Learning in the MYP #2

Inside the MYP Math Classroom

In Grade 6, our second unit has focused on relationships and quantity through learning about ratios, rates (including percent), and proportions. Students have experienced these topics in a number of ways. We’ve looked into making perfect scrambled eggs and chocolate milk with just the right amount of ingredients, how long it takes for light to reach the moon, and finally how we can make wise choices in life with our money and how taxes can affect the lives of people around the world. To the right we have Luke (6B) searching his face for the golden ratio during one exploration.

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In Grade 7, our unit has focused on gaining a deeper understanding of ratios, rates (including percent), and proportions through problem solving. Through many different explorations, students developed an understanding of how to use what they know about these topics to develop algebraic rules, which generalize them. Students applied their knowledge to many different areas, including the concept of simple interest. Students derived the formula for calculating such interest, and learned about different scenarios where simple interest can and cannot be used. In the picture to the left, Oscar (7B) is doing as many high knees as he can, while Zac (7B) times him, and Jina (7B) counts how many Oscar has done. After recording their data in a table, students also analyzed it graphically and algebraically to determine who was the fastest in the class.

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In Grade 8, we have continued our lengthy second unit, in which we have focused on learning more about working with algebraic expressions and equations. Most recently, we have analyzed various scenarios which lead to linear equations as well as systems of linear equations (both in only 2 variables). Students have learned the meaning of a solution to an equation and to a system, and they investigated to discover the relationship between a solution to a system and the point of intersection of their graphs. Students learned the 3 most common methods for finding such solutions to a system, and have analyzed enough systems to be able to determine when to choose one method over another. Finally, students have connected what we have learned about both proportional relationships, and these equations to exchange rates in order to apply their knowledge to real life financial scenarios. In the picture to the right we see Danish timing Danish competing against his classmates in a “Guess Who” like game, where students needed to ask yes or no questions using descriptive math vocabulary to determine the graph that matched their partner’s.

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Seth Reisner
Grade 6 / MYP Math Teacher