including school staff.

Audience: Your audience includes your classmates, your principal, your family, and any other adult or student who might be interested in segregation in Chicago. You will need to make sure that your presentation explains enough detail so that someone who has NOT studied this can understand the problem.

Some of the people who are hearing your presentation might be able to help you address this problem! Be sure to include some ideas about ways to solve school segregation.

Situation: In Chicago, different neighborhoods are often segregated by race and class. Your radio program is addressing the ways this affects kids who go to Chicago Public Schools. By looking at three different neighborhoods (Lakeview, South Shore, and Hermosa), and three different public schools (Agassiz, Barry, and South Shore Fine Arts) you will come to an understanding of how a Chicago student’s location and race impacts his or her school and daily life. You will use your radio program to share your understanding with your audience. Your radio program may include some ideas about ways that we can work to improve this situation.

Product/Performance/Purpose: You are to create a script for an oral presentation. Your script should include the following information and follow these guidelines:

Your script should be typed

Your script, when read out loud, should last between 4 and 10 minutes

Include numerical and categorical data about Chicago’s racial makeup

Written discussion or explanation about Chicago’s racial makeup and how it might affect a student’s life outside of school

Include background information about each of the three schools we are studying

Include numerical data from various sources about each school’s standardized test performance (ISAT and NWEA math and reading growth)

Include numerical data about each school’s student body

Include categorical and numerical data from the My Voice, My School survey for each school

Explain what conclusions you can draw about each school, and the students there, based on the data

Explain the phrase “The Problem We All Live With”-- what does it mean to you? Do we live with it today?

Share some ideas that you have about how individuals or schools can help fix this problem

Here are the things you need to turn in:

Your script, typed

Any charts, graphs, or data tables you have created during this project (in class, we will put these on posters to hang in the hallway so that we can share our data)

GRASPS Rubric in Student-Friendly Language

Score

The "Podcast" part

Score

The "Math" part

0

Work is off-topic, incomplete, or unacceptable.

0

Work is off-topic, incomplete, or unacceptable.

1-2

You can:

Use basic mathematical words and terms

Use basic forms of math to present your work

But:

Your information is confusing or hard to understand

1-2

You can:

Identify some effects of segregation on students

Use graphs and data to reach a very basic conclusion about segregation in Chicago schools

But you don’t:

Provide any new or insightful information other than what was given in class.

3-4

You can:

Use some correct mathematical words and terms

Use different types of math (data, percentages, etc.) to present information correctly

Communicate in a way that an audience can mostly understand

Mostly organize information in a way that makes sense

3-4

You can:

Identify the important pieces of Chicago school segregation: race, test scores, culture and climate

Use graphs and data to reach a conclusion about Chicago school segregation, with help from the teacher.

Say whether some Chicago schools are segregated, and what this means for kids in those schools

5-6

You can:

Usually use the correct mathematical words and terms

Usually use different types of math to present information correctly (percentages, data, etc.)

Communicate the presentation in a way that is clear

Present work that is usually organized

5-6

You can:

Identify the relevant elements of segregation in Chicago schools: race, test scores, culture and climate

Select good mathematical tools and words to explain segregation in Chicago schools

Describe how accurate your findings are

State correctly whether your findings makes sense, and what they mean for kids in different schools

7-8

You can:

Almost always use correct mathematical language

Almost always use different types of math to present information correctly

Communicate all your thinking clearly

Create work that is almost always organized and logical

7-8

You can:

Identify the important elements of segregation in Chicago schools: race, test scores, culture and climate, gentrification

Choose mathematical words and tools to show what segregation looks like in Chicago neighborhoods and schools

Explain why your findings are true and accurate

Apply what you have learned to come up with a solution to segregation in CPS

Explain whether your solution will work, or what might stop it from working

Grade 7, Year 2

Unit Title: Shapes and Design-Two Dimensional Geometry Key Concept: Form Related Concept: Model and Pattern Global Context: Adaption, Ingenuity and Progress

Statement of Inquiry: Certain polygons often form naturally in our world and when architects design new structures.

Overview: Students will be studying characteristics of polygons. Students will explore properties of polygons (such as when can a triangle be created if given 3 side lengths) using hands-on exploitative activities. Students will also examine which types of polygons are found naturally in the world and which are used in man-made structures. As a final project, students will compile pictures of polygons found in magazines or though pictures taken and printed out. They will then write a short argumentative paper on which polygon they feel has the most importance to this world and why.

END OF THE UNIT GRASP TASK YEAR 2

Goal: Find Polygons in Natural and Man-Made Spaces Role: Photographer / Engineer Audience: Other students / colleagues Situation: You are an engineering student studying the types of polygons that are formed in nature and the types of polygons engineers use when designing buildings. Performance: You are will be taking pictures (or finding them in magazines) of polygons found in nature and of man-made polygons (In construction and architecture). After pasting these pictures on a poster board and highlighting the polygons found, you will then write a summary of the types of polygons you typically see in nature vs the polygons found. (You may use the picture at the bottom of this page as an example of how your polygons should be highlighted on your pictures).
Your summery should include-
What polygons were more common in manmade structures?
Which polygons were more common in nature?
What reasons can you think of that would cause some polygons to be more prevalent in manmade objects compared to natural objects?
In your opinion, what is the most important polygon to mankind? WHY?

Criterion C: Communicating

Achievement Level

Level Descriptor

Level Descriptor

0

The student does not reach a standard described by any of the descriptors below.

The student does not reach a standard described by any of the descriptors below.

1-2

The student is able to:

-use limited mathematical language

-use limited forms of mathematical representation to present information

-communicate through lines of reasoning that are difficult to understand

The student is able to:

-use limited language relating to polygons

-use limited forms of mathematical representation to present case of mose important polygon
-communicate, through use of pictures and verbal explanation, the most important polygon to man

3-4

The student is able to:

-use some appropriate mathematical language

-use different forms of mathematical representation to present information adequately

-communicate through lines of reasoning that are able to be understood, although these are not always coherent

-adequately organize information using a logical structure

The student is able to:

-use some appropriate language relating to polygons

-use different forms of mathematical representation to present case of mose important polygon

-communicate through lines of reasoning that are able to be understood, although these are not always coherent the most important polygon to man

-adequately organize information that presents case of the most importnat polygon using a logical structure

5-6

The student is able to:

-usually use appropriate mathematical language

-usually use different forms of mathematical representation to present information correctly

-communicate through lines of reasoning that are usually coherent

-present work that is usually organized using a logical structure

The student is able to:

-usually use appropriate mathematical language relating to polygons

-usually use mathematical representation to present case of mose important polygon

-communicate the most important polygon to man

-present work, that is usually organized information, that presents case of the most importnat polygon using a logical structure

7-8

The student is able to:

-consistently use appropriate mathematical language

-consistently use different forms of mathematical representation to present information correctly

-communicate clearly through coherent lines of reasoning

-present work that is consistently organized using a logical structure

The student is able to:

-consistently use appropriate mathematical language relating to polygons

-consistently use mathematical representations to present case of the most important polygon

-communicate clearly through coherent lines of reasoning the most important polygon to man

-present work, that is consistently organized, that presents the case of the most importnat polygon using a logical structure

Grade 7, Year 2 Quarter 2

Key Concept: Relationships Related Concepts: Equivalence and Quantity Global Context: Globalization and sustainability

SOI:Identifying equivalence and quantity defines relationships in the real world.

Overview: : Students will be learning how to multiply, divide, add, and subtract rational numbers. Students will then learn how to balance equations by solving for x and graph linear equations. As a final task students will balance a budget as if they were a recent college graduate.

Aims of MathematicsThe aims of all MYP subjects state what a teacher may expect to teach and what a student may expect to experience and learn. These aims suggest how the student may be changed by the learning experience.

The aims of MYP mathematics are to encourage and enable students to:

From Mathematics Subject GuideMathematics plays an essential role both within the school and in society. It promotes a powerful universal language, analytical reasoning and problem-solving skills that contribute to the development of logical, abstract and critical thinking. Moreover, understanding and being able to use mathematics with confidence is not only an advantage in school but also a skill for problem-solving and decision-making in everyday life. Therefore, mathematics should be accessible to and studied by all students. Mathematics is well known as a foundation for the study of sciences, engineering and technology. However, it is also increasingly important in other areas of knowledge such as economics and other social sciences. MYP mathematics aims to equip all students with the knowledge, understanding and intellectual capabilities to address further courses in mathematics, as well as to prepare those students who will use mathematics in their workplace and life in general.

Adapted From Mathematics Subject GuideGrade 6, Year 1Unit Title: Number Sense

Key Concept: Relationships

Related Concept: Patterns and Systems

Global Context: Fairness and Development (Inequality, inclusion, and civic responsibility in the public sphere)

Statement of Inquiry: Social relationships can be analysed to classify systemic inequalities and predict patterns of oppression in the public sphere.

Overview: Students will be studying two different Chicago neighborhoods to learn about systemic inequalities that can be represented using math. We will be exploring information about homelessness populations, unemployment, neighborhood schools, and access to grocery stores. Students will compile their data in the form of an oral presentation modeled after the NPR program, This American Life. Students will create a short (5-10 minute) radio broadcast sharing their findings and their conclusions.

GRASPS TaskBackground Information:Chicago Public Schools is one of the largest districts in the country. Students in CPS go to a variety of different schools in their neighborhoods and across the city. Each year, students take standardized tests. The district uses this data, along with other information, to figure out which schools are doing well and which schools are struggling. This data can tell us a lot about the schools. A lot of research has been done to find out whether students’ lives are impacted by the types of schools they attend.

Additionally, Chicago is a city of neighborhoods. These neighborhoods are often segregated by race and class (how much money a family makes.) This can have an impact on the test scores of schools in those neighborhoods.

Your GRASP: Creating a public radio broadcast about segregation in Chicago Public SchoolsGoal: Your goal is to create a four- to ten-minute oral presentation about segregation in Chicago and its public schools. You will write out your oral presentation, and if possible, you will record it using a podcasting app.

Role: You are an investigating journalist looking at segregation in Chicago and Chicago Public Schools. You are investigating three different schools: Agassiz, Barry, and South Shore, to determine whether segregation exists in Chicago and CPS, and whether it has an effect on students. You’re putting together a podcast to share your findings with other people who might not know about this problem, including school staff.

Audience: Your audience includes your classmates, your principal, your family, and any other adult or student who might be interested in segregation in Chicago. You will need to make sure that your presentation explains enough detail so that someone who has NOT studied this can understand the problem.

Situation: In Chicago, different neighborhoods are often segregated by race and class. Your radio program is addressing the ways this affects kids who go to Chicago Public Schools. By looking at three different neighborhoods (Lakeview, South Shore, and Hermosa), and three different public schools (Agassiz, Barry, and South Shore Fine Arts) you will come to an understanding of how a Chicago student’s location and race impacts his or her school and daily life. You will use your radio program to share your understanding with your audience. Your radio program may include some ideas about ways that we can work to improve this situation.

Product/Performance/Purpose: You are to create a script for an oral presentation. Your script should include the following information and follow these guidelines:

Here are the things you need to turn in:

GRASPS Rubric in Student-Friendly Language

- Use basic mathematical words and terms
- Use basic forms of math to present your work

But:- Identify some effects of segregation on students
- Use graphs and data to reach a very basic conclusion about segregation in Chicago schools

But you don’t:Grade 7, Year 2Unit Title: Shapes and Design-Two Dimensional Geometry

Key Concept: Form

Related Concept: Model and Pattern

Global Context: Adaption, Ingenuity and Progress

Statement of Inquiry: Certain polygons often form naturally in our world and when architects design new structures.

Overview:

Students will be studying characteristics of polygons. Students will explore properties of polygons (such as when can a triangle be created if given 3 side lengths) using hands-on exploitative activities. Students will also examine which types of polygons are found naturally in the world and which are used in man-made structures. As a final project, students will compile pictures of polygons found in magazines or though pictures taken and printed out. They will then write a short argumentative paper on which polygon they feel has the most importance to this world and why.

END OF THE UNIT GRASP TASK YEAR 2Goal: Find Polygons in Natural and Man-Made SpacesRole: Photographer / EngineerAudience: Other students / colleaguesSituation: You are an engineering student studying the types of polygons that are formed in nature and the types of polygons engineers use when designing buildings.Performance: You are will be taking pictures (or finding them in magazines) of polygons found in nature and of man-made polygons (In construction and architecture). After pasting these pictures on a poster board and highlighting the polygons found, you will then write a summary of the types of polygons you typically see in nature vs the polygons found. (You may use the picture at the bottom of this page as an example of how your polygons should be highlighted on your pictures).Your summery should include-

What polygons were more common in manmade structures?

Which polygons were more common in nature?

What reasons can you think of that would cause some polygons to be more prevalent in manmade objects compared to natural objects?

In your opinion, what is the most important polygon to mankind? WHY?

-use limited mathematical language

-use limited forms of mathematical representation to present information

-communicate through lines of reasoning that are difficult to understand

-use limited language relating to polygons

-use limited forms of mathematical representation to present case of mose important polygon

-communicate, through use of pictures and verbal explanation, the most important polygon to man

-use some appropriate mathematical language

-use different forms of mathematical representation to present information adequately

-communicate through lines of reasoning that are able to be understood, although these are not always coherent

-adequately organize information using a logical structure

-use some appropriate language relating to polygons

-use different forms of mathematical representation to present case of mose important polygon

-communicate through lines of reasoning that are able to be understood, although these are not always coherent the most important polygon to man

-adequately organize information that presents case of the most importnat polygon using a logical structure

-usually use appropriate mathematical language

-usually use different forms of mathematical representation to present information correctly

-communicate through lines of reasoning that are usually coherent

-present work that is usually organized using a logical structure

-usually use appropriate mathematical language relating to polygons

-usually use mathematical representation to present case of mose important polygon

-communicate the most important polygon to man

-present work, that is usually organized information, that presents case of the most importnat polygon using a logical structure

-consistently use appropriate mathematical language

-consistently use different forms of mathematical representation to present information correctly

-communicate clearly through coherent lines of reasoning

-present work that is consistently organized using a logical structure

-consistently use appropriate mathematical language relating to polygons

-consistently use mathematical representations to present case of the most important polygon

-communicate clearly through coherent lines of reasoning the most important polygon to man

-present work, that is consistently organized, that presents the case of the most importnat polygon using a logical structure

Grade 7, Year 2Quarter 2Related Concepts: Equivalence and Quantity

Global Context: Globalization and sustainability

SOI:Identifying equivalence and quantity defines relationships in the real world.

Overview: : Students will be learning how to multiply, divide, add, and subtract rational numbers. Students will then learn how to balance equations by solving for x and graph linear equations. As a final task students will balance a budget as if they were a recent college graduate.