Mt. Mourne School MYP Course Outline
Mathematics/Algebra I
MYP Level 3
Jane Allender/Stacy Wozny
Course Description: The mathematics department at Mt. Mourne School is organized to ensure that the three fundamental
concepts of the MYP are embraced within the mathematics curriculum as follows:
1. Holistic Learning through:
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Establishing links between subjects and cultures
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Constructing knowledge via different learning styles and strategies
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Providing relevance to learning through real-world situations and experiences
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Connecting knowledge, concepts and skills through the strands of mathematics
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Effectively developing the areas of interaction
2. Intercultural Awareness through:
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Developing students’ attitudes, knowledge and skills as they learn about their own and others’ social, national
and ethnic cultures
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Considering multiple perspectives, including inter-cultural awareness, that leads to understanding and respect
3. Communication through providing opportunities for:
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Inquiry and understanding through hands-on experiments and mathematical labs
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Student reflection and expression through math journals
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Acquiring and using multiple forms (verbal and non-verbal) for expressing thoughts and ideas
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Working in different groups and portraying different roles within those groups
The IB Learner Profile:
Students will learn to use the resources (including technology) around them to acquire a deeper understanding of the course
objectives while developing a strong sense of inquiry. Students will become knowledgeable of mathematical concepts and will
learn to apply this knowledge to make connections to the real world. Through problem solving and hands-on investigations,
students will learn to use appropriate strategies to become more open-minded, independent thinkers. Students will use
mathematical language, both oral and written, to become more effective communicators. Students will have the opportunity to
demonstrate principled, caring behaviors during classroom demonstrations, reflective practices, and outside projects. Students
will be encouraged to think outside of the box, maintain balance, persevere, and take risks while engaging in problem-solving
activities.
NCSCOS Aims/Objectives:
IB Aims/Objectives:
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Competency Goal 1: The learner will perform
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Knowledge and Understanding: The student knows and demonstrates
operations with numbers and expressions to solve
understanding of number, geometry, statistics, and algebra concepts. The
problems.
student consistently uses appropriate methods, rules and/or formulas when
solving problems in a variety of contexts including familiar and
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Competency Goal 2: The learner will describe
unfamiliar situations.
geometric figures in the coordinate plane
algebraically.
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Investigating Patterns: The student selects and applies mathematical
problem-solving strategies to recognize simple patterns in different
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Competency Goal 3: The learner will collect,
situations. Using logical arguments, the student describes them as
organize, and interpret data with matrices and linear
relationships or general rules, arriving at results and making predictions.
models to solve problems.
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Communication: The student shows good use of mathematical language
 Competency Goal 4: The learner will use relations
and forms of mathematical representation (formulas, diagrams, tables,
and functions to solve problems.
charts, graphs, and models). Reasoning and explanations are logical and
complete. The student explores different forms of representation with
some success when solving simple problems.
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Reflection: The student considers the reasonableness of his/her results
in the context of the problem and attempts to explain whether they make
sense. The student considers the importance of his/her findings and the
degree of accuracy of his/her results. The student considers alternatives
to the method when appropriate.
Mt. Mourne School MYP Course Outline
Topic / Time
Expressions,
Equations,
Inequalities and
Matrices
Unit
Question
Significant
Concept
AoI
How do my
choices affect
the
environment?
Personal choices
make an impact
Environments
Assessment / Criteria Assessed
Real-life Problem
Criteria: A, D
6 weeks
Radical Expressions
and Geometric
Relationships
6 weeks
Linear Functions
6 weeks
Exponential
Functions
6 weeks
Linear Systems
6 weeks
Polynomials and
Quadratic Functions
6 weeks
What’s the
value of being
irrational?
How are
predictions
valuable?
An estimate is a
judgement
Broad based Classroom Test
Human Ingenuity
When to overestimate
or to underestimate
Criteria: A, C
Understand that
decisions are made
based on predictions
Predictions are used
for promotion and
prevention
Mathematical Investigation
Human Ingenuity
Criteria: B, C
How do
populations
change over
time?
Rapid change can
have profound effects
on health and society
Health and Social
Education
What impact
do crossroads
have in your
life?
To be at a crossroads
requires important
decision-making
Community and
Service
Why do you
make a
model?
Different strategies
are used to yield the
same results
Real-life Problem
Criteria: A, C
Real Life Problem
Criteria: A, D
Broad-based Classroom Test
Human Ingenuity
Criteria: A, D
Role of the Areas of Interaction:
Human Ingenuity— Students are provided the opportunity to explore the history and development of mathematics from the past
to the present. Students will have opportunities to create products from mathematical investigations and discoveries.
Approaches to Learning— Students work to improve upon their mathematical communication, organization, collaboration, and
reflection through a variety of activities. Students will make connections between math concepts and other subject areas.
Health and Social Education—Students will use mathematical investigations, specifically the use of statistics, to advocate for
change or improvement in social and health issues.
Environments—Students will use data analysis to investigate the various impacts on natural, built, and virtual environments.
From this, students will raise awareness that may result in action and/or change.
Community and Service—Through mathematical investigations, students will gain an appreciation that will foster an interest in
providing service in their community.
Grading Policy:
Plans for Assessment
In order to ensure that students have a clear understanding of the assessment criteria and to establish a clearly defined system by
which the teachers assess students, we will:
Mt. Mourne School MYP Course Outline
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assess each criterion for each subject at least twice by the end of eighth grade.
maintain an MYP assessment portfolio for each student in each subject. The assessment portfolio will include task
descriptions, the criteria for the subject, a section for student reflection, and a section for parent signature and response.
bring task, rubric, and samples of student work to share and reflect
ensure that the assessment tasks assigned in each subject area are in line with the moderation of assessment
requirements for that subject area.
distribute portfolios to students at the beginning of each semester/quarter.
submit samples of completed portfolios to the MYP coordinator at the end of each semester to share with the whole
staff.
create adapted rubrics for years 1-4.
standardize assessments by subject area at least once a year.
collaborate and use common MYP assessments for courses being taught by more than one teacher.
participate in IB assessment as required.
Plans for Communication
In order to effectively communicate MYP assessment criteria to parents and students, we will:
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Post all assessment criteria on Mt. Mourne School’s web page and on teachers’ web pages.
Post subject area rubrics on individual teachers’ web pages as necessary.
Provide students with copies of the criteria in each subject area at the beginning of each course.
Require students to complete a reflection after each MYP assessment task and obtain a parent signature documenting
that the parent has seen the assessment results.
Incorporate students’ IB progress into student-led conferences.
Incorporate students’ IB progress into parent-teacher conferences.
Offer Parent/Family Nights to educate parents and incoming students.
Math: Assessment Criteria (see specific teacher’s website for scoring rubrics)
Criterion A Knowledge and understanding
Maximum 8
Criterion B Investigating patterns
Maximum 8
Criterion C Communication in mathematics
Maximum 6
Criterion D Reflection in mathematics
Maximum 6
Text and Other Resources:
Prentice Hall Algebra I Textbook, North Carolina DPI Algebra Resources, Real World Algebra by Edward Zaccaro, The Ten
Things All Future Mathematicians and Scientists Must Know (But are Rarely Taught) by Edward Zaccaro