Home / MYP 1
Year 7 Mathematics (MYP 1)
Units
Mint units are the ones studied so far
Orange units are the ones we are working on now
7.1 Positive Integers - under construction
7.1 Positive Integers - under construction
Statement of inquiry: By understanding the connections and relationships between positive whole numbers, we can organise them using rules and solve problems more easily.
Lessons in this unit
Approaches to learning
Communication
I can show my maths thinking clearly by setting out my work neatly and using maths symbols correctly.
I can explain my ideas in different ways, not just give an answer, but also explain why it works.
Self-management
I can use my time wisely and practise independently by choosing helpful resources to support my learning of mathematics.
Community engagement
- We build a classroom community where we help and support each other
- We share our methods and explain our thinking to each other, so that everyone learns
- We talk openly about maths anxiety and encourage each other to keep trying
- We learn from other students, and we can help others through peer tutoring
Global context and inquiry questions
Factual questions
- What are factors, multiples and prime numbers?
- What are divisibility rules?
- What do square and cube numbers represent?
Conceptual questions
- How do numerical systems help us organise and simplify calculations?
- Why is identifying structure important in mathematics?
Debatable question
Are divisibility rules necessary when calculators are available?
7.2 Directed Number - under construction
7.2 Directed Number - under construction
Statement of inquiry: By exploring the relationships and connections between positive and negative numbers, we can make sense of change from a starting point and calculate accurately.
Lessons in this unit
Approaches to learning
Communication
I can show my maths thinking clearly by setting out my work neatly and using maths symbols correctly.
I can explain my ideas in different ways, not just give an answer, but also explain why it works.
Self-management
I can use my time wisely and practise independently by choosing helpful resources to support my learning of mathematics.
Community engagement
- We build a classroom community where we help and support each other
- We share our methods and explain our thinking to each other, so that everyone learns
- We talk openly about maths anxiety and encourage each other to keep trying
- We learn from other students, and we can help others through peer tutoring
Global context and inquiry questions
Factual questions
- What are directed numbers?
- How does the number line represent distance from zero?
- What rules govern operations with negative numbers?
Conceptual questions
- How does direction affect the value and outcome of calculations?
- Why are consistent rules important when working with directed numbers?
Debatable question
Are number lines the most effective way to understand negative numbers?
7.3 Introduction to Algebra - under construction
7.3 Introduction to Algebra - under construction
Statement of inquiry: By using different forms and representations in maths, we can generalise patterns and solve problems with unknown numbers.
Lessons in this unit
Approaches to learning
Communication
I can show my maths thinking clearly by setting out my work neatly and using maths symbols correctly.
I can explain my ideas in different ways, not just give an answer, but also explain why it works.
Self-management
I can use my time wisely and practise independently by choosing helpful resources to support my learning of mathematics.
Community engagement
- We build a classroom community where we help and support each other
- We share our methods and explain our thinking to each other, so that everyone learns
- We talk openly about maths anxiety and encourage each other to keep trying
- We learn from other students, and we can help others through peer tutoring
Global context and inquiry questions
Factual questions
- What are algebraic expressions, equations and variables?
- What conventions are used when writing algebra?
- What does it mean to collect like terms?
Conceptual questions
- How do symbolic forms help us generalise patterns?
- How does representation support understanding of unknown quantities?
Debatable question
Is algebra the most efficient way to represent real-world situations?
7.4 Decimals - under construction
7.4 Decimals - under construction
Statement of inquiry: Recognising how the form of decimal notation helps us communicate quantity accurately and interpret the relationships of measurements in real-world situations.
Lessons in this unit
Approaches to learning
Communication
I can show my maths thinking clearly by setting out my work neatly and using maths symbols correctly.
I can explain my ideas in different ways, not just give an answer, but also explain why it works.
Self-management
I can use my time wisely and practise independently by choosing helpful resources to support my learning of mathematics.
Community engagement
- We build a classroom community where we help and support each other
- We share our methods and explain our thinking to each other, so that everyone learns
- We talk openly about maths anxiety and encourage each other to keep trying
- We learn from other students, and we can help others through peer tutoring
Global context and inquiry questions
Factual questions
- What is place value?
- How do we round whole numbers and decimals?
- How do we compare decimal quantities?
Debatable question
Are decimals more useful than fractions in everyday situations?
7.5 Fractions - under construction
7.5 Fractions - under construction
Statement of inquiry: Understanding fractional relationships as expressions of division and parts of a whole lets us represent, compare and work with quantities accurately and meaningfully.
Lessons in this unit
Approaches to learning
Communication
I can show my maths thinking clearly by setting out my work neatly and using maths symbols correctly.
I can explain my ideas in different ways, not just give an answer, but also explain why it works.
Self-management
I can use my time wisely and practise independently by choosing helpful resources to support my learning of mathematics.
Community engagement
- We build a classroom community where we help and support each other
- We share our methods and explain our thinking to each other, so that everyone learns
- We talk openly about maths anxiety and encourage each other to keep trying
- We learn from other students, and we can help others through peer tutoring
Global context and inquiry questions
Factual questions
- What are equivalent fractions?
- How do we simplify fractions?
- How do we convert between fractions, decimals and percentages?
Conceptual questions
- How does the idea of equivalence help us compare and combine quantities?
- Why is proportional reasoning essential in real-world decision making?
Debatable question
Are fractions or percentages more useful when communicating real-world information?
7.6 Statistics - under construction
7.6 Statistics - under construction
Statement of inquiry: By collecting, organising and representing data to understand information and compare results, we can make valid conclusions.
Lessons in this unit
Approaches to learning
Communication
I can show my maths thinking clearly by setting out my work neatly and using maths symbols correctly.
I can explain my ideas in different ways, not just give an answer, but also explain why it works.
Self-management
I can use my time wisely and practise independently by choosing helpful resources to support my learning of mathematics.
Community engagement
- We build a classroom community where we help and support each other
- We share our methods and explain our thinking to each other, so that everyone learns
- We talk openly about maths anxiety and encourage each other to keep trying
- We learn from other students, and we can help others through peer tutoring
Global context and inquiry questions
Factual questions
- What types of data are there?
- How can we collect data fairly?
- What do mean, median, mode and range tell us?
Conceptual questions
- How does the way we present data affect how it is understood?
- Why is it important to look for outliers and unusual results?
Debatable question
Can graphs sometimes be misleading?
7.6.1 Describe data: categorical, numerical, discrete, continuous - under construction
- Slides
- Coming soon
- Skills
- Tell categorical data from numerical data
- Tell discrete data from continuous data
- Give examples of each type of data
- Choose the right type for a question
- Practice sheets
- 7.6.1 Types of data · 7.6.2 Collecting data (booklet page 3)
7.6.2 Choose methods of data collection and run a mini survey - under construction
- Slides
- Coming soon
- Skills
- Describe a fair way to collect data
- Design a short survey question that is clear and unbiased
- Collect data in a tally chart
- Explain why the sample matters
- Practice sheets
- 7.6.1 Types of data · 7.6.2 Collecting data (booklet page 3)
7.6.3 Spot outliers - under construction
- Slides
- Coming soon
- Skills
- Spot an outlier in a set of data
- Explain what might cause an outlier
- Describe how an outlier changes the mean
- Decide whether to keep or remove an outlier and justify the choice
- Practice sheets
- 7.6.3 Outliers · 7.6.4 Mean, median and mode (booklet page 5)
7.6.4 Calculate the mean, median and mode - under construction
- Slides
- Coming soon
- Skills
- Calculate the mean of a set of data
- Find the median by ordering the data
- Find the mode and say when there is more than one
- Choose the best average for a situation and explain why
- Find a missing value when given the mean
- Practice sheets
- 7.6.3 Outliers · 7.6.4 Mean, median and mode (booklet page 5)
7.6.5 Calculate the range - under construction
- Slides
- Coming soon
- Skills
- Calculate the range of a set of data
- Use the range to describe how spread out data is
- Compare two sets of data using an average and the range
- Practice sheets
- 7.6.5 Range · 7.6.6 Frequency tables (booklet page 7)
7.6.6 Construct frequency tables - under construction
- Slides
- Coming soon
- Skills
- Record data in a frequency table
- Read information from a frequency table
- Find the total frequency and the mode from a table
- Group data sensibly in a table
- Practice sheets
- 7.6.5 Range · 7.6.6 Frequency tables (booklet page 7)
7.6.7 Draw comparative bar charts - under construction
- Slides
- Coming soon
- Skills
- Draw a comparative bar chart with a scale and labels
- Choose a sensible scale for the axes
- Compare two sets of data from a bar chart
- Practice sheets
- 7.6.7 Bar charts and interpreting graphs (booklet page 9)
7.6.8 Interpret different types of graph - under construction
- Slides
- Coming soon
- Skills
- Read information from bar charts, pictograms and line graphs
- Say which type of graph suits which data
- Explain how a graph can be misleading, such as a cut-off axis
- Write a short conclusion that the data supports
- Practice sheets
- Coming soon
7.7 Shape and Measure - under construction
7.7 Shape and Measure - under construction
Statement of inquiry: We can use shape and measurement to represent and interpret the form and space of the world around us.
Lessons in this unit
Approaches to learning
Communication
I can show my maths thinking clearly by setting out my work neatly and using maths symbols correctly.
I can explain my ideas in different ways, not just give an answer, but also explain why it works.
Self-management
I can use my time wisely and practise independently by choosing helpful resources to support my learning of mathematics.
Community engagement
- We build a classroom community where we help and support each other
- We share our methods and explain our thinking to each other, so that everyone learns
- We talk openly about maths anxiety and encourage each other to keep trying
- We learn from other students, and we can help others through peer tutoring
Global context and inquiry questions
Factual questions
- What units do we use to measure length, mass, area and capacity?
- How do we calculate perimeter and area?
- What are the parts of a circle?
Conceptual questions
- Why is choosing the correct unit of measurement important?
- How do shapes change when measurements change?
Debatable question
Is estimating sometimes more useful than measuring exactly?
7.7.1 Choose appropriate units of measure - under construction
- Slides
- Coming soon
- Skills
- Choose a sensible unit for length, mass, area and capacity
- Estimate a measurement and say which unit suits it
- Explain why choosing the right unit matters
- Practice sheets
- 7.7.1 Choosing units · 7.7.2 Converting units (booklet page 3)
7.7.2 Convert metric units of length, mass, capacity and area - under construction
- Slides
- Coming soon
- Skills
- Convert between mm, cm, m and km
- Convert between g, kg and tonnes
- Convert between ml, cl and litres
- Convert between units of area, such as cm² and m²
- Explain why area conversions are not the same as length conversions
- Practice sheets
- 7.7.1 Choosing units · 7.7.2 Converting units (booklet page 3)
7.7.3 Calculate the perimeter of rectangles, squares and triangles - under construction
- Slides
- Coming soon
- Skills
- Find the perimeter of a rectangle and a square
- Find the perimeter of a triangle
- Work out a missing side from a perimeter
- Show how the perimeter changes when a side changes
- Practice sheets
- 7.7.3 Perimeter (booklet page 5)
7.7.4 Calculate the area of rectangles, squares, triangles, parallelograms and trapezia - under construction
- Slides
- Coming soon
- Skills
- Find the area of a rectangle and a square
- Find the area of a triangle using ½ × base × height
- Find the area of a parallelogram
- Find the area of a trapezium
- Explain how the area formulas link to each other
- Practice sheets
- 7.7.4 Area (booklet page 7)
7.7.5 Calculate the perimeter and area of rectilinear compound shapes - under construction
- Slides
- Coming soon
- Skills
- Split a rectilinear shape into rectangles
- Find a missing length on a compound shape
- Find the perimeter of a rectilinear shape
- Find the area of a rectilinear shape
- Use area and perimeter to find the largest field for a fixed length of fence
- Practice sheets
- 7.7.5 Compound shapes (booklet page 9)
7.8 Angles - under construction
7.8 Angles - under construction
Statement of inquiry: By understanding the form and the relationships between angles, we can measure, classify and calculate angles accurately.
Lessons in this unit
Approaches to learning
Communication
I can show my maths thinking clearly by setting out my work neatly and using maths symbols correctly.
I can explain my ideas in different ways, not just give an answer, but also explain why it works.
Self-management
I can use my time wisely and practise independently by choosing helpful resources to support my learning of mathematics.
Community engagement
- We build a classroom community where we help and support each other
- We share our methods and explain our thinking to each other, so that everyone learns
- We talk openly about maths anxiety and encourage each other to keep trying
- We learn from other students, and we can help others through peer tutoring
Global context and inquiry questions
Factual questions
- What is an angle and how is it measured?
- What types of angles and triangles are there?
- What angle rules apply to lines and shapes?
Conceptual questions
- How do angle relationships help us find missing angles?
- Why are angle rules consistent across different shapes?
Debatable question
Is measuring always necessary, or can angles sometimes be found without measuring?
7.8.1 Estimate, measure and construct an angle - under construction
- Slides
- Coming soon
- Skills
- Estimate the size of an angle before measuring
- Measure an angle with a protractor, reading the correct scale
- Construct an angle of a given size
- Name angles using three letters, such as angle ABC
- Practice sheets
- 7.8.1 Estimate, measure and construct · 7.8.2 Classify angles (booklet page 3)
7.8.2 Classify angles as acute, obtuse and reflex - under construction
- Slides
- Coming soon
- Skills
- Classify angles as acute, right, obtuse, straight or reflex
- Say the size range for each type of angle
- Sort a set of angles into types and explain each choice
- Practice sheets
- 7.8.1 Estimate, measure and construct · 7.8.2 Classify angles (booklet page 3)
7.8.3 Classify triangles as scalene, isosceles, equilateral, right, acute or obtuse - under construction
- Slides
- Coming soon
- Skills
- Classify a triangle by its sides: scalene, isosceles, equilateral
- Classify a triangle by its angles: right, acute, obtuse
- Mark equal sides and equal angles on a diagram
- Explain why a triangle cannot have two obtuse angles
- Practice sheets
- 7.8.3 Classifying triangles (booklet page 5)
7.8.4 Find angles in parallel lines - under construction
- Slides
- Coming soon
- Skills
- Find the angles made when a line crosses parallel lines
- Name corresponding, alternate and co-interior angles
- Find a missing angle and give the reason
- Explain why the rules work for any pair of parallel lines
- Practice sheets
- 7.8.4 Angles in parallel lines (booklet page 7)
7.8.5 Find angles on a straight line, about a point, in triangles and quadrilaterals - under construction
- Slides
- Coming soon
- Skills
- State that angles on a straight line add to 180°
- State that angles around a point add to 360°
- State that angles in a triangle add to 180° and in a quadrilateral to 360°
- Find a missing angle using these facts and write the reason
- Show with a torn-off corners demonstration that a triangle has 180°
- Practice sheets
- 7.8.5 Angle facts (booklet page 9)
7.8.6 Classify quadrilaterals by their properties, including diagonals and symmetry - under construction
- Slides
- Coming soon
- Skills
- Name the quadrilaterals: square, rectangle, parallelogram, rhombus, trapezium, kite
- Describe each by its sides, angles and diagonals
- Describe the lines of symmetry of each quadrilateral
- Sort quadrilaterals in a table or Venn diagram
- Say which properties are shared by two shapes
- Practice sheets
- 7.8.6 Classifying quadrilaterals (booklet page 11)
MYP assessment criteria
How assessment works
- There are 4 assessment criteria in the MYP
- Assessment dates are shared on ManageBac with at least 1 week's notice
- Assessments are marked and given back within 2 weeks
- You take your assessment home, complete an error analysis in green pen, get it signed by a parent or guardian and return it to your teacher
- You are assessed at least twice on each criterion during the year
Criterion marking
- Each criterion has 2 to 5 strands. You must meet each strand to reach a level
- To reach a level, you must also have met ALL the levels before it
The levels are shown at the start of each line. Level 1 is the lowest and level 8 is the highest
ACriterion A: Knowing and understandingKnow it and use it
Criterion A is usually given as a traditional maths test. You are assessed on 3 strands
You should be able to
- select appropriate mathematics when solving problems in both familiar and unfamiliar situations
- apply the selected mathematics successfully when solving problems
- solve problems correctly in a variety of contexts
Strand i The student is able to select appropriate mathematics when solving …
Strands ii and iii are the same at every level, because strand i is about how complex and how familiar the problems are
Strand ii The student is able to apply the selected mathematics successfully when solving these problems
Strand iii The student is able to generally solve these problems correctly in a variety of contexts
BCriterion B: Investigating patternsSpot it and explain it
Criterion B is usually an investigation that you are guided through, to explore a new pattern or idea. You are assessed on 3 strands, but strand iii is only assessed at levels 5 to 8
You should be able to
- select and apply mathematical problem-solving techniques to discover complex patterns
- describe patterns as relationships and/or general rules consistent with findings
- verify and justify relationships and/or general rules
Strand i The student is able to …
Strand ii The student is able to …
Strand iii The student is able to …
CCriterion C: CommunicatingSay it clearly
Criterion C is usually assessed together with another criterion. You are assessed on 5 strands, but strand iii is only assessed at levels 5 to 8 and strand v is not assessed at levels 1 to 2
You should be able to
- use appropriate mathematical language (notation, symbols and terminology) in both oral and written explanations
- use appropriate forms of mathematical representation to present information
- move between different forms of mathematical representation
- communicate complete and coherent mathematical lines of reasoning
- organise information using a logical structure
Strand i The student is able to …
Strand ii The student is able to …
Strand iii The student is able to …
Strand iv The student is able to …
Strand v The student is able to …
DCriterion D: Applying mathematics in real-life contextsUse it in real life
Criterion D is usually a problem to be solved using maths set in a real-world context. You think about both the maths and the context, with analysis. You are assessed on 5 strands, but strands iii, iv and v are not assessed at every level
You should be able to
- identify relevant elements of authentic real-life situations
- select appropriate mathematical strategies when solving authentic real-life situations
- apply the selected mathematical strategies successfully to reach a solution
- explain the degree of accuracy of a solution
- explain whether a solution makes sense in the context of the authentic real-life situation
Strand i The student is able to …
Strand ii The student is able to …
Strand iii The student is able to …
Strand iv The student is able to …
Strand v The student is able to …
Approaches to learning
Approaches to learning (ATL) are the skills that help you learn anything, in maths and everywhere else. The MYP groups them into five categories, and we practise them in every unit.
Thinking
Ask what if
Critical thinking, creative thinking and transfer.
Spot patterns and connections, ask what if, and use an idea you learned in one place to solve a problem somewhere new.
Communication
Share your ideas
Sharing ideas clearly, in different ways.
Show your maths thinking clearly by setting out your work neatly and using maths symbols correctly. Explain your ideas in different ways, not just the answer but why it works.
Social
Work with others
Working well with others.
Work with a partner or group, listen to other methods, and explain your thinking to help someone else.
Self-management
Keep going, reflect
Organisation, staying positive and reflecting.
Use your time wisely and practise independently by choosing helpful resources, such as videos and worked examples. Keep going when it is hard, and reflect on what to do differently.
Research
Find and check
Finding and using information well.
Find useful examples and explanations, check where they come from, and decide whether they are reliable.
The IB learner profile
IB learners strive to be:
Inquirers
We nurture our curiosity, developing skills for inquiry and research. We know how to learn independently and with others. We learn with enthusiasm and sustain our love of learning throughout life.
Knowledgeable
We develop and use conceptual understanding, exploring knowledge across a range of disciplines. We engage with issues and ideas that have local and global significance.
Thinkers
We use critical and creative thinking skills to analyse and take responsible action on complex problems. We exercise initiative in making reasoned, ethical decisions.
Communicators
We express ourselves confidently and creatively in more than one language and in many ways. We collaborate effectively, listening carefully to the perspectives of other individuals and groups.
Principled
We act with integrity and honesty, with a strong sense of fairness and justice, and with respect for the dignity and rights of people everywhere. We take responsibility for our actions and their consequences.
Open-minded
We critically appreciate our own cultures and personal histories, as well as the values and traditions of others. We seek and evaluate a range of points of view, and we are willing to grow from the experience.
Caring
We show empathy, compassion and respect. We have a commitment to service, and we act to make a positive difference in the lives of others and in the world around us.
Risk-takers
We approach uncertainty with forethought and determination; we work independently and cooperatively to explore new ideas and innovative strategies. We are resourceful and resilient in the face of challenges and change.
Balanced
We understand the importance of balancing different aspects of our lives (intellectual, physical and emotional) to achieve well-being for ourselves and others. We recognise our interdependence with other people and with the world in which we live.
Reflective
We thoughtfully consider the world and our own ideas and experience. We work to understand our strengths and weaknesses in order to support our learning and personal development.
Useful links
- Dr Frost Maths (opens in a new tab) · Used in lessons and for homework. Log in with your own account
- MyiMaths (opens in a new tab) · Used in lessons and for homework. Log in with your own account
- Times Tables Rock Stars (opens in a new tab) · Times tables practice. Log in with your own account
- Math Antics (opens in a new tab) · Free short video lessons on number, fractions, geometry and early algebra
- Desmos graphing calculator (opens in a new tab) · Free graphing tool that runs in the browser
- GeoGebra graphing (opens in a new tab) · Free graphing and geometry tool
- Transum Mathematics (opens in a new tab) · Free interactive activities, puzzles and a Starter of the Day. Some features need a subscription
- Corbettmaths (opens in a new tab) · Videos, worksheets and 5-a-day practice. Books and revision cards are sold separately