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Year 8 Mathematics (MYP 2)

Units

Mint units are the ones studied so far

Orange units are the ones we are working on now

8.1 Fractions, Decimals and Percentages - under construction

8.1 Fractions, Decimals and Percentages - under construction

Statement of inquiry: By understanding equivalence and relationships between fractions, decimals, and percentages, we can represent quantities in different ways and make accurate comparisons and decisions.

Lessons in this unit
8.1.1 Understand forms of fractions: mixed numerals, improper fractions and equivalent fractions - under construction8.1.2 Use the four operations with fractions - under construction8.1.3 Convert between fractions, decimals and percentages - under construction8.1.4 Use percentage increase and decrease with fractions and decimals - under construction

8.1 Practice Homework Booklet (PDF)

Revise this unit:8.1 Revision slides8.1 Flash cards8.1 Quizzes8.1 Revision notes8.1 Revision slides as text
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

Global context: Fairness and Development: understanding proportional relationships allows us to compare, adjust, and interpret quantities in financial, social, and everyday contexts. Key concepts: Equivalence, Relationships, Representation

Factual questions
  • What are equivalent fractions, decimals, and percentages?
  • How do we convert between different forms?
  • How do we calculate percentage increase and decrease?
Conceptual questions
  • Why are different representations useful for the same quantity?
  • How does equivalence help us make fair comparisons?
Debatable question

Are percentages always the clearest way to communicate change?

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8.2 Ratio and Proportion - under construction

8.2 Ratio and Proportion - under construction

Statement of inquiry: By understanding relationships and equivalence between quantities, we can use ratios and proportional models to compare, scale, and convert values accurately.

Lessons in this unit
8.2.1 Use scale copies, similarity and scale factor - under construction8.2.2 Understand ratio - under construction8.2.3 Simplify ratio - under construction8.2.4 Express a ratio in the form 1 : n - under construction8.2.5 Compare ratio and fractions - under construction8.2.6 Understand direct proportion - under construction8.2.6b Use conversion graphs - under construction8.2.7 Find the constant of proportionality - under construction8.2.8 Use scale diagrams - under construction8.2.9 Use map scales - under construction

8.2 Practice Homework Booklet (PDF)

Revise this unit:8.2 Revision slides8.2 Flash cards8.2 Quizzes8.2 Revision notes8.2 Revision slides as text
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

Global context: Globalisation and Sustainability: ratio and proportion help us compare quantities fairly, scale objects accurately, and interpret real-world information such as maps, models, and conversions. Key concepts: Relationships, Equivalence, Models

Factual questions
  • What is a ratio and how is it written?
  • What does scale factor mean?
  • What is direct proportion?
Conceptual questions
  • How does proportional reasoning help us compare and scale quantities?
  • Why do proportional relationships stay consistent when values change?
Debatable question

Are ratios always the best way to compare quantities?

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8.3 Number - under construction

8.3 Number - under construction

Statement of inquiry: Representing quantities in different forms allows us to better understand the scale of systems in our universe.

Lessons in this unit
8.3.1 Multiply and divide directed numbers - under construction8.3.2 Use the order of operations, including exponents and directed number - under construction8.3.3 Use the single bracket distributive property, by area model and by law - under construction

8.3 Practice Homework Booklet (PDF)

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

Global context: Orientation in Space and Time; Scientific and Technical Innovation; Globalisation and Sustainability Key concepts: Numbers can be written in many different ways (forms), but their value remains the same.

Factual questions
  • How can a Venn Diagram be used to show the relationship between different number sets?
  • What is the difference between a square root and a cube root?
  • What is the rule for dividing one fraction by another?
Conceptual questions
  • How can the same quantity be represented in different forms to make it easier to understand or use?
  • In what way is a percentage just a specific type of fraction or ratio?
  • How do we determine which set of numbers (Natural, Integer, Rational, Real) is most appropriate for a given real-world situation?
Debatable question

Should the world adopt a single, universal number system? To what extent should we trust a mathematical model over human intuition? Does everyone need to understand complex number systems to be a “functional” citizen?

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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

  1. select appropriate mathematics when solving problems in both familiar and unfamiliar situations
  2. apply the selected mathematics successfully when solving problems
  3. solve problems correctly in a variety of contexts

Strand i The student is able to select appropriate mathematics when solving …

Levels 1–2simple problemsinfamiliar situations
Levels 3–4more complex problemsinfamiliar situations
Levels 5–6challenging problemsinfamiliar situations
Levels 7–8challenging problemsin bothfamiliar and unfamiliar situations

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

  1. select and apply mathematical problem-solving techniques to discover complex patterns
  2. describe patterns as relationships and/or general rules consistent with findings
  3. verify and justify relationships and/or general rules

Strand i The student is able to …

Levels 1–2apply, with teacher support,mathematical problem-solving techniques to discoversimple patterns
Levels 3–4applymathematical problem-solving techniques to discoversimple patterns
Levels 5–6select and applymathematical problem-solving techniques to discovercomplex patterns
Levels 7–8select and applymathematical problem-solving techniques to discovercomplex patterns

Strand ii The student is able to …

Levels 1–2state predictions consistent with patterns
Levels 3–4suggest relationships and/or general rules consistent with findings
Levels 5–6describe patterns as relationships and/or general rules consistent with findings
Levels 7–8describe patterns as relationships and/or general rules consistent with correct findings

Strand iii The student is able to …

Levels 5–6verify these relationships and/or general rules
Levels 7–8verify and justify these relationships and/or general rules
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

  1. use appropriate mathematical language (notation, symbols and terminology) in both oral and written explanations
  2. use appropriate forms of mathematical representation to present information
  3. move between different forms of mathematical representation
  4. communicate complete and coherent mathematical lines of reasoning
  5. organise information using a logical structure

Strand i The student is able to …

Levels 1–2use limitedmathematical language
Levels 3–4use some appropriatemathematical language
Levels 5–6usually use appropriatemathematical language
Levels 7–8consistently use appropriatemathematical language

Strand ii The student is able to …

Levels 1–2use limited forms of mathematical representation to present information
Levels 3–4use appropriate forms of mathematical representation to present information adequately
Levels 5–6usually use appropriate forms of mathematical representation to present information correctly
Levels 7–8use appropriate forms of mathematical representation to consistently present information correctly

Strand iii The student is able to …

Levels 5–6move between different forms of mathematical representation with some success
Levels 7–8move effectively between different forms of mathematical representation

Strand iv The student is able to …

Levels 1–2communicate through lines of reasoning that are difficult to interpret
Levels 3–4communicate through lines of reasoning that are able to be understood, although these are not always clear
Levels 5–6communicate through lines of reasoning that are clear although not always coherent or complete
Levels 7–8communicate through lines of reasoning that are complete and coherent

Strand v The student is able to …

Levels 3–4adequately organise information using a logical structure
Levels 5–6present work that is usually organised using a logical structure
Levels 7–8present work that is consistently organised using a logical structure
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

  1. identify relevant elements of authentic real-life situations
  2. select appropriate mathematical strategies when solving authentic real-life situations
  3. apply the selected mathematical strategies successfully to reach a solution
  4. explain the degree of accuracy of a solution
  5. explain whether a solution makes sense in the context of the authentic real-life situation

Strand i The student is able to …

Levels 1–2identify some of the elements of the authentic real-life situation
Levels 3–4identify the relevant elements of the authentic real-life situation
Levels 5–6identify the relevant elements of the authentic real-life situation
Levels 7–8identify the relevant elements of the authentic real-life situation

Strand ii The student is able to …

Levels 1–2apply mathematical strategies to find a solution to the authentic real-life situation, with limited success
Levels 3–4select, with some success, adequate mathematical strategies to model the authentic real-life situation
Levels 5–6select adequate mathematical strategies to model the authentic real-life situation
Levels 7–8select appropriate mathematical strategies to model the authentic real-life situation

Strand iii The student is able to …

Levels 3–4apply mathematical strategies to reach a solution to the authentic real-life situation
Levels 5–6apply the selected mathematical strategies to reach a valid solution to the authentic real-life situation
Levels 7–8apply the selected mathematical strategies to reach a correct solution to the authentic real-life situation

Strand iv The student is able to …

Levels 5–6describe the degree of accuracy of the solution
Levels 7–8explain the degree of accuracy of the solution

Strand v The student is able to …

Levels 3–4describe whether the solution makes sense in the context of the authentic real-life situation
Levels 5–6discuss whether the solution makes sense in the context of the authentic real-life situation
Levels 7–8explain whether the solution makes sense in the context of the authentic real-life situation

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