Hong Kong Academy

Mathematics Overview
Grade 8 (MYP Year 3)
SEMESTER 1
Week 1 2 3 4 5 6 Semester ITS ALL A NUMBERS GAME 1 Percentage, Proportion, Rates & Ratios 7 8 9 10 AS THE CROW FLIES Linear Equations (Algebra) 11 12 13 14 15 16 CASINO CAPERS Probability & Statistics 17 18

SEMESTER 2
Week 1 2 3 4 5 6 7 8 9 10 11 12 Semester SohCahToa Triangle Geometry THE CASE OF THE EXPLODING NET Plane 2 - Pythagoras & Trigonometry Geometry Surface Area & Volume 13 14 15 16 ABOUT NOTHING Polynomials & Quadratics (Algebra) 17 18
NETWORK NEWS
Discrete Maths Networks

ALL YEAR
ITS THE QUICK OR THE DEAD (MATHEMATICAL FLUENCY) Built upon throughout the year Usually on Wednesdays when time permits - Mental mathematics techniques; Are answers reasonable?; Divisibility tests; Multiplication tables to 15; Number patterns (triangular, square, Fibonacci etc); Increased speed; Calculator techniques, Problem solving approaches etc

ITS ALL A NUMBERS GAME

Number Percentage, Proportion, Rates & Ratios
AERO S&B 1a-c; 2ah; 3a-c; 4a&b; 5b&c; 5f&g; 6ae; 6g&h; 7c&d Area Of Interaction Human Ingenuity
Why and how do we create? What are the consequences?

Unit Overview Unit Question: How do we quantify the world around us? Guiding Questions and relevant content: 1. What are percentages and why do we use them? 2. What is the relationship between percentages, decimals and fractions conversions 3. How do we use percentages to help us make sense of the world around us? Finding the % of a quantity % increase/decrease tax, tips, discounts, profit, loss, mark up etc Interest simple & compound 4. What is proportion? 5. Whats the difference between rates and ratios? 6. How are rates and ratios applied to everyday situations?

Our live are made easier by the machines we use every day. Machines that people have invented. The application of ratios to a simple machine (Bicycle Gears) making workloads easier and speeds (rate) faster/slower is the context in which this content is placed.

ATL Foci
Organisation Communication Reflection

Learner Profile(s)
Inquirer Communicator Thinker
ASSESSMENT TYPES Written Test Journal 1 Blog 1 Assignment/Investigation Journal 2 Blog 2 A
Knowledge & Understanding

ASSESSMENT
B
Problem Solving and Patterns

C
Communication

D
Reflection

CASINO CAPERS
Probability & Statistics
AERO S&B 1a-c; 2ah; 3a-c; 4a&b; 5b; 5f; 6a&b; 6d; 10ad; 11a&b Area Of Interaction Health and Society
How do I think and act? How am I changing? How can I look after myself and others?

Unit Overview Unit Question: How do we make decisions? Guiding Questions and relevant content: 1. What is the best way to gather and display data to best understand what is happening? Discrete & Continuous data Measuring centre Range, Mean, Median, Mode, Quartiles Various graphs (review) Bar, Column, Line, Pie, Stem & Leaf, Box & Whisker Histograms Cumulative Frequency 2. How can we determine if an event is likely to happen? Venn Diagrams Counting methods Tree Diagrams Combinations & Permutations Number of possible outcomes Number of favourable outcomes Number of unfavourable outcomes Probability Odds ASSESSMENT
B
Problem Solving and Patterns

We make decisions every day of our lives. Some of little consequence and others of great consequence, which impact upon others and ourselves. The amount or reliability of the information we have at hand can greatly influence decisions we make. Mathematics can help us gather and present relevant data to help us make informed decisions which in turn can positively or negatively affect those around us.

ATL Foci
Information literacy Thinking Transfer

Learner Profile(s)
Inquirers Thinkers Principled

ASSESSMENT TYPES Written Test Journal 1 Blog 1 Assignment/Investigation Journal 2 Blog 2

A
Knowledge & Understanding

C
Communication

D
Reflection

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 does solving linear equations & inequalities help us make sense of the world? 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 make sense of the world about us? 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 Assignment/Investigation Journal 2 Blog 2

A
Knowledge & Understanding

B
Problem Solving and Patterns

C
Communication

D
Reflection

MUCH ADO ABOUT NOTHING Polynomials & Quadratics (Algebra)

AERO S&B 1a-c; 2ah; 3a-c; 4a&b; 5a; 5c&d; 5fj; 6c&d; 6h; 8a-f; 8h; 9a&b Area Of Interaction Environments
What are our environments? What resources do we have or need? What are my responsibilities?

Unit Overview Unit Question: How do patterns influence the way react to the environment around us? Guiding Questions and relevant content: 1. What patterns can be seen in the application of exponential functions? Exponents and Exponential Functions 2. How can polynomials be simplified to help us recognize patterns in the world about us? What is a polynomial Add, Subtract and Multiply Polynomials 3. How does solving polynomial equations help us understand our surroundings? Factorise Monomials - Review Factorise simple quadratics equations (x2 + bx + c) Solve Polynomials in factored form Solve simple quadratic Equations

The environments we find ourselves in present many stimuli to which we must react. How fast or how efficiently we react to those stimuli can have profound effects on others and ourselves as well as good and bad consequences. The final assignment addresses using polynomials to assess reaction times.

ATL Foci Information Literacy Reflection Transfer Learner Profile(s) Inquirer Knowledgeable Thinker
ASSESSMENT TYPES Written Test Journal 1 Blog 1 Assignment/Investigation Journal 2 Blog 2 A
Knowledge & Understanding

ASSESSMENT
B
Problem Solving and Patterns

C
Communication

D
Reflection

SohCahToa Triangle Geometry Pythagoras & Trigonometry

AERO S&B 1a-c; 2ah; 3a-c; 4a&b; 5a&b; 5d; 6c-f; 7d&e; 8a; 8c-e; 9d&e; 9g Area Of Interaction Human Ingenuity
- Why & how do we create/ - What are the consequences?

Unit Overview Unit Question: How do we approach problems to get the best possible outcome for others and ourselves? Guiding Questions and relevant content: 1. How do we use diagrams to understand the nature of a problem? Drawing & Constructing angles and polygons with protractor & compass Perpendicular lines Bisecting angles Building polygons using circles 2. How do others approach problems? Pythagoras Theorem (a2 + b2 = c2) Pythagorean triples Special right triangles (45-45-90 & 30-60-90) 3. How do I approach problems to best communicate my ideas to others? Scale diagrams similar triangles Labling sides of triangles in relation to angles (Opposite, Adjacent, Hypotenuse) The unit circle Sine, Cosine & Tangent Trigonometric Ratios (Soh Cah Toa) ASSESSMENT

The human mind is an amazing organ. It has the ability to organise information in such a way to enable us to approach problems to gain successful outcomes. Thanks to the Ancient Greeks, our knowledge of the properties of right triangles enables us to solve problems easily and efficiently.

ATL Foci
Organisation Collaboration Transfer

Learner Profile(s)
Inquirers Communicators Risk Takers

ASSESSMENT TYPES Written Test Journal 1 Blog 1 Assignment/Investigation Journal 2 Blog 2

A
Knowledge & Understanding

B
Problem Solving and Patterns

C
Communication

D
Reflection

THE CASE OF THE EXPLODING NET Plane Geometry Surface Area & Volume
AERO S&B 1a-c; 2ah; 3a-c; 4a&b; 5ad; 6c-f; 7a-c; 7e; 9c; 9f Area Of Interaction Environments
What are our environments? What resources do we have or need? What are my responsibilities?

Unit Overview Unit Question: How can the ways we feel affect the ways we act? Guiding Questions and relevant content: 1. What and where are shapes used around us?
Deductive Geometry (Review) Defining Angles Geometric Theorems Triangles Quadrilaterals Properties of regular polygons Square Rectangle Triangles (isosceles, equilateral) Circle Parallelogram (Rhombus) Trapezoid

The built environment around us impacts upon the way we feel and act. A lot of the things we place around us influence our ability to function effectively. This unit will focus on the classroom environment and determine what can be done in improve it as a learning environment. The assignment focus will be on building small planter boxes and organizing the classroom to best place them

ATL Foci
Organisation Collaboration Communication

2. How are shapes used in the classrooms in which we learn?

A
Knowledge & Understanding

Learner Profile(s)
Thinker Communicator Open Minded

Perimeter & Area of above regular polygons Drawing prisms with bases of above regular polygons Properties of regular based prisms and pyramids Volume of regular based prisms and pyramids Drawing net diagrams Surface Area of regular bas

ASSESSMENT
ASSESSMENT TYPES Written Test Journal 1 Blog 1 Assignment/Investigation Journal 2 Blog 2 B
Problem Solving and Patterns

C
Communication

D
Reflection

NETWORK NEWS Discrete Mathematics

AERO S&B 1a-c; 2ah; 3a-c; 4a&b; 6d Area Of Interaction Aof I ATL Foci Learner Profile(s) Unit Question: Guiding Questions and relevant content: Network diagrams Constructing networks Precedence networks Counting pathways Unit Overview

ASSESSMENT No assessment for this small unit as reports will already be finalised.

ITS THE QUICK OR THE DEAD Mathematical Fluency AERO S&B 1a-c; 2ah; 3a-c; 4a&b; 6d Area Of Interaction Aof I ATL Foci Learner Profile(s) Unit Question: Guiding Questions and relevant content: Unit Overview

ASSESSMENT Assessment here is purely formative although students may gather data from their performances to use in various other units.

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