Written and taught curriculum

Mathematics framework

The framework for MYP mathematics outlines four branches of mathematical study.
• Numerical and abstract reasoning
• Thinking with models
• Spatial reasoning
• Reasoning with data
Schools can use the framework for mathematics as a tool for curriculum mapping when designing and
planning their mathematics courses. Schools are not expected to address all the branches of the
framework in each year of the programme, nor are they required to teach every topic or skill
suggested in the framework. However, over the five years (or complete duration) of the programme,
students should experience learning in all four branches of the framework for mathematics.
The topics and skills are examples of what students may expect to study in years 1–3 of the programme,
and at the two levels—standard mathematics and extended mathematics—in years 4 and 5 of the
programme. The framework also includes suggestions for enrichment topics; these are optional and are not
included in eAssessments. A skill listed as extended or enrichment in the framework could be addressed in
a standard mathematics class in some cases. Schools are responsible for defining the distinction between
standard and extended mathematics courses, and for determining when it is appropriate to include
enrichment topics and skills in units of inquiry.

Recommended prior learning

The MYP mathematics framework is based on the expectation that students in MYP year 1 have at least five
years of prior mathematics experience and are familiar with the following topics and skills. Teachers must
therefore ensure that any skills listed here that are unknown to their students at the start of the course are
included at an early stage. Teachers should also take into account the existing mathematical knowledge of
their students in designing an appropriate course of study for mathematics.
In order to work towards the MYP mathematics objectives and develop the skills in the mathematics
framework, students should be able to:
• use the base 10 place value system to represent the magnitude of very large and very small quantities
• use the associative and commutative properties to express quantities and expressions in multiple
equivalent forms
• use the relationships between the operations of addition, subtraction, multiplication and division in
order to process information to solve problems
• use fractions and decimals to represent whole-part relationships
• model complex operations in a variety of ways, such as algorithms or flow charts
• analyse and identify rules for patterns
• use functions or rules to extend patterns and describe patterns
• apply a range of procedures to measure different attributes of objects and events
• describe the accuracy of measurements with reference to the situation and the precision of the tool
• convert units and measurements to describe the world we live in in terms that make sense
• transform shapes using rotation, reflection and translation
• use geometric vocabulary to show that changing the position of a shape does not alter its properties

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 Mathematics framework

• 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:
• 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.

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

Number
• Forms of numbers • Absolute values • Laws of exponents,
(fractions, decimals and • Representing and solving including fractional/rational
percentages) and inequalities, including exponents
transforming between them

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Mathematics framework

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

• Factors of numbers compound and double • Logarithms, including laws
• Integers inequalities of logarithms and the use of
• Irrational numbers technology to find values
• Number operations
• Surds, roots and radicals, • Upper and lower bounds
• Prime numbers and prime
factors including simplifying

• Greatest/highest common • Standard form (scientific

factor, lowest common notation)
multiple • Laws of exponents, including
• Recurring decimals integer and negative
exponents
• Number lines and simple
inequalities • Number systems notation

• Ratios • Direct and inverse proportion

• Exponents and powers • Number sequences (prediction,

description)
• Squares and square roots
• Time zones, clocks and
timetables
Algebra
• Operating with algebraic • Factorizing quadratic • Arithmetic and geometric
expressions expressions sequences
• Forming equations • Solving quadratic equations
• Transposing and solving • Changing the subject of an
simple equations equation
• Substitution into
expressions
• Expanding brackets
• Factorizing algebraic
expressions
• Using formulae
• Flowcharts and simple
algorithms
Enrichment
Number
• Exponential equations
• Rationalizing the denominator
• Number bases
Algebra
• Arithmetic and geometric series and summation
• Sigma notation
• Convergence and divergence

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

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 Mathematics framework

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.

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

Not considered • Mappings • Representation and shape of more
age-appropriate • Function notation complex functions

• Linear functions • Transformation of quadratic functions

• y = mx + c (see also • Rational functions

spatial reasoning) • Graphing trigonometric functions
• Parallel and perpendicular lines • Linear programming, including
(see also spatial reasoning) inequalities
• Systems of equations/ • Networks—edges and arcs, nodes/
simultaneous equations vertices, paths
• Quadratic functions • Calculating network pathways
• Algorithms • Weighted networks
• Domain and range
Enrichment
• Exponential functions
• Transforming cubic and trigonometric functions
• Functions including In and e
• Composite functions
• Inverse functions
• Networks and probability, Pascal’s triangle
• Logarithmic functions

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Mathematics framework

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

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

Geometry
• Classifying shapes and • Metric conversions • Volume and capacity
angles • Volume of regular polyhedra (additional shapes)
• Calculations with angle • Similarity and congruence • Enlargement around a given
properties point
• Coordinate geometry,
• Parallel lines and including distance, midpoint • Enlargement by a rational
transversals and gradient formulae factor
• Perimeter • Movement on a plane— • Gradients of perpendicular
(circumference), area and isometric transformations, lines
volume enlargements and tessellations • Identical representation of
• Surface area and nets • y = mx + c, gradients transformations
• Coordinates and intercepts (see also
• Symmetry and reflection functions and models)
• Gradient of parallel lines
• Circle geometry
• Rotation around a given point
Trigonometry
Not considered age- • Triangle properties • Converse of Pythagoras’
appropriate • Bearings theorem

• Pythagoras’ theorem • Sine rule and cosine rule,

including applications (link to
• Trigonometric ratios in right-
trigonometric functions)
angled triangles
Enrichment
Geometry
• Fractals (informal introduction)

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

• Dilation
• 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.

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

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Mathematics framework

• 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.

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

• Simple discrete data and • Sampling techniques • Measure of dispersion:
classifications • Data manipulation and standard deviation
• Data collection and misinterpretation • Correlation, quantitative
generation (including • Graphical representations handling, using technology
surveys) (including: bivariate graphs, • Histograms for continuous
• Graphical representations scatter graphs, box plots, fixed interval groups
(including: pie charts, bar cumulative frequency • Addition and multiplication
charts, stem and leaf plots, graphs) rule—conditional probability
pictograms) • Lines of best fit • Probability calculations
• Data visualizations and • Data processing: quartiles • Dependent and independent
infographics and percentiles events
• Data processing: measure of • Measures of dispersion:
central tendency (mean, interquartile range
mode and median) for
• Correlation, qualitative
discrete and grouped data
handling
• Measures of dispersion: range
• Relative frequency
• Limitations and context in
• Response rates
statistical enquiry
• Sets, including notation and
• Qualitative handling of
operations up to three sets
probability
• Probability with Venn
• Probability of simple events
diagrams, tree diagrams and
• Sample spaces sample spaces
• Probability scale, including • Mutually exclusive events
significance of number
• Combined events
• Theoretical probability and
experimental probability
Enrichment
• Manual calculation of standard deviation, correlation coefficient
• Histograms and frequency polygons
• Covariance
• Interpolation and extrapolation
• Confirmation bias
• Counting principles
• Combinatorics
• Permutations
• Factorials
• Geometric mean

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

• Regression—interpretation of results

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