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ATL Mapping Chart Maths

The document outlines the Approaches to Learning (ATL) skills for Mathematics in the MYP curriculum, categorized into communication, collaboration, organization, affective, reflection, research, media literacy, critical-thinking, creative-thinking, and transfer skills. Each category includes specific skills and questions aimed at guiding students in their learning process across different grade levels. The document also highlights various mathematical units that will explicitly teach these skills throughout the MYP years.

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sandhukp.16
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© © All Rights Reserved
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0% found this document useful (0 votes)
8 views

ATL Mapping Chart Maths

The document outlines the Approaches to Learning (ATL) skills for Mathematics in the MYP curriculum, categorized into communication, collaboration, organization, affective, reflection, research, media literacy, critical-thinking, creative-thinking, and transfer skills. Each category includes specific skills and questions aimed at guiding students in their learning process across different grade levels. The document also highlights various mathematical units that will explicitly teach these skills throughout the MYP years.

Uploaded by

sandhukp.16
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Subject Area: Mathematics

Approaches to Learning MYP Year MYP MYP MYP Year 4 (9th MYP
(ATL) Clusters/Categories 1 (6th grade) Year 2 (7th Year 3 (8th grade) Year 5
grade) grade) (10th
grade)
Communication Which units will explicitly teach these skills?
I. Communication skills
Exchanging thoughts,
messages and information
effectively through
interaction
• Give and receive Triangles
meaningful feedback Fractions
• Use intercultural
understanding to interpret
communication
• Use a variety of speaking
techniques to communicate
with a variety of audiences
• Use appropriate forms of
writing for different purposes
and audiences
• Use a variety of media to
How can students
communicate with a range of
communicate through
audiences communication
interaction?
• Interpret and use effectively
modes of non-verbal
• Negotiate ideas and Algebra
knowledge with peers and
teachers
• Participate in, and
contribute to, digital social
media networks
• Collaborate with peers and
experts using a variety of
digital environments and
media
• Share ideas with multiple
audiences using a variety of
digital environments and
media
How can students Reading, writing and using
language to gather and
communicate information
• Read critically and for
comprehension
• Read a variety of sources
for information and for
pleasure
• Make inferences and draw Linear
conclusions Algebra
• Use and interpret a range of Geometry
discipline-specific terms and
symbols
• Write for different purposes
• Understand and use Algebra
mathematical notation
demonstrate • Paraphrase accurately and
communication concisely
through language? • Preview and skim texts to
build understanding
• Take effective notes in
class
• Make effective summary
notes for studying Geometry
• Use a variety of organizers
for academic writing tasks
• Find information for
disciplinary and
interdisciplinary inquiries,
using a variety of media
• Organize and depict
information logically Probability
• Structure information in
summaries, essays and
reports
Social Which units will explicitly teach these
skills?
II. Collaboration skills
Working effectively with
others
Subject Area: Mathematics
Approaches to Learning MYP Year MYP MYP
(ATL) Clusters/Categories 1 (6th grade) Year 2 (7th Year 3 (8th
grade) grade)
• Use social media networks
appropriately to build and Univariate
develop relationships Data
• Practise empathy Percentages
• Delegate and share
responsibility for decision-
making
• Help others to succeed
• Take responsibility for one’s
own actions
• Manage and resolve Algebra
conflict, and work
collaboratively in teams
How can students • Build consensus
collaborate? • Make fair and equitable
decisions
• Listen actively to other Number
perspectives and ideas system
• Negotiate effectively
• Encourage others to
contribute
• Exercise leadership and
take on a variety of roles
within groups
• Give and receive
meaningful feedback
• Advocate for one’s own
rights and needs
Self-management Which units will explicitly teach these
skills?
III. Organization skills
How can students Managing time and tasks
demonstrate effectively Number system
organization skills? • Plan short- and long-term
assignments; meet deadlines Percentages Number system
• Create plans to prepare for
summative assessments
(examinations and
performances)
• Keep and use a weekly
planner for assignments
• Set goals that are
challenging and realistic Number system
• Plan strategies and take
action to achieve personal
and academic goals
• Bring necessary equipment Univariate
and supplies to class data
• Keep an organized and
logical system of information
files/notebooks
• Use appropriate strategies
for organizing complex
information
• Understand and use
sensory learning preferences
(learning styles)
• Select and use technology Bivariate
effectively and productively Data
IV. Affective skills Which units will explicitly teach these
skills?
Number
Managing state of mind
system
• Mindfulness awareness
– Practise focus and
concentration
– Practise strategies to
develop mental focus
Subject Area: Mathematics
Approaches to Learning MYP Year MYP MYP
(ATL) Clusters/Categories 1 (6th grade) Year 2 (7th Year 3 (8th
grade) grade)
How can students – Practise strategies to
manage their own overcome distractions
state of mind? – Practise being aware of
body–mind connections
• Perseverance
– Demonstrate persistence
and perseverance
– Practise delaying
gratification
• Emotional management
– Practise strategies to
overcome impulsiveness and
anger
– Practise strategies to
prevent and eliminate
bullying
– Practise strategies to
reduce stress and anxiety
• Self-motivation Number
system
– Practise analysing and Number
attributing causes for failure system
– Practise managing self-talk
– Practise positive thinking Number
System
• Resilience
– Practise “bouncing back”
after adversity, mistakes and
failures
– Practise “failing well”
– Practise dealing with
disappointment and unmet
expectations
– Practise dealing with
change
V. Reflection skills Which units will explicitly teach these
skills?
(Re)considering the
process of learning;
choosing and using ATL
skills
• Develop new skills,
How can students be techniques and strategies for
reflective? effective learning
• Identify strengths and
weaknesses of personal
learning strategies (self-
assessment)
• Demonstrate flexibility in
the selection and use of
learning strategies
• Try new ATL skills and
evaluate their effectiveness
• Consider content
– What did I learn about
today?
– What don’t I yet
understand?
– What questions do I have
now?
• Consider ATL skills
development
– What can I already do?
– How can I share my skills
to help peers who need more
practice?
– What will I work on next?
• Consider personal learning
strategies
– What can I do to become a
more efficient and effective
learner?
– How can I become more
flexible in my choice of
learning strategies?
– What factors are important
for helping me learn well?
• Focus on the process of
creating by imitating the work
of others
• Consider ethical, cultural
and environmental
implications
• Keep a journal to record
reflections
Subject Area: Mathematics
Approaches to Learning MYP Year MYP MYP
(ATL) Clusters/Categories 1 (6th grade) Year 2 (7th Year 3 (8th
grade) grade)
Research Which units will explicitly teach these
skills?
VI. Information literacy skills
How can students Finding, interpreting,
demonstrate judging and creating
information literacy? information
• Collect, record and verify
data
• Access information to be Trigonometry
informed and inform others
• Make connections between
various sources of
information
• Understand the benefits
and limitations of personal
sensory learning preferences
when accessing, processing
and recalling information
• Use memory techniques to Geometry Number Number
develop long-term memory System System
• Present information in a
variety of formats and Number
platforms system
• Collect and analyse data to
identify solutions and make
informed decisions
• Process data and report Univariate
results Data
• Evaluate and select
information sources and
digital tools based on
their appropriateness to
specific tasks
• Understand and use
technology systems
• Use critical-literacy skills to
analyse and interpret media
communications
• Understand and implement
intellectual property rights
• Create references and
citations, use
footnotes/endnotes and
construct a bibliography
according to recognized
conventions
• Identify primary and
secondary sources
VII. Media literacy skills Which units will explicitly teach these
skills?
Interacting with media to
use and create ideas and
information
• Locate, organize, analyse, Coordinate geometry
evaluate, synthesize and
ethically use information from
Bivariiate
a
Data
variety of sources and media
(including digital social media
and online networks)
• Demonstrate awareness of
media interpretations of
events and ideas
(including digital social
media)
How can students
• Make informed choices
demonstrate media
about personal viewing
literacy?
experiences
• Understand the impact of
media representations and
modes of presentation
• Seek a range of
perspectives from multiple
and varied sources
• Communicate information
and ideas effectively to
multiple audiences using a
variety
of media and formats
• Compare, contrast and
draw connections among
(multi)media resources
Thinking Which units will explicitly teach these
skills?
VIII. Critical-thinking skills
Analysing and evaluating
issues and ideas
• Practise observing carefully Number
in order to recognize System
problems
• Gather and organize Geometry
relevant information to
formulate an argument
• Recognize unstated Algebra
assumptions and bias
• Interpret data
Subject Area: Mathematics
Approaches to Learning MYP Year MYP MYP
(ATL) Clusters/Categories 1 (6th grade) Year 2 (7th Year 3 (8th
grade) grade)
How can students • Evaluate evidence and
think critically? arguments
• Recognize and evaluate
propositions
• Draw reasonable
conclusions and
generalizations Fractions
• Test generalizations and Number
conclusions System Triangles
• Revise understanding
based on new information
and evidence
• Evaluate and manage risk Probability
• Formulate factual, topical,
conceptual and debatable
questions
• Consider ideas from Algebra
multiple perspectives
• Develop contrary or
opposing arguments
• Analyse complex concepts
and projects into their
constituent parts
and synthesize them to
create new understanding
• Propose and evaluate a
variety of solutions
• Identify obstacles and
challenges Coordinate geometry
• Use models and
simulations to explore
complex systems and issues
• Identify trends and forecast
possibilities
• Troubleshoot systems and
applications
IX. Creative-thinking skills Which units will explicitly teach these
skills?
Generating novel ideas and
considering new
perspectives
• Use brainstorming and
visual diagrams to generate
new ideas and inquiries
• Consider multiple
alternatives, including those
that might be unlikely or
impossible
• Create novel solutions to
authentic problems
• Make unexpected or
unusual connections
How can students be between objects and/or ideas
creative? • Design improvements to
existing machines, media
and technologies
• Design new machines, Trigonometry
media and technologies
• Make guesses, ask “what if”
questions and generate Number
testable hypotheses System Geometry
• Apply existing knowledge to Linear
generate new ideas, Algebra
products or processes
• Create original works and
ideas; use existing works and
ideas in new ways
• Practise flexible thinking—
develop multiple opposing,
contradictory and
complementary arguments
• Practise visible thinking
strategies and techniques Algebra
• Generate metaphors and
analogies
X. Transfer skills Which units will explicitly teach these
skills?
Using skills and knowledge
in multiple contexts
• Use effective learning
strategies in subject groups
and disciplines
• Apply skills and knowledge Geometry
Algebra
in unfamiliar situations
• Inquire in different contexts Algebra
How can students to gain a different
transfer skills and perspective
Subject Area: Mathematics
Approaches to Learning MYP Year MYP MYP
(ATL) Clusters/Categories 1 (6th grade) Year 2 (7th Year 3 (8th
grade) grade)
knowledge across • Compare conceptual
disciplines and subject understanding across
groups? multiple subject groups and
disciplines
• Compare conceptual
understanding across
multiple subject groups and
disciplines
• Make connections between Geometry
subject groups and
disciplines
• Combine knowledge,
understanding and skills to
create products or solutions Geometry
• Transfer current knowledge
to learning of new
technologies
• Change the context of an
inquiry to gain different
perspectives

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