Aim:

  • A well-designed summative assessment task or performance enables students to demonstrate their understanding in and/or across subject areas.

Objectives:

  • To recognize the value of an aligned curriculum.
  • To apply vertical and horizontal collaboration to create units of work.
  • To explore the ongoing process of designing an effective, rigorous curriculum.

Resources:


Standard C2 - Written curriculum #4a, 6, 9, 10

  • 4. the written curriculum identifies the knowledge, concepts, skills and attitudes to be developed over time. - (a) The school documents the curriculum in terms of subject content, including conceptual understanding and skills that will allow students to reach the prescribed objectives.
  • 6. The written curriculum incorporates relevant experiences for students.
  • 9. The written curriculum is informed by current IB publications and is reviewed regularly to incorporate developments in the programme(s).
  • 10. The written curriculum integrates the policies developed by the school to support the programme(s).

Standard C3 - Teaching and learning #2, 3, 9, 10, 11

  • 2. Teaching and learning engages students as inquirers and thinkers.
  • 3. Teaching and learning builds on what students know and can do.
  • 9. Teaching and learning uses a range and variety of strategies.
  • 10. Teaching and learning differentiates instruction to meet students' learning needs and styles.
  • 11. Teaching and learning incorporates a range of resources, including information technologies.

Standard C4 - Assessment #3

  • 3. The school uses a range of strategies and tools to assess student learning.




Notes:

  1. Every MYP unit of work will have an approaches to learning (ATL) component broken down in stage 2 of the unit planner. Therefore, an MYP unit of work is generally derived from one of the other four areas of interaction.
  2. Some practitioners find success in a two-step process to arrive at an age- appropriate student-centred question. First, invert the significant concept into an “adult question” Then, using the adult question as guidance, create a more age- appropriate student-centred question. (MYP students may be more inspired by questions that are framed in the first person e.g. I, me, our, we).

SAMPLE UNIT QUESTIONS


The IB encourages schools to explore a variety of strategies for mapping their curriculum across programmes.

Backward Curriculum Map Mathematics.pdf demonstrates the approach of backward planning, and is intended to support schools and teachers in developing their own articulated curriculum that can prepare students for success in MYP and Diploma Programme. This document is not meant to serve as official IB curriculum materials.

Presumed Knowledge for Math SL and HL before EXAMS.pdf is a helpful document for backward planning, and preparing MYP students for the Diploma Programme.


INSTRUCTIONAL STRATEGIES & ACTIVITIES



Complex Learning Project--may be year-long efforts that engage whole teams, specialized groups, or classes to accomplish a common goal.
• students get actively involved, hands on, with sections of the curriculum that is relevant and global
• from preliminary planning through actual construction/landscaping, the students participate at every step (under the supervision of professionals and the teacher).


Student Choice--the 'regular-ed' students, special needs populations, and gifted students will all appreciate choice:
• the student may pick the type of skill-building acitivity that fits his/her learning style: (1) find the areas of needed contrast, (2) match them up with a strength, and (3) monitor and give feedback.


Curriculum Compacting--compacting allows students to 'compress' their learning into a much shorter period of time, based on their ability to pass competency tests (aka telescoping):
• the three-part process is as follows: (1) define clear outcomes (standards) for content or skill areas, (2) carefully assess students to find out who can already meet those outcomes, and (3) for those who can meet the outcomes before the traditional instruction would begin, modify or eliminate that work. Teachers need to help them set suitably challenging alternative goals, materials, and procedures to follow.


Ability Grouping--the teacher can create an enrichment cluster where a team leader meets privately with the teacher before or after a class to set goals and manage milestones:
• the cluster may work as a whole unit or individually
• when each student has an Individualized Education Plan (IEP) they will know what areas to work on
• the enrichment cluster may also work on a group project

Content topics that come from school-based requirements or state standards ultimately provides the platform for the unit of work. In addition, the mathematics objectives for year 5 are a set of prescribed objectives that form the basis for the assessment criteria (published in the guide).


Notes to remember:


ØRationale for the framework: the framework aims to offer schools the possibility of organizing their own mathematics curriculum in a way which reflects local/national needs while providing adequate direction and advice to ensure some commonality.
ØSchools are expected to use the framework for mathematics as a tool for curriculum mapping to assist them in the vertical and horizontal planning of their courses and in the development of units of work in mathematics.
ØFlexibility for schools: there is no prescription for a particular order or sequence in which the branches of the framework should be addressed, or the way in which the concepts and skills should be used when structuring units of work in mathematics.
ØHowever, over the five years of the programme, schools must ensure that they provide students with the opportunity to experience learning in all the branches of the framework.
ØLinks between the branches of mathematics: concepts and skills which exemplify the prescribed branches of mathematics are often interrelated. In any particular unit of work, aspects of different branches may be present in varying degrees.
ØExtended mathematics is designed to give mathematically able students the opportunity to develop additional skills and concepts.
ØExtended mathematics provides a foundation for students who wish to pursue further studies in mathematics, e.g. mathematics higher level (HL) as part of the IB Diploma programme.


Significant concept(s) should start with, "Learners will understand that..."




Specific Mathematics Examples:


Learners will understand that solving linear equations and inequalities involves the reversal of operations influencing the variable.

Learners will understand that geometric figures can be replicated or distorted through transformations.

Learners will understand that conversions allow comparison of numbers and appropriate applications in problem solving.

Source: Erickson, Lynn H. Concept-based curriculum and instruction for the thinking classroom.


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Refer to the MYP Math Guide.pdf for further details.

Scaffolding examples to moving towards a subject specific concept (please note that the model works from the bottom-up):


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Mathematics Concepts Brainstorm List

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Catalysts for Choosing an Appropriate AOI


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In this video artist Chris Jordan shows us an unique view of what Western culture looks like. His supersized images picture some almost unimaginable statistics -- like the astonishing number of paper cups we use every single day. He runs the numbers on modern American life -- making large-format, long-zoom artwork from the most mindblowing data about our stuff.






Is mathematics art or science?

"Health cannot be bought at the supermarket. You have to invest in health. You have to get kids into schooling. You have to train health staff. You have to educate the population." ~ Hans Rosling

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In this videoHans Rosling gets global trends in health and economics to come to life with the best statistics that you have ever seen.














MYP Thought Provoking Questions?


How would you reduce poverty while protecting the environment?
  • How can impoverished families improve their standard of living in sustainable ways?
  • What is the ethical responsibility of the more affluent to assist them?
  • What do the poor have to give to the rich?


How would you prepare for the intensifying water shortage?
  • What would you do to deal with this looming crisis on the horizon?


DOCUMENTS THAT MAY HELP YOU DEVELOP ASSESSMENT TASKS

Data Analysis, Statistics & Probability impact_data.pdf
Geometry & Spatial Sense impact_geo.pdf
Measurement impact_measure.pdf
Number Sense & Numeration impact_number.pdf
Patterning & Algebra impact_pattern.pdf



Please upload finished MYP Mathematics Year 1 (Grade 6) Assessment Exemplars on this page. Provide a brief description of the assessed task (i.e., investigation, test) and what criteria is assessed.

2011 Year 7(MYP Year 1) probability assessment T3W10 2.doc

Part 2 Draft of Year 7 Probability Investigation.doc (Comments/suggestions/additions made by Simon on April 24, 2012, to 2011 Year 7(MYP Year 1) probability assessment T3W10_2.doc, posted by Rosheen).
(Rosheen rgray@kristin.school.nz) This was originally investigation task but I now realise that it needs serious work to become one!

Mike Tarnow
miketar10@gmail.com
Make a Number System Assessment
This task was used after students spent time learning properties of number systems through investigations of ancient number systems.

Sum of Angles Investigation.doc
This task is meant as an opportunity to learn through investigation. Students are taught about points and angles before hand, but in this task they must investigate angles and sides of different polygons. Each step is meant to take 1 day and in between each of those steps the step should be taught/reviewed.










Please upload finished MYP Mathematics Year 2 (Grade 7) Assessment Exemplars on this page. Provide a brief description of the assessed task (i.e., investigation, test) and what criteria is assessed.



Equations Test (Criterion A: Knowledge and Understanding)
Equations Test.docx (Simon: sthauvette@cis.edu.sg)


Investigation: adding and subtracting negative numbers (Criterion B: Investigating Patterns)
Adding and Subtracting Negative Numbers Investigation.docx (Simon: sthauvette@cis.edu.sg)



Investigation: Multiplying Numbers (Criterion B and C)



(Joanna: jkyprianou@monte.nsw.edu.au)

Michael
MichaelLuciani@cdnis.edu.hk






Please upload finished MYP Mathematics Year 3 (Grade 8) Assessment Exemplars on this page. Provide a brief description of the assessed task (i.e., investigation, test) and what criteria is assessed.


Criterion B and C.


Unit Test (Criterion A: Knowledge and Understanding)
Year 2 Unit Test.doc



Investigation: Relationship Between a Straight - Line and it's Equations (Criterion B: Investigating Patterns; and Criterion C: Communication)
Relationship Between Straight Line Investigation.docx


Interior Design Project.docx (Simon: sthauvette@cis.edu.sg)
Students work with a budget to redesign their bedrooms--minimum of two weeks should be allocated for the project, including class time. A self-assessed checklist for ATLs and reflection sheet is included with the assessments (Criterion A: Knowledge and Understanding; and Criterion C: Communication

Rate Investigation.docx (Jana Sajtos-Hobbs jana.sajtos@ntschools.net)
Rate Investigation, calculating unit prices/comparing these Criterion B & D


Optical Illusions (Criterion B: Investigating Patterns) Joanna


Monica Bhatia
monika.bhatia@css.edu.hk


Lesia Pringle
lesiapringle@cdnis.edu.hk






Storage Tank Task





Beth Hurd
beth.hurd@cis.edu.sg





George McGowan
georgem@uiszc.org





Gavin Collier
g.collier@isumongolia.edu.mn





Please upload finished MYP Mathematics Year 4 (Grade 9) Assessment Exemplars on this page. Provide a brief description of the assessed task (i.e., investigation, test) and what criteria is assessed.


criterion B and C

criterion B and C

Number Walls Investigation B and C.docx (Simon: sthauvette@cis.edu.sg)
Algebraic expansion and simplification investigation that can extend students to inquire about the Binomial Theorem (Criterion B: Investigating Patterns; Criterion C: Communication).



Simultaneous Equations Test.doc (Simon: sthauvette@cis.edu.sg)
Solving simultaneous equations test (Criterion A: Knowledge and Understanding)


Briefcase_Chair Design Project.docx (Simon: sthauvette@cis.edu.sg)
Mathematics & Technology project that has students peer assess the ATLs, as well as Criterion A: Knowledge and Understanding--not for moderation)

INSTRUCTIONAL RUBRIC FOR TEAMWORK.docx (Simon: sthauvette@cis.edu.sg)
Assessment of ATLs for the architecture project (refer to Topic 3: Project-based Learning)


Global Warming (Criterion C and D task) Joanna







INDICES INVESTIGATION - I have used this task at both MYP4 Extended and MYP5 Standard levels.


HOW CONSISTENT ARE OUR CHICKENS? - Inquiry based research task using statistics.


Gavin Collier
g.collier@isumongolia.edu.mn



Please upload finished MYP Mathematics Year 5 (Grade 10) Assessment Exemplars on this page. Provide a brief description of the assessed task (i.e., investigation, test) and what criteria is assessed.


Quadratics Modeling in Sport .docx (Simon: sthauvette@cis.edu.sg)
Porfolio work using graphing software to come up with quadratic models that fit certain sporting situations (Criterion C: Communication; and Criterion D: Reflection).

Concert Laser Beams Task.docx (Simon: sthauvette@cis.edu.sg)
An application task using technology that extends students knowledge of linear and quadratic functions--basic knowledge of secants and tangents is required (Criterion A: Knowledge and Understanding; and Criterion C: Communication). Note for moderation.


IB MYP 5 task Trigonometry Measuring the height of.docx ( Trigonometry : Finding the height of trees ) ( Thierry / Yanny ). Criteria assessed : B and C



Greenhouse Effect (CD Task) Joanna


Glenn Smith
glenn.smith4@bigpond.com




Code Breaking by Jean Gray
jean.gray@bcis.cn











Rubrics for Code Breaking




Erin Baker
ebaker@iss.edu.sg


Lis Wilson
lis.wilson@dc.edu.hk



Gavin Collier
g.collier@isumongolia.edu.mn