AS THE CROW FLIES Linear Equations (Algebra)

AERO S&B 1a-c; 2ah; 3a-c; 4a&b; 5a, 5c&d; 5f&g; 6c&d; 8a; 8d-h; 9a&b Area Of Interaction Community & Service
How do we live in relation to each other? How can I contribute to the community? How can I help others?

Unit Overview Unit Question: The world we live in can sometimes seem chaotic. How do we put order to the chaos to enable us to better manage our passage through it? Guiding Questions and relevant content: 1. How is direction communicated through the use of Integers? Adding & Subtracting integers Multiplying & Dividing Integers Associative, Commutative, Distributive Properties and Integers 2. How do linear equations & inequalities help us make organise information? Solving one & two step equations/inequalities Solving multi step equations/inequalities Solving equations/inequalities with variables on both sides Solving equations/inequalities incorporating algebraic factions 3. How does the visual representation of Linear Equations & Inequalities (graphs) help us to organise and understand information? Function Table Slope/Intercept (y=mx + c) X & Y Intercept Systems of Equations & Inequalities (Simultaneous Equations) ASSESSMENT

There are many systems or approaches we use to organise our perception of the world around us to try to make sense of our place in it which in turn enables our community to operate safely and efficiently. Mathematics can be used to help us do this. The final assignment to this unit ties this AoI to the Unit Question.

ATL Foci Collaboration Organisation Thinking Learner Profile(s) Caring Principled

ASSESSMENT TYPES Written Test Journal 1 Blog 1 Journal 2 Blog 2

A
Knowledge & Understanding

B
Problem Solving and Patterns

C
Communication

D
Reflection

HKA - MYP MATHEMATICS - Tables of Objectives A Knowledge and Understanding

Year 2
At the end of the second year students should be able to demonstrate basic knowledge and understanding of the following branches of mathematics: Number Algebra Geometry and trigonometry Statistics and probability Discrete mathematics By being able to: Know and demonstrate understanding of the basic concepts of number, algebra, geometry and trigonometry, statistics and probability, and discrete mathematics Use basic concept-specific strategies to solve simple problems in both familiar and unfamiliar situations including those in real-life context Apply basic rules correctly to solve simple problems including those in real-life

Knowledge and understanding are fundamental to studying mathematics and form the base from which to explore concepts and develop problem-solving skills. Through knowledge and understanding students develop mathematical reasoning to make deductions and solve problems.

Year 1 Objectives
At the end of the first year students should be able to demonstrate some basic knowledge and understanding of the following branches of mathematics: Number Algebra Geometry and trigonometry Statistics and probability Discrete mathematics By being able to: Know and demonstrate understanding of some of the basic concepts of number, algebra, geometry and trigonometry, statistics and probability, and discrete mathematics Use some basic conceptspecific strategies to solve simple problems in both familiar and unfamiliar situations including those in real-life context Apply some basic rules correctly to solve simple problems including those in

Year 3
At the end of the third year, students should be able to demonstrate some knowledge and understanding of the following five branches of mathematics: Number Algebra Geometry and trigonometry Statistics and probability Discrete mathematics By being able to: Know and demonstrate understanding of some of the concepts of number, algebra, geometry and trigonometry, statistics and probability, and discrete mathematics Use appropriate mathematical concepts and skills to solve simple problems in both familiar and unfamiliar situations including those in real-life context Select and apply basic rules correctly to solve problems including those in real-life

Year 4
At the end of the fourth year students should be able to demonstrate most knowledge and understanding of the following five branches of mathematics: Number Algebra Geometry and trigonometry Statistics and probability Discrete mathematics By being able to: Know and demonstrate understanding of most of number, algebra, geometry and trigonometry, statistics and probability, and discrete mathematics Frequently use appropriate mathematical concepts and skills to solve problems in both familiar and unfamiliar situations including those in real-life context Select and apply most general rules correctly to solve problems including

Year 5
At the end of the course, students should be able to demonstrate knowledge and understanding of the of the following five branches of mathematics: Number Algebra Geometry and trigonometry Statistics and probability Discrete mathematics By being able to: Know and demonstrate understanding of the concepts from the five branches of mathematics (number, algebra, geometry and trigonometry, statistics and probability, and discrete mathematics) use appropriate mathematical concepts and skills to solve problems in both familiar and unfamiliar situations including those in real-life context Select and apply general rules correctly to solve simple problems including

real-life contexts.

contexts.

contexts.

those in real-life contexts.

those in real-life contexts.

Investigating Patterns

Investigating patterns allows students to experience the excitement and satisfaction of mathematical discovery. Mathematical inquiry encourages students to become risktakers, inquirers and critical thinkers. The ability to inquire is invaluable in the MYP and contributes to lifelong learning. Through the use of mathematical investigations, students are given the opportunity to apply mathematical knowledge and problem-solving techniques to investigate a problem, generate and/or analyze information, find relationships and patterns, describe these mathematically as general rules, and justify or prove them.

Year 1 Objectives
At the end of the first year, when investigating problems, in both theoretical and real-life contexts, students should be able to: Apply some basic inquiry and mathematical problemsolving techniques, with guidance from the teacher, by identifying variables, posing relevant questions, organizing data and using an appropriate model Recognize some simple patterns similar to previously seen examples Describe some simple patterns in words and/or diagrams Arrive at a result or set of results and attempt to make some predictions based on extending the pattern(s) Describe simple mathematical relationships

Year 2
At the end of the second year, when investigating problems, in both theoretical and real-life contexts, students should be able to: Apply basic inquiry and mathematical problemsolving techniques, with minimal guidance from the teacher, by identifying variables, posing relevant questions, organizing data and using an appropriate model Recognize simple patterns similar to previously seen examples and some different situations Describe simple patterns in words, diagrams, relationships or general rules Arrive at a result or set of results and make predictions based on extending the pattern(s) Describe simple mathematical relationships and some general rules using logical arguments

Year 3
At the end of the third year, when investigating problems, in both theoretical and real-life contexts, students should be able to: Select and apply basic inquiry and mathematical problem-solving techniques to problems by asking searching questions

Year 4
At the end of the fourth year, when investigating problems, in both theoretical and real-life contexts, students should be able to: Frequently select and apply appropriate inquiry and mathematical problem solving techniques

Year 5
At the end of the fifth year, when investigating problems, in both theoretical and real-life contexts, students should be able to: Select and apply appropriate inquiry and mathematical problem-solving techniques

Recognize simple patterns in different situations Describe simple patterns as relationships or general rules Arrive at a single result of set of results and make predictions consistent with findings Explain simple mathematical relationships and general rules using logical arguments

Recognize patterns in different situations Describe some patterns as relationships or general rules Begin to draw conclusions consistent with findings Being to justify or prove mathematical relationships and rules using logical arguments

Recognize patterns

Describe patterns as relationships or general rules Draw conclusions consistent with findings Justify or prove mathematical relationships and general rules.

Communication in Mathematics

Mathematics provides a powerful and universal language. Students are expected to use mathematical language appropriately when communicating mathematical ideas, reasoning and findings both orally and in writing.

Year 1 Objectives
At the end of the first year, students should be able to communicate mathematical ideas, reasoning and findings by being able to: Use appropriate mathematical language (notation, symbols, terminology) in both oral and written communications, with guidance from the teacher use different forms of mathematical representation (simple formulae, diagrams, tables, charts, graphs and models), with guidance from the teacher state, in writing and/or verbally, the steps followed in solving simple problems

Year 2
At the end of the second year, students should be able to communicate mathematical ideas, reasoning and findings by being able to: Use appropriate mathematical language (notation, symbols, terminology) in both oral and written communications, with minimal guidance from the teacher use different forms of mathematical representation (simple formulae, diagrams, tables, charts, graphs and models), with minimal guidance from the teacher communicate in writing and/or verbally, the steps followed in solving simple problems using different forms of representation

Year 3
At the end of the third year, students should be able to communicate mathematical ideas, reasoning and findings by being able to: use appropriate mathematical language (notation, symbols, terminology) in both oral and written explanations in familiar situations use different forms of mathematical representation (simple formulae, diagrams, tables, charts, graphs and models), communicate a mathematical line of reasoning in solving simple problems using different forms of representation

Year 4
At the end of the fourth year, students should be able to communicate mathematical ideas, reasoning and findings by being able to: use appropriate mathematical language (notation, symbols, terminology) in both oral and written explanations in familiar and unfamiliar situations frequently use different forms of mathematical representation (formulae, diagrams, tables, charts, graphs and models begin to communicate a complete and coherent mathematical line of reasoning using different forms of representation when investigating complex problems

Year 5
At the end of the fifth year, students should be able to communicate mathematical ideas, reasoning and findings by being able to: use appropriate mathematical language (notation, symbols, terminology) in both oral and written explanations

consistently use different forms of mathematical representation (formulae, diagrams, tables, charts, graphs and models) communicate a complete and coherent mathematical line of reasoning using different forms of representation when investigating complex problems

Reflection in Mathematics

MYP mathematics encourages students to reflect upon their findings and problem-solving processes. Students are encouraged to share their thinking with teachers and peers and to examine different problem-solving strategies. Critical reflection in mathematics helps students gain insight into their strengths and weaknesses as learners and to appreciate the value of erros as powerful motivators to enhance learning and understanding.

Year 1 Objectives
At the end of the first year, students should be able to: consider the reasonableness of their results in the context of the problem consider the importance of their findings, with the guidance from the teacher begin to 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 consider alternatives to the method when appropriate, with guidance from the teacher

Year 2
At the end of the second year, students should be able to: consider the reasonableness of their results in the context of the problem and begin to attempt to explain whether they make sense consider the importance of their findings, with minimal guidance from the teacher consistently distinguishes between measurement and counting, and demonstrate an appreciation of the difference between degrees of error in measuring and mistakes in counting, measuring and calculating consider alternatives to the method when appropriate with minimal guidance from the teacher

Year 3
At the end of the third year, students should be able to: consider the reasonableness of their results in the context of the problem and attempt to explain whether they make sense consider the importance of their findings consider the degree of accuracy of their results where appropriate and estimate errors in simple measurements

Year 4
At the end of the fourth year, students should be able to: attempt to explain whether their results make sense in the context of the problem consider and begin to explain the importance of their findings begin to justify the degree of accuracy of the results where appropriate

Year 5
At the end of the fifth year, students should be able to: explain whether their results make sense in the context of the problem

explain the importance of their findings justify the degree of accuracy of the results where appropriate

consider alternatives to the method when appropriate

consider alternatives to the method when appropriate and begin to suggest improvements to the method when necessary

suggest improvements to the method when necessary