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高中數(shù)學(xué)課程圖

發(fā)布時(shí)間：2023-4-10 | 雜志分類：其他

高中數(shù)學(xué)課程圖

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高中數(shù)學(xué)課程圖

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CMYP Mathematics Curriculum Map ………………………………………… 11 Course Introduction ………………………………………………………… 22 Course Structure …………………………………………………………… 43 Course Content …………………………………………………………… 54 Course Assessment ………………………………………………………… 255 Teaching Sources ………………………………………………………… 25CMYP Mathematics Curriculum Map ………………………………………… 271 Course Introduction ………………………………………………………… 282 Course Structure …………………………………………………………… 303 Course Content ……………………………………………………………… 314 Course Assessment …………………………………………………………... [收起]

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第1頁

教育部基礎(chǔ)教育課程教材發(fā)展中心、課程教材研究所

實(shí)驗(yàn)區(qū)重點(diǎn)課題《基于中國學(xué)生發(fā)展核心素養(yǎng)的“中外融通課程”灣區(qū)實(shí)踐

研究——博實(shí)樂課程體系的實(shí)踐范式》研究成果

博實(shí)樂“中外融通課程”

高中數(shù)學(xué)課程圖

廣東碧桂園學(xué)校編印

2023 年 3 月 10 日

第3頁

高中數(shù)學(xué)課程圖

廣東碧桂園學(xué)校編印

2023 年 3 月 10 日

博實(shí)樂“中外融通課程”

第4頁

CMYP Mathematics Curriculum Map ………………………………………… 1

1 Course Introduction ………………………………………………………… 2

2 Course Structure …………………………………………………………… 4

3 Course Content …………………………………………………………… 5

4 Course Assessment ………………………………………………………… 25

5 Teaching Sources ………………………………………………………… 25

CMYP Mathematics Curriculum Map ………………………………………… 27

1 Course Introduction ………………………………………………………… 28

2 Course Structure …………………………………………………………… 30

3 Course Content ……………………………………………………………… 31

4 Course Assessment ………………………………………………………… 55

5 Teaching Sources …………………………………………………………… 55

CMYP Mathematics Curriculum Map ………………………………………… 57

1 Course Introduction ………………………………………………………… 58

2 Course Structure …………………………………………………………… 60

3 Course Content ……………………………………………………………… 61

4 Course Assessment ………………………………………………………… 85

5 Teaching Sources …………………………………………………………… 85

CPRE-DP Mathematics Curriculum Map …………………………………… 87

1 Course Introduction ………………………………………………………… 88

2 Course Structure …………………………………………………………… 89

3 Course outline ……………………………………………………………… 90

4 Assessment ……………………………………………………………… 100

目錄 CONTENTS

第5頁

5 Resources ………………………………………………………………… 100

CDP Math AI HL Curriculum Map ………………………………………… 101

1 Course Introduction ……………………………………………………… 102

2 Course Structure ………………………………………………………… 103

3 Course outline …………………………………………………………… 104

4 Assessment ……………………………………………………………… 150

5 Resources ………………………………………………………………… 150

CDP Math AA SL Curriculum Map ………………………………………… 152

1 Course Introduction ……………………………………………………… 153

2 Course Structure ………………………………………………………… 154

3 Course outline …………………………………………………………… 155

4 Assessment ……………………………………………………………… 205

5 Resources ………………………………………………………………… 205

CDP Math AA HL Curriculum Map ………………………………………… 206

1 Course Introduction ……………………………………………………… 207

2 Course Structure ………………………………………………………… 208

3 Course Content …………………………………………………………… 209

4 Assessment ……………………………………………………………… 263

5 Resources ………………………………………………………………… 263

CIG Mathematics Curriculum Map ………………………………………… 264

1 Course Introduction ……………………………………………………… 265

2 Course Structure ………………………………………………………… 266

3 Course outline …………………………………………………………… 267

4 Assessment ……………………………………………………………… 286

5 Resources ………………………………………………………………… 287

第6頁

CIG Mathematics Curriculum Map ………………………………………… 288

1 Course Introduction ……………………………………………………… 289

2 Course Structure ………………………………………………………… 290

3 Course outline …………………………………………………………… 291

4 Assessment ……………………………………………………………… 307

5 Resources ………………………………………………………………… 308

CIG Additional Mathematics Curriculum Map …………………………… 309

1 Course Introduction ……………………………………………………… 310

2 Course Structure ………………………………………………………… 311

3 Course outline …………………………………………………………… 312

4 Assessment ……………………………………………………………… 321

5 Resources ………………………………………………………………… 322

CIG Additional Mathematics Curriculum Map …………………………… 323

1 Course Introduction ……………………………………………………… 324

2 Course Structure ………………………………………………………… 325

3 Course outline …………………………………………………………… 326

4 Assessment ……………………………………………………………… 332

5 Resources ………………………………………………………………… 333

CALMathematics Curriculum Map ………………………………………… 334

1 Course Introduction ……………………………………………………… 335

2 Course Structure ………………………………………………………… 336

3 Course outline …………………………………………………………… 337

4 Assessment ……………………………………………………………… 356

5 Resources ……………………………………………………………… 356

CALFurther Mathematics Curriculum Map ……………………………… 358

1 Course Introduction ……………………………………………………… 359

第7頁

2 Course Structure ………………………………………………………… 360

3 Course outline …………………………………………………………… 361

4 Assessment ……………………………………………………………… 379

5 Resources ………………………………………………………………… 380

CAP Mathematics Curriculum Map ………………………………………… 381

1 Course Introduction ……………………………………………………… 382

2 Course Structure ………………………………………………………… 382

3 Course Outline …………………………………………………………… 383

4 Assessment ……………………………………………………………… 397

5 Resources ………………………………………………………………… 400

CAP Mathematics Curriculum Map ………………………………………… 401

1 Course Introduction ……………………………………………………… 402

2 Course Structure ………………………………………………………… 402

3 Course Outline …………………………………………………………… 403

4 Assessment ……………………………………………………………… 417

5 Resources ………………………………………………………………… 420

CAP Calculus AB Curriculum Map ………………………………………… 421

1 Course Introduction ……………………………………………………… 422

2 Course Structure ………………………………………………………… 422

3 Course Outline …………………………………………………………… 423

4 Assessment ……………………………………………………………… 428

5 Resources ………………………………………………………………… 430

CAP Calculus BC Curriculum Map ………………………………………… 431

1 Course Introduction ……………………………………………………… 432

2 Course Structure ………………………………………………………… 433

3 Course Outline …………………………………………………………… 434

第8頁

4 Assessment ……………………………………………………………… 440

5 Resources ………………………………………………………………… 442

CAP Statistics Curriculum Map ……………………………………………… 443

1 Course Introduction ……………………………………………………… 444

2 Course Structure ………………………………………………………… 445

3 Course Outline …………………………………………………………… 446

4 Assessment ……………………………………………………………… 455

5 Resources ………………………………………………………………… 458

CAP Further Mathematics Curriculum Map ……………………………… 459

1 Course Introduction ……………………………………………………… 460

2 Course Structure ………………………………………………………… 461

3 Course Outline …………………………………………………………… 462

4 Assessment ……………………………………………………………… 471

5 Resources ………………………………………………………………… 473

第9頁

? 1

高中數(shù)學(xué)課程圖

Chinese and International Integrated

Curriculums for Bright Scholar

High School Section

CMYP Mathematics

Curriculum Map

（2022version）

Complied by Guangdong Country Garden Senior High Section

第10頁

博實(shí)樂“中外融通課程”

MYPCurriculum Mapping

Subject Mathematics Grade G1& G2 Level SL

Subject Code Credit 8 Duration 2 years

TeachingHours 720 Contributor

Tao Xiaojun，Nathan

Wang Ying，

Wang Baishi

Liu Xinhua，Zhong Yi

Wang Runmei

Completed

Date

2022.9

1 Course Introduction

1.1 Introduction

Neglect of mathematics works injury to all knowledge, since he who is ignorant of it

cannot know the other sciences or things of the world.

Roger Bacon（1214-1294）

The study of mathematics is a fundamental part of a balanced education. It promotes a

powerful universal language, analytical reasoning and problem-solving skills that contribute

to the development of logical, abstract and critical thinking. Mathematics can help make

sense of the world and allows phenomena to be described in precise terms. It also promotes

careful analysis and the search for patterns and relationships, skills necessary for success

both inside and outside the classroom. Mathematics, then, should be accessible to and

studied by all students.

Studying mathematics, however, should be more than simply learning formulae or

rules. Students should not have the impression that all of the answers to mathematics can be

found in a book but, rather, that they can be active participants in the search for concepts

and relationships. In that light, mathematics becomes a subject that is alive with the thrill

of exploration and the rewards of discovery. At the same time, that new knowledge may then

be applied to other situations, opening up even more doors for students. MYP mathematics

promotes both inquiry and application, helping students to develop problem-solving

第11頁

? 3

高中數(shù)學(xué)課程圖

techniques that transcend the discipline and that are useful in the world outside school.

An MYP mathematics programme should be tailored to the needs of students, seeking

to intrigue and motivate them to want to learn its principles. Students should see authentic

examples of how mathematics is useful and relevant to their lives and be encouraged to

apply it to new situations. Mathematics provides the foundation for the study of sciences,

engineering and technology. However, it is also evident in the arts and is increasingly

important in economics, the social sciences and the structure of language. Students in

the MYP are encouraged to use ICT tools to represent information, to explore and model

situations, and to find solutions to various problems. These are skills that are useful in a

wide range of arenas. MYP mathematics aims to equip all students with the knowledge,

understanding and intellectual capabilities to address further courses in mathematics, as

well as to prepare those students who will use mathematics in their studies, workplaces and

lives in general.

1.2 Aims

The aims of all MYP subjects state what a teacher may expect to teach and what a

student may expect to experience and learn. These aims suggest how the student may be

changed by the learning experience. The aims of MYP mathematics are to encourage and

enable students to:

1. enjoy mathematics, develop curiosity and begin to appreciate its elegance and power

2. develop an understanding of the principles and nature of mathematics

3. communicate clearly and confidently in a variety of contexts

4. develop logical, critical and creative thinking

5. develop confidence, perseverance, and independence in mathematical thinking and

problem-solving

6. develop powers of generalization and abstraction

7. apply and transfer skills to a wide range of real-life situations, other areas of

knowledge and future developments

8. appreciate how developments in technology and mathematics have influenced each

other

第12頁

博實(shí)樂“中外融通課程”

9. appreciate the moral, social and ethical implications arising from the work of

mathematicians and the applications of mathematics

10. appreciate the international dimension in mathematics through an awareness of the

universality of mathematics and its multicultural and historical perspectives

11. appreciate the contribution of mathematics to other areas of knowledge

12. develop the knowledge, skills and attitudes necessary to pursue further studies in

mathematics

13. develop the ability to reflect critically upon their own work and the work of others.

2 Course Structure

CMYP Mathematics SL

Algebra

1.Quadratic equation with one

unknown

2.Quadratic functions

3.Inverse proportional

4.Indices

5.Radicals

6.Sets and Venn diagrams

7.Financial mathematics

8.Sequence and series

9.Functions

10.Exponential and logarithms

11.Inequalities and graphs

12.Factors and polynomial

13.Permutation and

Combination

Geometry

1.Special

parallelogram

2.Similar figures

3.Circle

4.Measurement

5.Coordinate

Geometry

6.Transformation

7.Vectors

8.Straight-line

graphs

9.Circular

measure

Trigonometry

1.Trigonometry

in right-angled

triangle

2.Trigonometry

in non-right-

angled triangle

3.Advanced

trigonometry

1.Probability

2.Statistics

Differentiation

Probability Calculus

第13頁

? 5

高中數(shù)學(xué)課程圖

3 Course Content

Unit tittle,

Teaching

hours

Contents (subtopics,

knowledge, skill)

Key

concept

Concept

Global

context

Statement

of Inquiry

ATL skills

IB learner

profile&Core

Competence

Academic

proficiency

Level

Subject

objectives

Summative assessment

Connection to service as action or

Interdisciplinary

learning or international-mindedness or both

Unit 1 Real

numbers

0.1. Indices

? Evaluating

indices

? Scientific

notation

? Rational indices

1.2 Radicals

? Radical and

surds

? Simplifying

radicals

? Simplest radical form

? Adding and

subtracting radicals

? Multiplications

involving

radicals

? Division by

radicals

1.3 Proportion

? Direct proportion

? Inverse proportion

Form Simplification;

Change

Globalization and

sustainability

Changing

to simplified forms

can help

with analyzing the

effects of

consumption and

conservation

Critical thinking skills-Analyze complex

concepts and

projects into

their constituent parts and

synthesize

them to create

something new;

Communication

skills-preview

and skim texts

to build understanding;

IB learner profileThinker：

Exercise initiative in applying

critically and

creatively to

recognize an

approach complex issued, and

make reasoned,

ethical decisions,

to consider how

belonging relates

to location and

the impact on

local and global

communities.

Core Competence

Inquisitive

Reason

1 A B C Unit Test:

(criterion A)

In this task, students will

answer a wide range of

questions, from simple to

complex to challenging (in

both familiar and unfamiliar situations), all based on

calculation of radical, and

indices

Investigation:

The sum, difference, product and quotient of irrational numbers (criterion B, C)

In this task, students will

investigate whether the

sum, difference, product

and quotient of two irrational numbers (also one irrational number, one rational)

could be rational number.

And make conclusions of

the conditions to make a

rational number.

service as action:

Take action by

mapping a Mind

map of the development of number

system for the

junior students

第14頁

博實(shí)樂“中外融通課程”

Unit tittle,

Teaching

hours

Contents (subtopics,

knowledge, skill)

Key

concept

Concept

Global

context

Statement

of Inquiry

ATL skills

IB learner

profile&Core

Competence

Academic

proficiency

Level

Subject

objectives

Summative assessment

Connection to service as action or

Interdisciplinary

learning or international-mindedness or both

Unit 2:

Algebra

2.1. Algebraic

expansion

? The distribution

law

? The product (a+b)

(c+d)

? Difference of two

squares

? Perfect square

expansion

2.2 Linear equations

and inequalities

? Linear equations

? Rational equations

? Linear inequalities

2.3 Quadratic equations

? Equations of the

form x2=k

? The Null Factor

Law

? Solution by factorization

? Completing the

square

? Problem solving

? The sun and

product of the roots

2.4 Quadratic functions

? The expression of

quadratic

functions

? The graph of quadratic

functions

? The properties of

quadratic

functions

? Application of

quadratic

functions

? Quadratic functions and

quadratic equations

Form Patterns,

Space

Equivalence,

Scientific and

technical

innovation

Representing

patterns

with

equivalent forms

can lead

to better

systems,

models and

methods

Reflection

skills-Identify

strengths and

weakness of

personal learning strategies.

Critical-thinking skills-Applying existing

knowledge to

generate new

ideas or process, Propose

and evaluate

a variety of

solutions;

Reflection-Draw

reasonable

conclusions and

generalizations

Transfer

skills-Inquire

in different

contexts to

gain a different

perspective

IB learner profileCaring:

Show empathy,

compassion and

respect, act to

make a positive

difference in the

lives of others

and in the world

around us.

Core Competence

Inquiring

Reflective

2 A C D Unit Test:

(criterion A)

In this task, students will

answer a wide range of

questions, from simple

to complex to challenging (in both familiar and

unfamiliar situations), all

based on linear equation

and inequalities, quadratic

equations

Applying mathematics in

real-life contexts (criteria

C, D)

In this task, You decide that

instead of taking vitamin

and mineral supplements

you will get your calcium

and vitamin A by drinking

milk and orange juice. An

ounce of milk contains 38

mg of calcium and 56μg

(micrograms) of vitamin A;

an ounce of orange juice

contains 5 mg of calcium

and 60 μg of vitamin A.

Determine how many ounces of milk and orange juice

you would need to drink

daily in order to meet your

minimum requirement of

550 mg of calcium and

service as action:

Take action by tutoring classmates.

第15頁

? 7

高中數(shù)學(xué)課程圖

Unit tittle,

Teaching

hours

Contents (subtopics,

knowledge, skill)

Key

concept

Concept

Global

context

Statement

of Inquiry

ATL skills

IB learner

profile&Core

Competence

Academic

proficiency

Level

Subject

objectives

Summative assessment

Connection to service as action or

Interdisciplinary

learning or international-mindedness or both

Unit 3: Set

and Venn

diagrams

3.1.Set

? Sets, universal

set, empty set

? Special Number sets

? Interval notation

? Complement of

a set, element

? Venn diagrams

? Union and

intersection

? Number in

regions

? Problems solving with Venn

Diagrams

Form Change,

Equivalence

Scientific and

technical

innovation

Representing

change and

equivalence in

a variety

of forms

has helped

human

apply their

understanding of

scientific

principles

Collaboration

skills-Listen

actively to other

perspectives

and ideas.

Critical thinking skills-Consider ideas

from multiple

perspectives;

draw reasonable conclusion

and generalizations;

Transfer skillsChange the

context of an

inquiry to gain

different perspectives

IB learner profile

Thinker：

Exercise initiative in applying

critically and

creatively to

recognize an

approach complex issued, and

make reasoned,

ethical decisions,

to consider how

belonging relates

to location and

the impact on

local and global

communities.

Core competence

Critical thinking

Problem-solving

2 A CD Unit Test:

(criterion A)

In this task, students will

answer a wide range of

questions, from simple to

complex to challenging (in

both familiar and unfamiliar

situations), all based on

set , Venn diagram.

Applying mathematics in

real-life contexts: (criteria C,

In this task, students become

part of a task force to analyze

and report on the problems

associated with the numbers

of students of each part and

to make a decision about

the class setting. For there

are 107 students in MYP

G1, they all study at least

one of the subjects Physics,

Chemistry, or Biology. 70

are studying Physics, 62

are studying Chemistry, and

48 are studying Biology. 28

are studying Physics and

Chemistry, 25 are studying

Chemistry and Biology, 30

are studying Physics and

Biology.

service as action:

Take action by tutoring classmates.

第16頁

博實(shí)樂“中外融通課程”

Unit tittle,

Teaching

hours

Contents (subtopics,

knowledge, skill)

Key

concept

Concept

Global

context

Statement

of Inquiry

ATL skills

IB learner

profile&Core

Competence

Academic

proficiency

Level

Subject

objectives

Summative assessment

Connection to service as action or

Interdisciplinary

learning or international-mindedness or both

Unit 4

Geometry

4.1. Coordinate

geometry

? The distance

between two

points

? Midpoints

? Gradient

? Parallel and

perpendicular

lines

? The equation of

a line

? Graphing lines

from equations

? Finding the

equation of a line

? Perpendicular

bisector

? Distance from a

point to a line

? 3-dimensional

coordinate

geometry

4.2 Special parallelogram

? Rhombus

? Rectangle

? Square

Form Change

Model

Personal and

cultural

expression

Form is

helpful

to create,

develop

or change

things

Communication

skills-organize

and depict

information

logically

Critical

thinking

skills-Revise

understanding

based on new

information and

evidence

IB learner profileReflective:

Thoughtfully

consider the

world and our

own ideas and

experience. Work

to understand

our strengths

and weakness in

order to support

our learning and

personal development.

Core Competence

Critical thinking

Reflective

1 CD Unit Test:

Applying mathematics in

real-life contexts: (criteria

C, D)

Students are to imagine

they are living in a village

in a developing country.

They are given the task of

designing a container to

transport water from a well

to their village situated one

kilometer away. Students are to write a report

justifying their design and

detailing how much water

they need to transport.

service as action:

Take action by

giving a speech to

the primary students about some

famous mathematicians

第17頁

? 9

高中數(shù)學(xué)課程圖

Unit tittle,

Teaching

hours

Contents (subtopics,

knowledge, skill)

Key

concept

Concept

Global

context

Statement

of Inquiry

ATL skills

IB learner

profile&Core

Competence

Academic

proficiency

Level

Subject

objectives

Summative assessment

Connection to service as action or

Interdisciplinary

learning or international-mindedness or both

Unit 5

Circle and

Similar

5.1 Circle

? Basic knowledge of circle

? The relationship between

angle

of circumference and angle of

center

? Equation of

circles

? Line and circle

? Regular polygons in circle

? Arc length and

sector area

5.2 Congruence

and similarity

? Similarity

? Problem solving

? Using similar

triangles to prove

other geometric

results

? Area of similar

objects

? Volume of

similar objects

Logic Justification Person- al and

cultural

expression

Logic can

justify

generalizations

that increase our

appreciation of the

aesthetic

Critical-thinking: Draw

reasonable

conclusions and

generalizations;

Test generalizations and

conclusions;

Collaboration

skills- Encourage others

to contribute.

Reflection

skills-Consider

content what do

I learn about

today?

Creative-thinking

skills—Make

unexpected or

usual connections between

objects and/or

idea

IB learner profileInquirers：

Nurture our curiosity, developing

skills for inquiry

and research,

knowing how

to learn independently and

with others.

Core Competence

Critical thinking

Problem-solving

2 A CD Unit Test:

(Criterion A)

In this task, students will

answer a wide range of

questions, from simple to

complex to challenging (in

both familiar and unfamiliar situations), all based on

circle and similarity.

Applying mathematics in

real-life contexts: (criteria

C, D)

Use the properties of similarity to measure the height

of the flag in our school.

Students need to write the

design plan clearly, and

think about the accuracy.

And they can use at least

two methods to check their

accuracy.

Study the national flag

carefully and create a similar national flag, students

should labeled the stars and

the length carefully, and

find out the beauty of the

design.

service as action:

Take action by

giving a speech

to the primary

students about the

beauty of Math.

第18頁

博實(shí)樂“中外融通課程”

10?

Unit tittle,

Teaching

hours

Contents (subtopics,

knowledge, skill)

Key

concept

Concept

Global

context

Statement

of Inquiry

ATL skills

IB learner

profile&Core

Competence

Academic

proficiency

Level

Subject

objectives

Summative assessment

Connection to service as action or

Interdisciplinary

learning or international-mindedness or both

Unit 6

Perimeter, area

andvolume

6.1. Geometry

? Length and perimeter

? Area

? Surface area for

3D shape

? Volume for 3D

shape

? Capacity

? Understanding

and using

coordinates in

three

dimensions

? Using the distance, section

and midpoint

formulae in

three dimensions

Relationship Space Measure- ment Person- al and cultural

expression

Generalizing relationship

between

measurements

enables the

construction and

analysis of

activities

for ritual

and play

Critical thinking skills-Analyze complex

concepts and

projects into

their constituent parts and

synthesize them

to create new

understanding;

Creative-thinking

skills-Apply existing

knowledge to

generate new

ideas, products

or process;

Communication skills-Use

and interpret a

range of discipline-specific terms and

symbols

Organization

skills-keep an

organized and

logical system

of information

files/notebook.

IB learner profile

Principled:

Act with integrity and honesty,

with a strong

sense of fairness

and justice, and

with respect for

the dignity and

rights of people

everywhere.

Core Competence

Inquiring

Reflective

1 BCD nit Test:

(criterion A)

In this task, students will

answer a wide range of

questions, from simple to

complex to challenging (in

both familiar and unfamiliar situations), all based on

trigonometry

Investigation: (criterion B)

In this task, students will

need to investigate the

perimeter and area of a

region constructed by three

semi-circles ( two small

ones in a big one, and the

sum of the radius of the two

small ones equals to the big

one)

service as action:

Take action by

giving a speech to

the primary students about some

famous mathematicians

第19頁

? 11

高中數(shù)學(xué)課程圖

Unit tittle,

Teaching

hours

Contents (subtopics,

knowledge, skill)

Key

concept

Concept

Global

context

Statement

of Inquiry

ATL skills

IB learner

profile&Core

Competence

Academic

proficiency

Level

Subject

objectives

Summative assessment

Connection to service as action or

Interdisciplinary

learning or international-mindedness or both

Unit7

Trigonometric

ratios in

right-angled triangles and

non-right

angled

triangle

trigonometry

7.1 Trigonometric

ratios

? Labelling right

angled

triangles

? The trigonometric ratios

? Finding side

lengths

? Finding angles

? Problem solving with

trigonometry

? Bearing

? The unit circle

? The area of a

triangle

? The sine rule

? The cosine

rule

? Problem solving using the

sine and cosine

rule

Relationship Measure- ment, Models Scien- tific and technical

innovation

Generalizing relationships

between

measurements

can lead

to better

models and

methods

Critical thinking skills-Propose and evaluate a variety of

solutions, draw

reasonable

conclusions and

generalizations

Creative

-thinking

skills-Apply existing

knowledge to

generate new

ideas, products

or process;

Organization

skills-set

goals that are

challenging and

realistic

Transfer skillsChange the

context of an

inquiry to gain

different perspectives

IB learner profileThinker：

Exercise initiative in applying

critically and

creatively to

recognize an

approach complex issued, and

make reasoned,

ethical decisions,

to consider how

belonging relates

to location and

the impact on

local and global

communities.

Core Competence

Inquiring

Reflective

2 AB C D Unit Test:

(criterion A)

In this task, students will

answer a wide range of

questions, from simple to

complex to challenging (in

both familiar and unfamiliar situations), all based on

trigonometry

Investigation: (criterion B)

In this task, students will

need to investigate the sine

rule. First the students will

measure all the angles and

side lengths, and compare

their ratios of the side

length and sine value of

the corresponding angles to

get a general rule and then

justify the rule using circle

theorem.

Applying mathematics in

real life: (criteria C, D)

In this task, students need

to find out the area of a

polygon with given lengths.

They can divide the polygon

into small triangles and find

out the area of each.

service as action:

Take action by

giving a speech to

the primary students about some

famous mathematicians

第20頁

博實(shí)樂“中外融通課程”

12?

Unit tittle,

Teaching

hours

Contents (subtopics,

knowledge, skill)

Key

concept

Concept

Global

context

Statement

of Inquiry

ATL skills

IB learner

profile&Core

Competence

Academic

proficiency

Level

Subject

objectives

Summative assessment

Connection to service as action or

Interdisciplinary

learning or international-mindedness or both

Unit 8

Probability

& Statistics

8.1 Probability

? Experimental

probability

? Probability from

data

? Life table

? Sample space

? Theoretical

probability

? Using 2-dimensional grids

? Compound

events

? Events and

Venn diagrams

? Expectation

8.2 Statistics

? Types of data

? Discrete numerical data

? Continuous

numerical data

? Range, mean,

median, mode,

IQR, five-number summary

? Cumulative data

? Measuring the

spread of a data

set

? Box-and-whisker plots

? Standard deviation

? The normal

distribution

? Scatter plots

? Line of best fit

Relationship Represen- tation Quantity Orien- tation in space and

time

How quantities are

represented can help

to establish

underlying

relationship and

trends in a

population

Communication

skills—Understand and use

mathematical

notation;

Affective

skills-Practise

strategies to reduce stress and

anxiety.

Information literacy

skills-Process

data and report

results

Information literacy

skills-Process

data and report

results.

Media literacy

skills- understand the

impact of media

representations

and modes of

presentation

IB learner profile

Communicators:

Express ourselves

confidently and

creatively in

more than one

language and

in many ways,

collaborate effectively, listening

carefully to the

perspectives of

other individuals

and groups.

Core Competence

Inquiring

Problem-solving

2 A C D Unit Test:

(criterion A)

In this task, students will answer a

wide range of questions, from simple

to complex to challenging (in both

familiar and unfamiliar situations),

all based on probability and statistics.

(criteria C, D)

The managers of a large factory,

which has around 10000 workers,

would

like to know more about the commuting times of their staff.

1 Explain why it might not be sensible to ask every single employee.

2 The managers decide to conduct a

survey of a sample of the employees.

They brainstorm a number of ideas

for ways of gathering the information.

a They could ask each employee

individually as they arrived at work.

b They could put up a notice asking

employees to respond by email.

c They could ask one person in each

department to estimate an average

commuting time for that department.

d They could ask every 200th

person on the company’s staff list,

having

sorted it alphabetically.

e They could ask every 200th

person on the company’s staff list,

having

sorted it by salary.

f They could put every employee’s

name into a bag and draw out

50 names at random.

Comment on each of these ideas.

Explain how useful you think the

surveys

would be for finding out representative information about the commute

times of the factory’s employees.

service as action:

Take action by

giving a speech

to the primary

students about

development of

math

第21頁

? 13

高中數(shù)學(xué)課程圖

Unit tittle,

Teaching

hours

Contents (subtopics,

knowledge, skill)

Key

concept

Concept

Global

context

Statement

of Inquiry

ATL skills

IB learner

profile&Core

Competence

Academic

proficiency

Level

Subject

objectives

Summative assessment

Connection to service as action or

Interdisciplinary

learning or international-mindedness or both

Unit 9

Financial

mathematics

9.1 Financial

mathematics

? Converting

between different

currencies

? Recognizing

conversions in

real-life contexts

? understanding

the meaning

of different rates

and

commission

charges

? Appreciation

and depreciation

? Simple and

compound interest

? Personal loans

Relationship Quantity, Measure- ment Global- ization and sustainability Quantities and mea- surements illustrate

the relationship

between

human-made

systems

and communities

Communication skillsMake effective

summary notes

for studying;

Collaboration

skills-Give and

receive meaningful feedback

Media literacy skillsSeek a range of

perspectives for

multiple and

varied sources

Critical-thinking skills-Draw

reasonable

conclusions and

generalizations

IB learner profileThinker：

Exercise initiative in applying

critically and

creatively to

recognize an

approach complex issued, and

make reasoned,

ethical decisions,

to consider how

belonging relates

to location and

the impact on

local and global

communities.

Core Competence

Problem-solving

Reflective

2 AB Unit Test: (criterion A)

In this task, students will

answer a wide range of

questions, from simple to

complex to challenging (in

both familiar and unfamiliar situations), all based on

linear patterns of change

and how they can be represented. Questions will focus

on representing lines in a

variety of forms, graphing

lines, finding the equation

of a linear pattern and applying these skills to solve

real-life problems. The test

will be done individually in

class during one period.

Investigation: Gradient of a

Line (criterion B)

In this task, students will

invest amount of money

(either simple interestor

compound interest with

different rate), they need to

choose a suitable plan for

this investment.

service as action:

Take action by

giving a speech

to the primary

students about

development of

math

第22頁

博實(shí)樂“中外融通課程”

14?

Unit tittle,

Teaching

hours

Contents (subtopics,

knowledge, skill)

Key

concept

Concept

Global

context

Statement

of Inquiry

ATL skills

IB learner

profile&Core

competence

Academic

proficiency

Level

Subject

objectives Summative assessment

Connection to service as action or

Interdisciplinary

learning or international-mindedness or both

Unit 1

Algebra 1

Form Patterns,

generalization

Scientific and

technical

innovation

Different

forms can

be used to

generalize

and justify

patterns

Critical-thinking

skills-Identify

trends and

forecast possibilities; Draw

reasonable

conclusions and

generalizations;

Communication

skills-Understand and use

mathematical

notation

Media literacy skillsSeek a range

of perspectives

for multiple and

varied sources

IB learner profile

Thinker：

Exercise initiative in applying

critically and

creatively to

recognize an

approach complex issued, and

make reasoned,

ethical decisions,

to consider how

belonging relates

to location and

the impact on

local and global

communities.

Core competence

Inquisitive

Reflective

2 A B C D Criterion A: Knowing and

understanding

A test about sequence will

be held.

Questions will be focused

on the general term, sum

for both arithmetic and

geometric sequence, and

infinity sum of geometric

sequence with |r|<0. And

determine whether a value

is a term of sequence.

Criterion B C:

Investigation:

Investigate a sequence to

find the general term and

test, justify, and prove the

formula

Criterion C D: Applying in

real-life context.

There are two plans about

a deposit. One follows a

arithmetic sequence while

the other follows geometric

sequence, students should

calculate the interest and

determine which one better.

service as action:

Take action by

giving a speech

to the primary

students about the

beauty of Math.

1.1. Sequence

? Arithmetic

sequence

? Geometric

sequence

? Arithmetic

series

? Geometric

series

? Infinite geometric series

1.2 Simultaneous equations

and

quadratics

? Simultaneous

equations (one

linear and one

non-linear)

? Roots of quadratic equations

? Intersection of

a line and a

curve

1.3 Permutation

and Combination

? Factorial

notation

? Permutation

? Combination

? Pascal’s

triangle

? The binomial

theorem

第23頁

? 15

高中數(shù)學(xué)課程圖

Unit tittle,

Teaching

hours

Contents (subtopics,

knowledge, skill)

Key

concept

Concept

Global

context

Statement

of Inquiry

ATL skills

IB learner

profile&Core

competence

Academic

proficiency

Level

Subject

objectives Summative assessment

Connection to service as action or

Interdisciplinary

learning or international-mindedness or both

1.4 Factors and

polynomials

? Adding, subtracting and

multiplying

polynomials

? Division of

polynomials

? The factor

theorem

? Cubic expressions and

equations

? The reminder

theorem

1.5 Indices and

surds

? Simplifying

expressions

involving indices

? Solving equations involving

indices

? Surds

? Calculations

of surds

? Rationalizing

the denominator

of a fraction

? Solving equations involving

surds

第24頁

博實(shí)樂“中外融通課程”

16?

Unit tittle,

Teaching

hours

Contents (subtopics,

knowledge, skill)

Key

concept

Concept

Global

context

Statement

of Inquiry

ATL skills

IB learner

profile&Core

competence

Academic

proficiency

Level

Subject

objectives Summative assessment

Connection to service as action or

Interdisciplinary

learning or international-mindedness or both

Unit 2

Functions

2.1. Relations and

functions

? Relations

? Functions, domain, range

? Function notation

? Composite function

? Inverse function

? Simple piecewise

function

? The modulus

function

? Monotonicity of

functions

? Where functions

meet

2.2 Quadratic

Functions

?Quadratic functions

? Transformation to

sketch

quadratics

? Axes intercepts

? Sketching quadratics for their

axes intercepts

? Graphs of quadratic functions

? Monotonicity of

quadratic

functions

? Solving quadratic

equation

graphically

? Practical maximum and

minimum

? Quadratic function and linear

function meet

Form Change,

Equivalence

Scientific and

technical

innovation

Representing

change and

equivalence in

a variety

of forms

has helped

human

apply their

understanding of

scientific

principles

Organization

skills-Use

appropriate

strategies for

organizing

complex information

Information literacy

skills-Process

data and report

results

Critical

thinking

skills-Revise

understanding based on

new evidence;

Transfer skillsApply skills

and knowledge

in unfamiliar

situations;

Self-management-organization-Use

appropriate

strategies for

organizing

complex situations.

IB learner profile

Reflective:

we can develop

our skills by

giving thoughtful

consideration to

our own learning, ideas and

experience. We

will reflect on our

work when we

assess our own

writing and that

of others.

Core competence

Critical thinking

Reason

2 B C D Criterion A: Knowing and

understanding

A test about functions will

be held.Questions will be

focused on functions such

as composite function,

inverse function, modulus

function, quadratic function

and their graphs.

Applying mathematics in

real-life context (Criterion

C, D)

Students will use quadratic

function to get the maximum profit.

A shopping mall is selling

shirts marked $58 for each,

it’s found the selling

amount will increase 100

while reducing $1, and the

original selling amount is

1000, to get the maximum

profit, what the selling price

should be?

service as action:

Take action by

giving a speech

to the primary

students about the

beauty of Math.

第25頁

? 17

高中數(shù)學(xué)課程圖

Unit tittle,

Teaching

hours

Contents (subtopics,

knowledge, skill)

Key

concept

Concept

Global

context

Statement

of Inquiry

ATL skills

IB learner

profile&Core

competence

Academic

proficiency

Level

Subject

objectives Summative assessment

Connection to service as action or

Interdisciplinary

learning or international-mindedness or both

Unit 3

Exponential and

logarithms

3.1 Exponential

and logarithms

? Simplifying

expressions

involving indices

? Evaluating logarithms with and

without a calculator

? Solve exponential equations

? Write and solve

exponential equations from real-life

situations

? Using natural

logarithms

? Drawing graphs

of logarithmic

functions

? Finding the

inverse of an exponential function

? Identifying and

applying function

transformations on

graphs of logarithmic functions

? Developing the

laws of logarithms

? Using the law

of logarithms to

simplify expressions and solve

equations

? Comparing the

increasing rate

of exponential

function, linear

function, logarithmic function

Relationship Quantity, Change, Generalization Orien- tation in space and time Generaliz- ing changes in quan- tity helps

establish

relationships that

can model

duration,

frequency

and variability

Collaboration

skills-Listen

actively to other

perspectives

and ideas.

Critical thinking skills-Consider ideas

from multiple

perspectives;

draw reasonable

conclusion and

generalizations;

Transfer skillsChange the

context of an

inquiry to gain

different perspectives

IB learner profile

Thinker：

Exercise initiative in applying

critically and

creatively to

recognize an

approach complex issued, and

make reasoned,

ethical decisions,

to consider how

belonging relates

to location and

the impact on

local and global

communities.

Core competence

Critical thinking

Problem-solving

2 A B Criterion A: Knowing and

understanding

A test about exponential

and logarithms will be

held. Questions will be

focused on calculating on

exponential and logarithms.

And also use the functions

properties to solve problems

Criterion B:

Investigation:

Investigate the product

rule, quotient rule, power

rule.

第26頁

博實(shí)樂“中外融通課程”

18?

Unit tittle,

Teaching

hours

Contents (subtopics,

knowledge, skill)

Key

concept

Concept

Global

context

Statement

of Inquiry

ATL skills

IB learner

profile&Core

competence

Academic

proficiency

Level

Subject

objectives Summative assessment

Connection to service as action or

Interdisciplinary

learning or international-mindedness or both

Unit 4

Geometry

4.1. Transformations

? Translations

? Reflections

?.Rotations

? Enlargements

and

reductions

? Describing

combinations of

transformation

of a function

algebraically

and graphically

? Write the

equation of a

graph

following one or

transformations

4.2 Circular

measure

? Circular measure

? Length of an

arc

?.Area of a sector

Form Change,

Models

Orientation in

space and

time

Relationships model patterns

of change

that can

help clarify

ad predict

duration,

frequency

and variability

Critical thinking skills-Draw

reasonable

conclusions and

generalizations;

Creative

thinking

skills-create

novel situation

to authentic

problems;

Affective

skills- practice

being aware

of body-mind

connections

Media literacy skillsMake informed

choices about

personal viewing experience

IB learner profile

Thinker：

Exercise initiative in applying

critically and

creatively to

recognize an

approach complex issued, and

make reasoned,

ethical decisions,

to consider how

belonging relates

to location and

the impact on

local and global

communities.

Core competence

Inquisitive

Reflective

2 A Criterion A: Knowing and

understanding

A test about geometry will

be held. Questions will

be focused on calculating

on sector area, arc length,

and transformation. And

also use the transformation

properties to solve problems

service as action:

take action by

making our school

and community

more suitable.

第27頁

? 19

高中數(shù)學(xué)課程圖

Unit tittle,

Teaching

hours

Contents (subtopics,

knowledge, skill)

Key

concept

Concept

Global

context

Statement

of Inquiry

ATL skills

IB learner

profile&Core

competence

Academic

proficiency

Level

Subject

objectives Summative assessment

Connection to service as action or

Interdisciplinary

learning or international-mindedness or both

Unit 5

Probability

Statistics

Logic Representation,

System

Identities

and relationship

Understanding

health and

making

healthier

choices

result

from using

logical

representations and

systems

Communication

skills-Understand and use

mathematical

notation; use

and interpret a range

of discipline

specific terms

and symbols;

Collaboration

skills-Delegate

ad share responsibility for

decision-making

Organization

skills-Bring

necessary

equipment and

supplies to

class

Reflections

skills-Consider

ATL skills development what

can I already

do?

IB learner profile

Communicators:

Express ourselves confidently and creatively

in more than one

language and in

many ways, collaborate effectively, listening

carefully to the

perspectives of

other individuals

and groups.

Core Competence

Problem-solving

Critical thinking

2 A B CD Criterion A: Knowing and

understanding

A test about probability will

be held.

Questions will be focused

on probability using different ways of displaying data,

especially tree diagram

and Venn diagram. And

questions about sampling

with or without replacement

are also very important, and

last are questions about

permutation and combination.

Criterion B:

investigation

Investigating climate

change—using data

analysis and probability

to discuss the evidence of

the correlation between

the emission of greenhouse

gases and the rise in global

temperature

Criterion C, D:

Construct a tree diagram

for a three-day weather

forecast where the probability of rain on any day is

estimated from past data

service as action:

take action by

calculating the

probability to help

others to make

decisions

5.1 Probability

? Experimental

probability,

? probability

from tabled data

? .Sample

space, theoretical

probability

? Using 2-dimensional grid,

Venn diagram,

tree diagram，

two way tables

? Compound

events

? Probabilities

with or without

replacement

? Conditional

probability

? Mutually

exclusive and

independent

events

? Probabilities

using

permutations

and

combinations

第28頁

博實(shí)樂“中外融通課程”

20?

Unit tittle,

Teaching

hours

Contents (subtopics,

knowledge, skill)

Key

concept

Concept

Global

context

Statement

of Inquiry

ATL skills

IB learner

profile&Core

competence

Academic

proficiency

Level

Subject

objectives Summative assessment

Connection to service as action or

Interdisciplinary

learning or international-mindedness or both

5.2 Statistics

? Sampling,

lottery，random

sampling,

Stratified sampling,

population,

sample

? Statistics

terminology

? Quantitative

(numerical) data

? Grouped

discrete data

? Continuous

data

? Measuring the

center

? Cumulative da

? Measuring the

spread

? Box-andwhisker plots

? Statistics from

technology

? Standard

deviation

? The normal

distribution

第29頁

? 21

高中數(shù)學(xué)課程圖

Unit tittle,

Teaching

hours

Contents (subtopics,

knowledge, skill)

Key

concept

Concept

Global

context

Statement

of Inquiry

ATL skills

IB learner

profile&Core

competence

Academic

proficiency

Level

Subject

objectives Summative assessment

Connection to service as action or

Interdisciplinary

learning or international-mindedness or both

Unit 6

Vectors

6.1 Vectors

? Directed line

segment

representations

? Vector equality

? Vector addition

and

subtraction

? Vectors in

component form

? Scalar multiplication

Parallelism of

vectors

? The scalar

product of two

vectors

? Position vector

? Vector geometry

? 3-dimensional

vectors

? Constant velocity problems

Form Space

Pattern

Personal and

cultural

expression

Understanding

patterns in

forms and

space can

enhance

creativity.

Transfer

skills-combine

knowledge,

understanding

and skills to

create products

or solutions

Reflective

skills-Consider

personal learning strategieswhat can I do

to become a

more efficient

and effective

learner?

IB learner profile

Principled:

Act with integrity and honesty,

with a strong

sense of fairness

and justice, and

with respect for

the dignity and

rights of people

everywhere.

Core Competence

Inquiring

Reflective

2 A Criterion A: Knowing and

understanding

A test about advanced Vector will be held. Questions

will be focused on basic

calculation, application.

service as action:

take action by

making our school

or local community more sustainable.

第30頁

博實(shí)樂“中外融通課程”

22?

Unit tittle,

Teaching

hours

Contents (subtopics,

knowledge, skill)

Key

concept

Concept

Global

context

Statement

of Inquiry

ATL skills

IB learner

profile&Core

competence

Academic

proficiency

Level

Subject

objectives Summative assessment

Connection to service as action or

Interdisciplinary

learning or international-mindedness or both

Unit 7

Advanced

trigonometry

7.1 Advanced

trigonometry

? Radian measure

? The unit circle

? The relationship between sin

and cos

? The multiples

of 30° and 45°

? Trigonometric

functions

? Simplifying

trigonometric

expression

? Trigonometric

equations

? Negative and

complementary

angle formula

? Further

trigonometric

identities

? Application of

trigonometry

Relationship Measure- ment, Space,

Equivalence

Orientation in

space and

time

Generalizing and

applying

relationship

between

measurements in

space can

help define

where and

when

Critical

thinking

skills-Gather

and organize relevant

information to

formulate an

argument,

Transfer- Apply skills and

knowledge in

unfamiliar situations;

Creative-thinking

skills-Make

unexpected

or unusual

connections

between objects

and ideas.

draw reasonable

conclusions and

generalizations

Affective

skills- Practice

positive thinking

IB learner profile

Thinkers：

Use critical and

creative thinking

skills to analyze

and take responsible action on

complex problem.

Core Competence

Reason

Critical thinking

2 A B C D Criterion A: Knowing and

understanding

A test about advanced

trigonometry will be held.

Questions will be focused

on radians, sine rule and

cosine rule, trigonometric

identities, triangle area,

trigonometric functions.

Criterion B C:

Investigation:

1. A unit circle has a radius

of 1 unit. Find the circumference of a unit circle in

terms of

2. Find the formula for and

Criterion C D

Use the periodic property

of trigonometric function

to find out the appropriate time for a ship passes

through a bay.

service as action:

take action by

making our school

or local community more sustainable or measure

the height of the

small hill.

第31頁

? 23

高中數(shù)學(xué)課程圖

Unit tittle,

Teaching

hours

Contents (subtopics,

knowledge, skill)

Key

concept

Concept

Global

context

Statement

of Inquiry

ATL skills

IB learner

profile&Core

competence

Academic

proficiency

Level

Subject

objectives Summative assessment

Connection to service as action or

Interdisciplinary

learning or international-mindedness or both

Unit 8

Algebra 2

8.1 Straight-line

graphs

? Problems involving length of a

line and midpoint

? Parallel and

perpendicular

lines

? Equations of

straight lines

? Areas of rectilinear figures

? Converting

from a non-linear

equation to linear

form

? Converting from

a linear form to

anon-linear equation

8.2.Inequalities

? Interval notation

? Linear inequalities

? Modulus inequalities

? Sign diagrams

? Non-linear

inequalities

? Solving cubic

inequalities

graphically and

algebraically

? Linear programming

? Solving real-life

problems

? Important inequalities

From Equivalence,

Models

Identities

and Relationship

Modelling with

equivalent

forms of

representation can

improve

decision

making

Communication-Organize

and depict

information

logically;

Critical thinking-Use models

and simulations

to explore complex systems

and issues

Transfer-Apply skills and

knowledge in

unfamiliar situations

Information literacy

skill-evaluate

and select

information

sources and

digital tools

based on their

appropriateness to specific

tasks.

IB learner profile

Reflective:

we can develop

our skills by

giving thoughtful

consideration to

our own learning, ideas and

experience. We

will reflect on our

work when we

assess our own

writing and that

of others.

Core Competence

Reflective

Inquisitive

2 A C D Criterion A: Knowing and

understanding

A test about solving

inequalities will be held.

(Solving linear inequalities, quadratic inequalities, rational inequalities

algebrally and graphically)

Criterion C D:

Students should design a

plan for a party limit money.(Students need to design

several plans containing

different materials such

as fruits, candies, cookies

etc, and compare them to

choose the best one.)

Service as action:

Take action

by designing a

suitable plan for

preparing for a

party with limit

materials

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24?

Unit tittle,

Teaching

hours

Contents (subtopics,

knowledge, skill)

Key

concept

Concept

Global

context

Statement

of Inquiry

ATL skills

IB learner

profile&Core

competence

Academic

proficiency

Level

Subject

objectives Summative assessment

Connection to service as action or

Interdisciplinary

learning or international-mindedness or both

Unit 9

Calculus

9.1 Differentiation

? The gradient

function

? The chain rule

? The product

rule

? The quotient

rule

? Tangents and

normals

? Small increments and

approximations

? Rates of change

? Second derivatives

? Stationary

points

? Practical maximum and minimum problems

? Derivatives

of exponential

functions

? Derivatives

of logarithmic

functions

? Derivatives

of trigonometric

functions

? Further

applications of

differentiation

Relationship Quantity, Measure- ment Global- ization and sustainability Quantities and mea- surements illustrate

the relationships

between

human-made

system and

communities.

Critical-thinking skills- Draw

reasonable

conclusions and

generalizations;

Communication-Organize

and depict

information

logically;

IB learner profile

Inquirers：

Nurture our curiosity, developing

skills for inquiry

and research,

knowing how

to learn independently and

with others.

Core Competence

Reflective

Critical thinking

2 A B Criterion A: Knowing and

understanding

A test about differentiation will be hold. It will

be based on chain rule,

product rule, quotient rule,

tangent, normal, maximum

or minimum value, trigonometric functions.

Criterion B: Investigation

In this task student will

need to investigate how to

calculate the area of different region.

service as action:

Take action by

giving a speech

to the primary

students about

development of

math

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高中數(shù)學(xué)課程圖

4 Course Assessment

4.1 External assessment

Criterion A: knowledge and understanding (25%)

Criterion B: investigation (25%)

Criterion C: communication (25%)

Criterion D: Applying mathematics in real-life (25%)

4.2 Internal assessment

Criterion A: knowledge and understanding (100%)

5 Teaching Sources

5.1 Books:

1. Mathematics for the international student MYP 4. Michael Haese Sandra Haese

Mark Humphries Edward Kemp Pamela Vollmar. ISBN: 978-921972-49-2

2. Mathematics for the international student MYP 5. Michael Haese Sandra Haese

Mark Humphries Edward Kemp Pamela Vollmar. ISBN: 978-921972-53-9

3. Cambridge IGCSE and O Level Additional Mathematics Coursebook Second

edition. ISBN: 978-1-108-41166-0

4. Cambridge International AS&A Level Mathematics: Pure Mathematics 1

Coursebook. ISBN:978-1-108-40714-4

5. Cambridge International AS&A Level Mathematics: Probability & Statistics 1

Coursebook. ISBN:978-1-108-40730-4

5.2 Reference

1. Advanced Level Mathematics Pure Mathematics 1 Huhg Neill and Douglas

Quadling. ISBN: 978-0-521-53011-8

2. Cambridge IGCSE Maths STUDENT’S BOOK. ISBN: 978-0-00-825779-8.

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26?

5.3 Websites

1. www.myib.org

2. http://10.166.1.163/( 廣東碧桂園學(xué)校教學(xué)資源網(wǎng) )

3. https://cie.fraft.org

4. https://bgy.managebac.com/login

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高中數(shù)學(xué)課程圖

Chinese and International Integrated

Curriculums for Bright Scholar

High School Section

CMYP Mathematics

Curriculum Map

（2022version）

Complied by Guangdong Country Garden Senior High Section

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28?

MYPCurriculumMapping

Subject Mathematics Grade G1& G2 Level HL1

Subject Code Credit 8 Duration 2 years

TeachingHours 720 Contributor

Tao Xiaojun

Nathan

Wang Ying

Wang Baishi

Liu Xinhua

Zhong Yi

Wang Runmei

CompletedDate

2022.9

1 Course Introduction

1.1 Introduction

Neglect of mathematics works injury to all knowledge, since he who is ignorant of it

cannot know the other sciences or things of the world.

Roger Bacon（1214-1294）

The study of mathematics is a fundamental part of a balanced education. It promotes a

powerful universal language, analytical reasoning and problem-solving skills that contribute

to the development of logical, abstract and critical thinking. Mathematics can help make

sense of the world and allows phenomena to be described in precise terms. It also promotes

careful analysis and the search for patterns and relationships, skills necessary for success

both inside and outside the classroom. Mathematics, then, should be accessible to and

studied by all students.

Studying mathematics, however, should be more than simply learning formulae or

rules. Students should not have the impression that all of the answers to mathematics can be

found in a book but, rather, that they can be active participants in the search for concepts

and relationships. In that light, mathematics becomes a subject that is alive with the thrill

of exploration and the rewards of discovery. At the same time, that new knowledge may then

be applied to other situations, opening up even more doors for students. MYP mathematics

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