Mathematics guide

• use geometric vocabulary to show that changing the position of a shape does not alter its
properties
• use geometric shapes and vocabulary useful to represent and describe objects and events in real-
world situations
• collect, organize, display and interpret data in different ways
• use different graph forms to highlight different aspects of data
• express probability in numerical notations
• use data to describe the probability of events in daily life.

Numerical and abstract reasoning

The ability to work with numbers and symbols is an essential skill in mathematics. Students are
expected to have an understanding of number concepts and to develop the skills of calculation and
approximation. Algebra uses letters and symbols to represent numbers, quantities and operations,
and employs variables to solve mathematical problems. Algebra is an abstraction of the concepts
first used when dealing with numbers and is essential for further learning in mathematics. Students
should understand that the use of numbers and symbols to express patterns and to describe real-
life situations goes back to humankind’s earliest beginnings, and that mathematics has multicultural
roots.

Links to MYP concepts

Key concepts from other MYP subjects that could be used within the numerical and abstract
reasoning branch include change (ratios, number bases), communication (number lines, units of
measurement), connections (number bases, number sequences, Venn diagrams), development
(number sequences, prime numbers), identity (sets, factors) and systems (sets, number systems).
Related concepts from MYP mathematics that could be used within the numerical and abstract
reasoning branch include approximation, equivalence, generalization, quantity, simplification,
systems and validity.

Topics and skills

The topics and skills in numerical and abstract reasoning will help students develop an understanding
of:

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Mathematics guide

• number sense and operations

• commutativity, associativity and distribution of operations
• estimation and approximation
• measurement and units
• decimal places and significant figures
• equivalence in number and representation
• proportional reasoning using ratios and percentages
• how proportional relationships lead to linear equations and modelling
• how ratios associate quantities that vary together
• solving versus satisfying an equation
• equivalent expressions
• application and limitations of accuracy
• money and financial literacy
• appreciation of errors.

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Mathematics guide

MYP 1–3 MYP 4–5 (standard) MYP 4–5 (extended)

Number

• Number operations

• Forms of numbers (integers, • Number systems and

fractions, decimals notation (set of positive
and percentages) and integers and zero (N),
transforming between them integers (Z), rational
numbers (Q), irrational
numbers (Q’), and real
numbers (R))

• Estimation, including • Lower and upper bounds

using appropriate
forms of rounding to
estimate results, decimal
approximations and
significant figures

• Recurring decimals • Absolute values

• Time zones, clocks and

timetables

• Number lines and simple • Representing and solving

inequalities Inequalities, including
compound and double
inequalities

• Factors of numbers • Number sequences

(prediction, description)

• Prime numbers and factors,

including greatest common

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Mathematics guide

factor and least common

multiple

• Squares and square roots • Surds, roots and radicals • Logarithms, including laws
including simplifying of logarithms and use of
technology to find values

• Exponents • Laws of exponents • Laws of exponents,

including integer and including fractional/rational
negative exponents exponents
• Standard form (scientific
notation)

• Ratios • Direct and inverse

proportion

Algebra

• Find and verify rules for • Find, justify and prove • Using notation and
sequences general rules/formulae for formula for arithmetic and
sequences geometric sequences to
continue a sequence, find
specific terms and the
progression

• Forming equations • Solving simultaneous

equations, including
algebraically and
graphically.

(See also ''Thinking with

models'')

• Operating with algebraic

expressions

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Mathematics guide

• Substitution into
expressions

• Expanding brackets

• Factorizing algebraic • Factorizing quadratic

expressions expressions

• Rearranging and solving • Solving quadratic equations

simple equations using factorization, the
quadratic formula and
graphically

• Using formulae • Rearranging formulae

• Flowcharts and simple

algorithms

Enrichment

Number

• Rationalizing the denominator

• Number bases

Algebra

• Exponential equations
• Use notation and formula to find the summation of an arithmetic sequence and a geometric
sequence
• Sigma notation
• Convergence and divergence

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Mathematics guide

Thinking with models

Models are depictions of real-life events using expressions, equations or graphs while a function is
defined as a relation or expression involving one or more variables. Creating different representations
of functions to model the relationships between variables, visually and symbolically as graphs,
equations and tables represents different ways to communicate mathematical ideas. In order to use
and develop mathematical models, students will require knowledge of concepts, topics and skills in
algebra. Teachers should assist students’ understanding of models by using real-life contexts for the
application of algebraic knowledge and skills in problem-solving situations.

Links to MYP concepts

Key concepts from other MYP subjects that could be used within the thinking with models branch
include aesthetics (patterns and sequences, graphs), change (algebraic expressions, transformations),
connections (patterns and sequences, functions and graphs), systems (functions, series), and time,
place, and space (functions, equations). Related concepts from MYP mathematics that could be
used within the thinking with models branch include change, equivalence, patterns, quantity,
representation, simplification, and systems.

Topics and skills

The topics and skills in thinking with models will help students develop an understanding of:

• representation and shape of functions

• algorithmic thinking
• transformations of functions
• modelling with functions
• applications and limitations of models.

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Mathematics guide

MYP 1–3 MYP 4–5 (standard) MYP 4–5 (extended)

Not considered age- • Mapping • Domain and Range

appropriate
• Function notation

• Linear functions of the form • Rational functions of the

form
(see also ''Spatial
reasoning'')

• Parallel and perpendicular

lines

(see also ''Spatial

reasoning'')

• Systems of equations/ • Linear programming,

simultaneous equations including inequalities
including solving
algebraically and graphically

(see also 'Numerical and

abstract reasoning'')

• Quadratic functions in the • Transformation of quadratic

form: functions, including
translation, reflection and
including the significance of dilation
their parameters

• Representation and shape • Representation and

of exponential functions shape of cubic, rational,
and their horizontal trigonometric and
asymptotes

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Mathematics guide

logarithmic functions and

their asymptotes

• Algorithms (analyzing • Networks, including edges

and using well-defined and arcs, nodes/vertices,
procedures for solving paths
complex problems) • Calculating network
pathways
• Weighted networks

Enrichment

• Transforming cubic, and trigonometric functions

• Functions including ln and e
• Composite functions
• Inverse functions
• Logarithmic functions
Spatial reasoning
Spatial reasoning skills provide students with the tools for analysing, measuring and transforming
geometric quantities in two and three dimensions.

Links to MYP concepts

Key concepts from other MYP subjects that could be used within the spatial reasoning branch
include aesthetics (geometric shapes, transformations), change (identities, transformations),
communities (angle properties, triangle properties), creativity (transformations, similarity and
congruency), identity (unit circle, identities), perspective (coordinate geometry, similarity and
congruency), and time, place and space (three-dimensional coordinate geometry, transformations).
Related concepts from MYP mathematics that could be used within the spatial reasoning branch
include change, equivalence, model, patterns, quantity, representation, space and systems.

Topics and skills

The topics and skills in spatial reasoning will help students develop an understanding of:

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Mathematics guide

• construction and manual skills

• visualisation and representation of 3D shapes
• moving between dimensions
• algorithmic thinking in trigonometry.

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Mathematics guide

MYP 1–3 MYP 4–5 (standard) MYP 4–5 (extended)

Geometry

• Classifying shapes and • Metric conversions

angles

• Calculations with angle

properties

• Angles in intersecting and • Circle geometry and

parallel lines theorems, including angles,
radius, diameter, arc, sector,
chord, segment and tangent

• Perimeter (circumference)
and area of plane figures
including triangles, circles,
parallelograms, rhombuses,
rectangles, squares, kites,
trapezoids and compound
shapes

• Volume, surface area and • Volume, surface area and • Capacity

nets of cubes, cuboids, nets of pyramids, cones
cylinders and prisms and compound three-
dimensional shapes

• Coordinates • , gradients and intercepts

(see also ''Thinking with

models'')

• Gradients of parallel lines • Relationship between

gradients of perpendicular
lines

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Mathematics guide

• Coordinate geometry,
including distance,
midpoint and gradient
formulae

• Symmetry and reflection • Rotation around a given • Enlargement around a given

point point
• Similarity and congruence, • Enlargement by a rational
including proving similar factor
and congruent triangles • Identical representation of
• Movement on a plane— transformations
isometric transformations,
enlargements and
tessellations

Trigonometry

• Not considered age- • Triangle properties

appropriate
• Bearings

• Pythagoras’ theorem • Converse of Pythagoras’

theorem

• Trigonometric ratios in • Sine rule and cosine rule,

right-angled triangles including applications

(link to trigonometric
functions)

Enrichment

Geometry

• Fractals (informal introduction)

• Dilation

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Mathematics guide

• Inscribing and circumscribing shapes

• Arc length and sector using radians
• Polar coordinates
• Vector notation
• Vector spaces

Trigonometry

• Three-dimensional coordinate geometry

• Area of a triangle rule
• Unit circle
• Radians
• Equation of a circle with centre at the origin
• Trigonometric identities

Reasoning with data

This branch of mathematics is concerned with the collection, analysis and interpretation of
quantitative data and uses the theory of probability to estimate parameters, discover empirical laws,
test hypotheses and predict the occurrence of events.

Through the study of statistics, students should develop skills associated with the collection,
organization and analysis of data, enabling them to present information clearly and to discover
patterns. Students will also develop critical-thinking skills, enabling them to differentiate between
what happens in theory (probability) and what is observed (statistics).

Students should understand both the power and limitations of statistics, becoming aware of their
legitimate use in supporting and questioning hypotheses, but also recognizing how statistics can be
used to mislead as well as to counter opinions and propaganda.

Students should use these skills in their investigations and are encouraged to use ICT whenever
appropriate.

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Mathematics guide

Links to MYP concepts

Key concepts from other MYP subjects that could be used within reasoning with data branch
include communication (representation, probability of events), communities (samples, populations),
connections (probability of successive trials, measures of central tendency), development
(probability of successive trials, population sampling), global interaction (population sampling,
representations) and systems (probability of events, conditional probability). Related concepts
from MYP mathematics that could be used within the reasoning with data branch include
approximation, change, equivalence, generalization, model, patterns, quantity, representation,
simplification, systems and validity.

Topics and skills

The topics and skills in reasoning with data will help students develop an understanding of:

• variability and randomness

• causation versus correlation
• inferences and informal inferential reasoning
• prediction and hypothesis testing
• sampling, resampling and aggregation
• the role of context in statistical inquiry
• the connection between purpose and utility
• outliers and how to separate the signal from the noise
• critical literacy in statistics, considering sources and evaluating techniques
• data distribution and how they can be analysed or compared
• the law of large numbers
• theoretical and experimental probabilities
• listing strategies.

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Mathematics guide

MYP 1–3 MYP 4–5 (standard) MYP 4–5 (extended)

• Simple discrete data and • Sampling techniques and

classifications response rates

• Data collection and • Data manipulation and

generation, including misinterpretation
surveys

• Limitations and context in

statistical enquiry (reliability
of data, bias in sampling and
estimation in calculations)

• Graphical representations, • Graphical representations, • Histograms for continuous

including pie, bar charts, including bivariate graphs, fixed interval groups
stem and leaf plots, scatter graphs, box-and-
pictograms whisker plots, cumulative
frequency graphs

• Data visualizations and • Lines of best fit

infographics

• Data processing, including • Data processing, including

mean, median (measure mean, median (measure
of central tendency) and of central tendency) and
mode, for discrete and mode, for continuous
grouped data data, and quartiles and
percentiles for discrete and
continuous data

• Measures of dispersion, • Measures of dispersion, • Measure of dispersion,

including range including interquartile including standard
range (including application deviation (including

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Mathematics guide

and relationship with the application and relationship

median) with the mean)

• Describing correlation, • Use of technology to find

including positive, negative, the numerical value for
none, strong and weak correlation and its meaning

• Qualitative handling of • Sets, including notation and

probability operations up to three sets

• Probability of simple events • Probability calculations • Probability calculations

with Venn Diagrams, tree for dependent and
diagrams and sample space independent events
(using the addition and
multiplication rules)
including conditional
probability

• Sample spaces • Mutually exclusive events

• Probability scale, including • Combined events

significance of number

• Theoretical probability and • Relative frequency

experimental probability

Enrichment

• Manual calculation of standard deviation and correlation coefficient

• Histograms and frequency polygons
• Covariance
• Interpolation and extrapolation
• Confirmation bias
• Counting principles
• Combinatorics
• Permutations

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Mathematics guide

• Factorials
• Geometric mean
• Regression—interpretation of results
• Networks and probability, Pascal’s triangle

Subject-specific guidance
Effective use of information and communication technology in mathematics
The appropriate use of computers, computer applications and calculators can improve the
understanding of all students. Depending upon the school resources, ICT should be used whenever
appropriate:

• as a means of expanding students’ knowledge of the world in which they live

• as a channel for developing concepts and skills
• as a powerful communication tool.

ICT provides a wide range of resources and applications for teachers to explore in order to enhance
teaching and learning. In mathematics, ICT can be used as a tool to perform complicated calculations,
solve problems, draw graphs, and interpret and analyse data. ICT can also be helpful to:

• investigate data and mathematical concepts

• obtain rapid feedback when testing out solutions
• observe patterns and make generalizations
• move between analytical and graphical representations
• visualize geometrical transformations.

In addition, the appropriate use of ICT can enhance students’ communication skills, assisting them in
the collection, organization and analysis of information and in the presentation of their findings.

However, for ICT to be a useful tool for learning, students need to be familiar with the resources and
applications, and know how and when to use them. Students should be able to decide when the use
of ICT is appropriate and when alternative methods such as pencil and paper, mental calculation or

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Mathematics guide

diagrams should be used. Therefore, it is important that teachers show students how to use these
resources effectively while supporting the development of their intellectual skills.

ICT can support students with learning support requirements who have difficulties understanding a
particular concept or who would benefit from further practice. It can also provide the extra challenge
for gifted and talented students to explore further ideas and concepts. “Adaptive technologies” can
enable students with severe learning disabilities to become active learners in the classroom alongside
their peers. For more information about adaptive technologies and learning support requirements,
please refer to the Inclusive education page on the programme resource centre.

Depending on the school facilities and the availability of ICT resources, teachers are encouraged to
use ICT whenever possible and appropriate as a means of enhancing learning.

Some of the possible ICT resources in mathematics might include:

• databases and spreadsheets

• graph-plotter software
• dynamic geometry software
• mathematics content-specific software
• graphic display calculators (GDCs)
• internet search engines
• CD-ROMs
• word processing or desktop publishing
• graphic organizers
• computer algebra system (CAS).

Assessment tasks in MYP mathematics

Generally, criteria A, B and D are assessed with different kinds of tasks. Criterion C is often used to
assess constructed responses and reports in combination with criterion B or D.

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