IB MYP

Here are the units we are currently working on:

6th Grade- Unit 1: Area and Surface Area

Statement of Inquiry: Generalizing the relationship between measurements can influence decisions that impact the consumption of natural resources.

Global Context and exploration: Globalization and sustainability

Key Concepts: Relationships

Approaches to Learning (ATL) Skill: Thinking

VIII. Critical thinking skills- Analyzing and evaluating issues and ideas Gather and organize relevant information to formulate an argument

 X. Transfer skills Utilizing skills and knowledge in multiple contexts Inquire in different contexts to gain a different perspective.

Learner Profile: Reflective

Inquiry Questions:

•  What is space?

• How are relationships between measurements generalized?

• Why does knowing a person's purpose matter?

• What is really influencing decision making?  Support your answer.

• How are measurements of area and volume related?

7th Grade- Unit 6: Expressions and Equations

Statement of Inquiry: Simplification can be used to justify relationships within systems and models.

Global Context: Scientific and Technical Innovation

Key Concepts: Relationships  

Approaches to Learning (ATL) Skill: Self-management

• Organization skills -- Managing time and tasks effectively

•  Plan short- and long-term assignments; meet deadlines

Learner Profile: Balanced

Inquiry Questions:

• What does simplification look like in math?

• How do you justify a simplified solution?

• Is simpler always better? Explain your reasoning.

8th Grade- Unit 8: The Pythagorean Theorem and Irrational Numbers

Statement of Inquiry: Mathematical relationships can be developed through modelling and used to determine unknown quantities or measurements of future values in number sequences.

Global Context: Orientation in Space and Time

Key Concepts: Relationship

Approaches to Learning (ATL) Skill: Thinking: critical thinking skills- analyzing and evaluating issues and ideas

Learner Profile: Principled

Inquiry Questions:

• How can we calculate unknown angles and sides?

• How does the labeling of a right triangle relate to the angle being considered?

• If we can see the triangle is right-angled, why do we need Pythagoras’ Theorem?