Unit Topic Key Concepts Related Concepts Global Contexts Statement of Inquiry

Empty Bowls Change Mathematics: Fairness and Individual actions can

Quantity, development make a difference in the
Representation. community.
Unit 3: Relationships Model, Scientific and Understanding and
Inequalities Representation, technical representing the
System. innovation relationship between
systems with constraints
allows us to model
solutions in real-life
applications.
Units 5 and Relationships Pattern, Scientific and Relationships can be
6: Functions Simplification. technical displayed and adapted in
and innovation multiple ways that can be
Transformati used to model real-world
ons situations in the Digital
Age.

Unit 7: Relationships Change, Model, Orientation in Relationships describe

Quadratics Representation. space and time and predict an object’s
position in space and
time.
Year 4 Mathematics
MYP Subject Group Objectives MYP Assessment Criteria Assessment Task

Interdisciplinary: A: Disciplinary Interdisciplinary: A: Data Posters:

grounding: demonstrate Disciplinary grounding, B: Students create
relevant disciplinary factual, Synthesizing, C: posters to display
conceptual and/or procedural Communicating, D: information about
knowledge.; B: Synthesizing: Reflecting; Arts: A: hunger statistics in
synthesize disciplinary Knowing and Northeast
knowledge to demonstrate understanding, B: Minneapolis, that
interdisciplinary understanding.; Developing skills; will be used in
C: Communicating: use Mathematics: C: Ceramics classes
appropriate strategies to Communicating, D: and at the Empty
communicate interdisciplinary Applying mathematics in Bowls event.
understanding effectively; D: real-life contexts
Reflecting: reflect on the
development of their own
interdisciplinary understanding;
["Arts: A: ii. demonstrate an
understanding of the role of the
art form in original or displaced
contexts ; B: i. demonstrate the
acquisition and development of
the skills and techniques of the
art form studied ",
"Mathematics: C: 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
A: i. select appropriate A: Knowing and Building Lego
mathematics when solving understanding, C: Furniture: Students
problems, ii. apply the selected Communicating will investigate a
mathematics successfully when scenario given a set
solving problems, iii. solve of constraints on
problems correctly in both building materials.
familiar and unfamiliar Students will use a
situations in a variety of system of
contexts.; C: i. use appropriate inequalities to make
mathematical language decisions. Students
(notation, symbols and will be expected to
terminology) in both oral and use several
written explanations , ii. use representations of
appropriate forms of inequalities.
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.
A: i. select appropriate A: Knowing and Writing Your Name
mathematics when solving understanding, B: Using Functions:
problems, ii. apply the selected Investigating patterns Students are
mathematics successfully when required to spend
solving problems, iii. solve some time outside
problems correctly in both of class investigating
familiar and unfamiliar how to manipulate
situations in a variety of functions using the
contexts.; B: i. select and apply software provided
mathematical problem-solving by desmos.com in
techniques to discover complex order to use a
patterns , ii. describe patterns as collection of
general rules consistent with functions to create
findings , iii. prove, or verify and an image, in this
justify, general rules. case, their name.

B: i. select and apply B: Investigating patterns, Spring Break Shark

mathematical problem-solving D: Applying mathematics Surprise: Students
techniques to discover complex in real-life contexts model a cliff diver’s
patterns , ii. describe patterns as jump with a
general rules consistent with quadratic function.
findings , iii. prove, or verify and Students determine
justify, general rules.; D: i. if a great white
identify relevant elements of shark will eat the
authentic real-life situations , ii. cliff diver and justify
select appropriate mathematical their reasoning.
strategies when solving
authentic real-life 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
real-life situation.
Knowledge & Skills ATL

New Skills: Draped technique, II.

foot/feet , Review skills: Collaboratio
Slip/score, slab, emboss, finishing, n skills, VI.
plastic vs. leather-hard clay, 1.1 I Information
can describe and compare data literacy
sets using summary statistics. skills, IX.
(9.4.1.1, 9.4.1.2, 9.4.1.4) 1.2 I Creative
can create and analyze graphical thinking
displays of data set. (9.4.1.1, skills
9.4.1.2) 1.3 I can obtain
information, make predictions, and
justify conclusions using statistical
thinking. (9.4.2.1, 9.4.2.2, 9.4.2.3)
3.1 I can create a graph of an I.
inequality in one and two Communica
variables, and analyze its meaning tion skills
in context. (9.2.4.4, 9.2.4.6) 3.2 I
can obtain information and solve
problems involving linear
inequalities using graphical
methods. (9.2.4.1, 9.2.4.4, 9.2.4.5)
5.1 I can identify functions in III.
their multiple representations. Organization
(9.2.1.1, 9.2.1.2), 5.2 I can use skills, VIII.
function notation to describe Critical
functions algebraically. (9.2.1.1) , thinking
5.3 I can obtain information and skills
describe a graph using the
vocabulary of functions. (9.2.1.3,
9.2.1.4, 9.2.1.8), 6.1 I can identify
parent functions including linear,
absolute value, quadratic, square
root, and exponential functions.
(9.2.2.3) , 6.2 I can identify,
describe and apply a variety of
transformations to functions.
(9.2.1.9) , 6.3 I can identify and
describe how transformations
affect the multiple representations
of a parent function. (9.2.2.3,
9.3.4.6)

7.1 I can identify the critical points I.

of a quadratic function and use Communica
them to solve real-world problems. tion skills, VI.
(9.2.1.5, 9.2.1.6) , 7.2 I can Information
translate between different literacy skills
representations and forms of
quadratic equations. (9.2.1.5,
9.2.1.6, 9.2.2.1, 9.2.2.3, 9.2.3.3,
9.2.4.1)
Unit Topic Key Concepts Related Concepts Global Contexts Statement of Inquiry
Unit 1: Lines Form Equivalence, Scientific and Geometry is embedded in
and Angles Justification, technical the world around us and
Measurement, innovation we use it to
Model, communicate.
Representation.

Unit 2: How Logic Generalization, Personal and Combining facts can lead
do I prove I Justification, cultural to new discoveries.
am right? Pattern. expression,
Fairness and
development

Unit 3: Relationships Measurement, Orientation in A model relates to how

Triangles Model. space and time we design and use our
Part 2, Doing spaces.
the Most
with the
Least

Unit 4: Logic Justification and Scientific and Quadrilaterals have

Simplification Technical properties that when
Innovation accurately manipulated,
can aesthetically enhance
the world around us.
Unit 5: Relationships Space. Personal and We want to understand
Beautiful cultural how polygons are used in
Buildings expression architecture and how they
enhance beauty.
Unit 6: Form Represenation, Orientation in Representing circles in
Circles Space Space and Time space and with equations
allow us to make good
use of their form.
Unit 7: Form Justification, Globalization and The use of space reflects
Package My Measurement, sustainability our values.
Product Space.
Year 5 Mathematics
MYP Subject Group Objectives MYP Assessment Criteria Assessment Task
A: i. select appropriate A: Knowing and A: Unit 1 Benchmark
mathematics when solving understanding, C: Assessment and
problems, ii. apply the selected Communication C:Mind Your Own
mathematics successfully when Business (Park)!
solving problems, iii. solve
problems correctly in both
familiar
A: i. select andappropriate
unfamiliar A: Knowing and A: Unit 2 Benchmark
situations
mathematicsawhen
in variety of
solving understanding, Assessment and B:
contexts.; C: i. Use appropriate
problems, ii. apply the selected B:Investigating Patterns Exterior Angles
mathematical
mathematics successfullylanguage. when Proof
ii. Use different
solving problems, forms of
iii. solve
mathematical
problems correctly in both to
representation
present
familiar information.
and unfamiliar
A:
iii. i.Move
select appropriate A: Knowing and A: Unit 3 Benchmark
situationsbetween
mathematics in awhen different
variety of
solving understanding, D: Assessment D: Safe
forms of
contexts.; B: mathematical
i.apply
Select and apply
problems,
representation. ii. the selected Applying mathematics in Swimming
mathematicalsuccessfully
mathematics problem- solving when real-life contexts
iv. Communicate
techniques complete
to discover and
complex
solving
coherent problems,
mathematical iii. solvelines of
patterns
problems correctly in both
reasoning.
ii. Describe
familiar
v. Organize andpatterns
unfamiliar
information
as
using a
relationships
situations in a and/or
variety general
of
logical structure.
rules consistent with correct
contexts.; D: i. identify relevant
findings of authentic real-life
elements
iii. Verify and
situations , ii. justify these
select appropriate
relationships and/or
mathematical strategiesgeneral
when
rules. authentic real-life
solving
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 real-life
situation.

A: i. select appropriate A: Knowing and A: Unit 4 Benchmark

mathematics when solving understanding, B: Assessment, B: Floor
problems, ii. apply the selected Investigating Patterns Tiles Task
mathematics successfully when
solving problems, iii. solve
A: i. selectcorrectly
problems appropriate in both A: Knowing and A: Unit 5 Benchmark
mathematics when solving
familiar and unfamiliar understanding, D: Assessment, D:
problems,
situations in ii. aapply theofselected
variety Applying mathematics in Beautiful Buildings
mathematics
contexts; B: i.successfully when
Select and apply real-life contexts Task
solving problems,
mathematical iii. solve
problem- solving
problems
techniquescorrectly
to discoverin both
complex
familiar
patternsand unfamiliar
situations
ii. Describeinpatterns
a varietyasof
contexts;
relationshipsD: i.and/or
identifygeneral
relevant
elements of authentic
rules consistent real-life
with correct
situations
findings , ii. select appropriate
A: i. select appropriate A: Knowing and A: Unit 6 Benchmark
mathematics when solving understanding, C: Assessment, C: Cell
problems, ii. apply the selected Communication Tower Task
mathematics successfully when
solving problems, iii. solve
problems correctly in both
familiar and unfamiliar
situations in a variety of
contexts; C: i. Use appropriate
mathematical language.
ii. Use different forms of
mathematical representation to
present information.
iii. Move between different
forms of mathematical
representation.
iv. Communicate complete and
coherent mathematical lines of
reasoning.
v. Organize information using a
logical structure.
A: i. select appropriate A: Knowing and A: Unit 7 Benchmark
mathematics when solving understanding D: Assessment, D:
problems, ii. apply the selected Applying mathematics in Package My Product
mathematics successfully when real-life contexts
solving problems, iii. solve
problems correctly in both
familiar and unfamiliar
situations in a variety of
contexts.; D: i. identify relevant
elements of authentic real-life
situations , ii. select appropriate
mathematical strategies when
solving authentic real-life
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 real-life
situation.
results using properties of
equilateral and isosceles triangles.
(9.3.2.1, 9.3.2.2, 9.3.2.3, 9.3.2.4,
9.3.2.5, 9.3.3.3)
2.3 I can solve problems and justify
my results using properties of
congruent triangles (9.3.2.1,
9.3.2.2,
Knowledge 9.3.2.3, 9.3.2.4, 9.3.2.5,
& Skills ATL
9.3.3.6).
1.1
2.4 II can
can solve
apply problems and justify
the Pythagorean I.
my
Theorem and its converse toterms,
results using geometric solve Communica
notations,
problems and markings, and
logically justify my tion skills
constructions.
results. 9.3.2.2,(9.3.2.1,
9.3.3.4, 9.3.2.3,
9.3.4.7) VIII. Critical
9.3.2.5, 9.3.3.1)
2.5 I can apply the properties of thinking
1.2 I canright
special solve problems
triangles and justify
to solve skills IX.
my results using parallel
problems and logically justify and my Creative
I.
perpendicular
results (9.3.3.5) line properties, thinking
Communica
including
2.6 I can useproperties of angles.
coordinate geometry skills
tion skills
(9.2.3.7, 9.3.2.2, 9.3.3.2)
to translate, reflect and rotate VIII. Critical
1.3 I can use
triangles andcoordinate
analyze thegeometry
results. thinking
and
(9.3.4.4, 9.3.4.6) skills to
linear algebra skills
represent and analyze points and
3.1 I can
lines. solve problems and justify
(9.3.4.4) I.
my results using properties of Communica
similar triangles. (9.3.3.6, 9.3.4.7) tion skills,
3.2 I can solve problems and justify VIII. Critical
my results using the trigonometric thinking
ratios sine, cosine, and tangent in skills, X.
right triangles (9.3.4.1, 9.3.4.2, Transfer
9.3.4.3). skills
3.3 I can select and apply the
correct triangle relationship
(congruency, Pythagorean
Theorem, similarity, trigonometric
ratios) to find missing sides and
angles of triangles. (9.3.1.3,
9.3.1.5, 9.3.3.3, 9.3.3.4, 9.3.3.6,
9.3.4.1, 9.3.4.2, 9.3.4.3)

4.1 I can compose and decompose II.

quadrilaterals to solve area and Collaboratio
perimeter problems. (9.3.1.2) n skills VIII.
4.2 I can describe, compare and Critical
contrast properties of thinking
5.1 I can compose
quadrilaterals and and decompose
use that VI.
skills
polygons
knowledge toto
solve area
solve and
problems. Information
perimeter
(9.3.3.7) problems. (9.3.1.2) literacy
5.2
4.3 I can describe, compare
solve problems andand
justify skills, VII.
contrast
my resultsproperties of polygons
using properties of Media
and use that
congruent andknowledge
similar to solve literacy skills
problems. (9.3.3.6,
quadrilaterals. 9.3.3.7)
(9.3.3.6)
5.3
4.4 I can solve problems geometry
use coordinate and justify
my results using
to measure properties of
and classify
congruent and (9.3.4.4)
quadrilaterals. similar polygons.
(9.3.3.6, 9.3.3.7)
6.1 I.
6.2 Communica
6.3 tion skills,
6.4 VIII. Critical
I can solve problems and justify my thinking
results using angle, arc and skills
segment properties of circles.
(9.3.3.8)
I can solve problems and justify my
results using circumference and
area of circles. (9.3.3.8)
I can generate, justify and apply
the equation of a circle and
analyze the effects of translations
on the equation. (9.3.4.5)
I can measure perimeter and area
of complex 2-dimensional figures.
(9.3.1.2)
7.1 I can calculate surface area and I.
volume Communica
of pyramids, cones and spheres tion skills, III.
(9.3.1.1) Organization
7.2 I can compose and decompose skills, IV.
3 Affective
dimensional figures to determine skills
surface
area and volume of various figures.
(9.3.1.2)
7.3 I can explain and demonstrate
the effect
of scale factor on length, area, and
volume. (9.3.1.3, 9.3.1.4)