Two Maths progammes (Standard and Extended) are in place at VSA in the last two years of MYP (year 9 and 10). These are designed to best prepare students for taking Maths in DP. Standard Maths in MYP is designed to prepare students who wish to take SL or SL Studies in DP. Extended Maths in MYP is designed to prepare students who wish to take, SL, HL or HL Further in DP. Generally speaking, the Extended Maths course takes a student deeper and further with a topic, and is taught at quite a high pace. Our credo is that students should be in the group that best suits their mathematical abilities and needs. Thus it may be necessary to move students between groups at appropriate times through the course.
Below is a rough idea of some of the topics that will be covered in year 9 extended and year 10 extended classes:
Year 9 – equations of a line, exponents and factoring, trigonometry, probability, volume, geometric proofs and percentages
Year 10 – transformations and polynomials, statistics, vectors and matrices, arithmetic and geometric progressions, exponential and logarithm, circle proofs and linear programming
For further details on what is taught on a weekly basis as well as homework and assessment schedules, please look at the calendar.
Dropbox:
click here for the link to the dropbox folder
Notices: 9/5/2013
Your next assessment will be on: Friday 24th May
The topics you will be tested on are: statistics
The assessment criteria are: C, D GDC calculators will be allowed
Relevant chapters for revision are: S5A3, S5A4 and S6#4
13/5/2013 - cover work
Read the examples for ex3B, C and then complete the exercises
25/3/2013
Your next assessment will be on: Friday 12th April
The topics you will be tested on are: trigonometry
The assessment criteria are: B Calculator will be allowed in the test BUT NOT GDC's
Relevant chapters for revision are: S4B9 and S6#3
18/3/2013 - cover work
Read the examples about angles of elevations/ depressions and bearing in ex3E and then complete the exercise
17/1/2013
Your next assessment will be on: Friday 22nd February
The topics you will be tested on are: exponential, logarithm, geometric and arithmetic progressions
The assessment criteria are: A, D Calculator will be allowed in the test BUT NOT GDC's
Please refer to the assessment schedule below for the specific chapters to revise.
24/11/2012
You have TWO assessments coming up:
1. SAW - what course should I take next year?
Everyone in the year will take this assessment to help you decide what level of maths you should take in DP
The assessment will be on Monday 2nd December
The topics you will be tested on are: everything you have done (basic questions, no vectors and matrices or anything too difficult)
This a non-calculator test
The assessment criteria are: N/A
2. Assessment 3
Your next assessment will be on: Friday 14th December
The topics you will be tested on are: vectors and matrices
The assessment criteria are: B, D
This a non-calculator test
Please refer to the assessment schedule below for the specific chapters to revise.
28/10/2012
Your next assessment will be on: Friday 2nd November.
The topics you will be tested on are: transformations
The assessment criteria are: B, C
Please refer to the assessment schedule below for the specific chapters to revise.
19/9/2012
Please see below for the IB moderation report for 2011-12
File Not Found
13/9/2012
Your next assessment will be on: Friday 5th October.
The topics you will be tested on are: quadratics and polynomials
The assessment criteria are: A, C, D
Please refer to the assessment schedule below for the specific chapters to revise.
Assessment Schedule:
Year 10
Unit
Unit Question
Topic(s)
Chapter(s)
Criteria
Date
1
How do we design complex modern structure with an elegant style?
Polynomials
(S4A2), S4A4, S4A6, S5B10
HI, E
A, C
5-Oct
24-Sep
2
How do we design complex modern structure with an elegant style?
Transformations
S5B11
HI, E
B, C
2-Nov
3
How are social networks like other networks?
Vectors and matrices
M2#14, M2#15, M2#13, M2#12
HSE
B, D
14-Dec
What class should I take next year?
3-Dec
7-Dec
Term Report Cutoff
17-Dec
4
How do things grow?
AP/ GP, exponential, logarithm, best fit line
S5B8, S6#1, S4B10, S6#2, S4B11
HSE, E
A, D
1-Feb
5
How can we optimise the use of our resources?
linear programming
S4B7 (found in unit 1), S4B8
HSE
A, C
1-Mar
Interim Report Cutoff
18-Mar
6
How do we know where we are?
circle proofs and trigonometry
M2#4, M2#5, S5A1, S5A2, S5B7, (S4B9), (S6#3)
E
A, B
12-Apr
Project Week
22-Apr
26-Apr
7
How much am I taller than the average person?
Statistics
(S5A3), S5A4, S6#4, M1#11, M1#12, M1#13
HSE
A, C
3-Jun
7-Jun
Term Report Cutoff
10-Jun
AOI's: human ingenuity (HI), community and service (CS), health and social education (HSE), environments (E), approaches to learning (ATL)
Assessment Rubric:
Criterion A: Knowledge and understanding
Maximum: 8
Knowledge and understanding are fundamental to studying mathematics and form the base from which to explore concepts and develop skills. This criterion expects students to use their knowledge and to demonstrate their understanding of the concepts and skills of the prescribed framework in order to make deductions and solve problems in different situations, including those in real-life contexts.
This criterion examines to what extent the student is 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 contexts
select and apply general rules correctly to solve problems, including those in real-life contexts.
Assessment tasks for this criterion are likely to be class tests, examinations, real-life problems and investigations that may have a variety of solutions.
Achievement level
Level descriptor
0
The student does not reach a standard described by any of the descriptors given below.
1–2
The student generally makes appropriate deductions when solving simple problems in familiar contexts.
3–4
The student generally makes appropriate deductions when solving more-complex problems in familiar contexts.
5–6
The student generally makes appropriate deductions when solving challenging problems in a variety of familiar contexts.
7–8
The student consistently makes appropriate deductions when solving challenging problems in a variety of contexts including unfamiliarsituations.
Notes
1.Context: the situation and the parameters given to a problem.
2.Unfamiliar situation: challenging questions or instructions set in a new context in which students are required to apply knowledge and/or skills they have been taught.
3.Deduction: reasoning from the general to the particular/specific.
Criterion B: Investigating patterns
Maximum: 8
Students are expected to investigate a problem by applying mathematical problem-solving techniques, to find patterns, and to describe these mathematically as relationships or general rules and justify or prove them.
This criterion examines to what extent the student is able to:
select and apply appropriate inquiry and mathematical problem-solving techniques
recognize patterns
describe patterns as relationships or general rules
draw conclusions consistent with findings
justify or prove mathematical relationships and general rules.
Assessment tasks for this criterion should be mathematical investigations of some complexity, as appropriate to the level of MYP mathematics. Tasks should allow students to choose their own mathematical techniques to investigate problems, and to reason from the specific to the general. Assessment tasks could have a variety of solutions and may be set in real-life contexts. Teachers should clearly state whether the student has to provide a justification or proof.
Teachers should include a good balance between tasks done under test conditions and tasks done at home in order to ensure the development of independent mathematical thinking.
Achievement level
Level descriptor
0
The student does not reach a standard described by any of the descriptors given below.
1–2
The student applies, with some guidance, mathematical problem-solving techniques to recognize simple patterns.
3–4
The student applies mathematical problem-solving techniques to recognize patterns, andsuggests relationships or general rules.
5–6
The student selects and applies mathematical problem-solving techniques to recognize patterns, describes them as relationships or general rules, and draws conclusions consistent with findings.
7–8
The student selects and applies mathematical problem-solving techniques to recognize patterns, describes them as relationships or general rules, draws conclusions consistent with the correct findings, and provides justifications or a proof.
Notes
1. Pattern: the underlining order, regularity or predictability between the elements of a mathematical system. To identify pattern is to begin to understand how mathematics applies to the world in which we live. The repetitive features of patterns can be identified and described as relationships or generalized rules.
2. Justification: a clear and logical mathematical explanation of why the rule works.
3. Proof: a mathematical demonstration of the truth of a given proposition.
Criterion C: Communication in mathematics
Maximum: 6
Students are expected to use mathematical language when communicating mathematical ideas, reasoning and findings—both orally and in writing.
This criterion examines to what extent the student is able to:
use appropriate mathematical language (notation, symbols, terminology) in both oral and written explanations
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.
Students are encouraged to choose and use appropriate ICT tools such as graphic display calculators, screenshots, graphing, spreadsheets, databases, drawing and word-processing software, as appropriate, to enhance communication.
Assessment tasks for this criterion are likely to be real-life problems, tests, examinations and investigations. Tests and examinations that are to be assessed against criterion C must be designed to allow students to show complete lines of reasoning using mathematical language.
Achievement level
Level descriptor
0
The student does not reach a standard described by any of the descriptors given below.
1–2
The student shows basicuse of mathematical language and/or forms of mathematical representation. The lines of reasoning are difficult to follow.
3–4
The student shows sufficientuse of mathematical language and forms of mathematical representation. The lines of reasoning are clearthough notalwayslogicalorcomplete.
The student moves between different forms of representation with some success.
5–6
The student shows gooduse of mathematical language and forms of mathematical representation. The lines of reasoning are concise, logicalandcomplete.
The student moves effectively between different forms of representation.
Notes
1. Mathematical language: the use of notation, symbols, terminology and verbal explanations.
2. Forms of mathematical representation: refers to formulae, diagrams, tables, charts, graphs and models, used to represent mathematical information
Criterion D: Reflection in mathematics
Maximum: 6
Reflection allows students to reflect upon their methods and findings.
This criterion examines to what extent the student is able to:
explain whether his or her results make sense in the context of the problem
explain the importance of his or her findings in connection to real life
justify the degree of accuracy of his or her results where appropriate
suggest improvements to the method when necessary.
Assessment tasks are most likely to be investigations and real-life problems. Generally these types of tasks will provide students with opportunities to use mathematical concepts and skills to solve problems in real-life contexts.
Achievement level
Level descriptor
0
The student does not reach a standard described by any of the descriptors given below.
1–2
The student attemptsto explain whether his or her results make sense in the context of the problem. The student attempts to describe the importance of his or her findings in connection to real life where appropriate.
3–4
The student correctly but briefly explains whether his or her results make sense in the context of the problem. The student describestheimportance of his or her findings in connection to real life where appropriate.
The student attemptsto justify the degree of accuracy of his or her results where appropriate.
5–6
The student critically explains whether his or her results make sense in the context of the problem. The student provides a detailed explanation of the importance of his or her findings in connection to real life where appropriate.
The student justifies the degree of accuracy of his or her results where appropriate.
The student suggests improvements to his or her method where appropriate.
Notes
1. Describe: present an account without providing reasons or explanations.
2. Explain: give a detailed account including reasons, causes or justifications. Explanations should answer the questions “why” and “how”.
Resources
Install Dropbox and join Mr Wong's shared folder for additional resources and homework
Two Maths progammes (Standard and Extended) are in place at VSA in the last two years of MYP (year 9 and 10). These are designed to best prepare students for taking Maths in DP. Standard Maths in MYP is designed to prepare students who wish to take SL or SL Studies in DP. Extended Maths in MYP is designed to prepare students who wish to take, SL, HL or HL Further in DP. Generally speaking, the Extended Maths course takes a student deeper and further with a topic, and is taught at quite a high pace. Our credo is that students should be in the group that best suits their mathematical abilities and needs. Thus it may be necessary to move students between groups at appropriate times through the course.
Below is a rough idea of some of the topics that will be covered in year 9 extended and year 10 extended classes:
Year 9 – equations of a line, exponents and factoring, trigonometry, probability, volume, geometric proofs and percentages
Year 10 – transformations and polynomials, statistics, vectors and matrices, arithmetic and geometric progressions, exponential and logarithm, circle proofs and linear programming
For further details on what is taught on a weekly basis as well as homework and assessment schedules, please look at the calendar.
Dropbox:
click here for the link to the dropbox folder
Notices:
9/5/2013
Your next assessment will be on: Friday 24th May
The topics you will be tested on are: statistics
The assessment criteria are: C, D
GDC calculators will be allowed
Relevant chapters for revision are: S5A3, S5A4 and S6#4
13/5/2013 - cover work
Read the examples for ex3B, C and then complete the exercises
25/3/2013
Your next assessment will be on: Friday 12th April
The topics you will be tested on are: trigonometry
The assessment criteria are: B
Calculator will be allowed in the test BUT NOT GDC's
Relevant chapters for revision are: S4B9 and S6#3
18/3/2013 - cover work
Read the examples about angles of elevations/ depressions and bearing in ex3E and then complete the exercise
17/1/2013
Your next assessment will be on: Friday 22nd February
The topics you will be tested on are: exponential, logarithm, geometric and arithmetic progressions
The assessment criteria are: A, D
Calculator will be allowed in the test BUT NOT GDC's
Please refer to the assessment schedule below for the specific chapters to revise.
24/11/2012
You have TWO assessments coming up:
1. SAW - what course should I take next year?
Everyone in the year will take this assessment to help you decide what level of maths you should take in DP
The assessment will be on Monday 2nd December
The topics you will be tested on are: everything you have done (basic questions, no vectors and matrices or anything too difficult)
This a non-calculator test
The assessment criteria are: N/A
2. Assessment 3
Your next assessment will be on: Friday 14th December
The topics you will be tested on are: vectors and matrices
The assessment criteria are: B, D
This a non-calculator test
Please refer to the assessment schedule below for the specific chapters to revise.
28/10/2012
Your next assessment will be on: Friday 2nd November.
The topics you will be tested on are: transformations
The assessment criteria are: B, C
Please refer to the assessment schedule below for the specific chapters to revise.
19/9/2012
Please see below for the IB moderation report for 2011-12
13/9/2012
Your next assessment will be on: Friday 5th October.
The topics you will be tested on are: quadratics and polynomials
The assessment criteria are: A, C, D
Please refer to the assessment schedule below for the specific chapters to revise.
Assessment Schedule:
Assessment Rubric:
Criterion A: Knowledge and understanding
Maximum: 8
Knowledge and understanding are fundamental to studying mathematics and form the base from which to explore concepts and develop skills. This criterion expects students to use their knowledge and to demonstrate their understanding of the concepts and skills of the prescribed framework in order to make deductions and solve problems in different situations, including those in real-life contexts.
This criterion examines to what extent the student is 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 contexts
select and apply general rules correctly to solve problems, including those in real-life contexts.
Assessment tasks for this criterion are likely to be class tests, examinations, real-life problems and investigations that may have a variety of solutions.
Notes
1.Context: the situation and the parameters given to a problem.
2.Unfamiliar situation: challenging questions or instructions set in a new context in which students are required to apply knowledge and/or skills they have been taught.
3.Deduction: reasoning from the general to the particular/specific.
Criterion B: Investigating patterns
Maximum: 8
Students are expected to investigate a problem by applying mathematical problem-solving techniques, to find patterns, and to describe these mathematically as relationships or general rules and justify or prove them.
This criterion examines to what extent the student is able to:
- select and apply appropriate inquiry and mathematical problem-solving techniques
- recognize patterns
- describe patterns as relationships or general rules
- draw conclusions consistent with findings
- justify or prove mathematical relationships and general rules.
Assessment tasks for this criterion should be mathematical investigations of some complexity, as appropriate to the level of MYP mathematics. Tasks should allow students to choose their own mathematical techniques to investigate problems, and to reason from the specific to the general. Assessment tasks could have a variety of solutions and may be set in real-life contexts. Teachers should clearly state whether the student has to provide a justification or proof.Teachers should include a good balance between tasks done under test conditions and tasks done at home in order to ensure the development of independent mathematical thinking.
Notes
1. Pattern: the underlining order, regularity or predictability between the elements of a mathematical system. To identify pattern is to begin to understand how mathematics applies to the world in which we live. The repetitive features of patterns can be identified and described as relationships or generalized rules.
2. Justification: a clear and logical mathematical explanation of why the rule works.
3. Proof: a mathematical demonstration of the truth of a given proposition.
Criterion C: Communication in mathematics
Maximum: 6
Students are expected to use mathematical language when communicating mathematical ideas, reasoning and findings—both orally and in writing.
This criterion examines to what extent the student is able to:
use appropriate mathematical language (notation, symbols, terminology) in both oral and written explanations
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.
Students are encouraged to choose and use appropriate ICT tools such as graphic display calculators, screenshots, graphing, spreadsheets, databases, drawing and word-processing software, as appropriate, to enhance communication.
Assessment tasks for this criterion are likely to be real-life problems, tests, examinations and investigations. Tests and examinations that are to be assessed against criterion C must be designed to allow students to show complete lines of reasoning using mathematical language.
The student moves between different forms of representation with some success.
The student moves effectively between different forms of representation.
Notes
1. Mathematical language: the use of notation, symbols, terminology and verbal explanations.
2. Forms of mathematical representation: refers to formulae, diagrams, tables, charts, graphs and models, used to represent mathematical information
Criterion D: Reflection in mathematics
Maximum: 6
Reflection allows students to reflect upon their methods and findings.
This criterion examines to what extent the student is able to:
explain whether his or her results make sense in the context of the problem
explain the importance of his or her findings in connection to real life
justify the degree of accuracy of his or her results where appropriate
suggest improvements to the method when necessary.
Assessment tasks are most likely to be investigations and real-life problems. Generally these types of tasks will provide students with opportunities to use mathematical concepts and skills to solve problems in real-life contexts.
to describe the importance of his or her findings in connection to real life where appropriate.
The student attempts to justify the degree of accuracy of his or her results where appropriate.
The student justifies the degree of accuracy of his or her results where appropriate.
The student suggests improvements to his or her method where appropriate.
Notes
1. Describe: present an account without providing reasons or explanations.
2. Explain: give a detailed account including reasons, causes or justifications. Explanations should answer the questions “why” and “how”.
Resources
Install Dropbox and join Mr Wong's shared folder for additional resources and homework