# Written Curriculum Step 5: Subject Group Objectives

Updated: Aug 1, 2022

MYP mathematics has four objectives and they are directly aligned with the assessment criteria (objectives are addressed, criteria are assessed). This post will look at __what the objectives are__, __what to think about__ when assigning them to each unit, and five __examples__ of selecting objectives for a unit.

Each objective is made up of several strands, and these strands often progress in complexity from year 1 to year 3 (**bold**) to year 5 (__underlined__). They are as follows:

Objective A: Knowing and understanding

select appropriate mathematics when solving problems in both familiar and unfamiliar situations

apply the selected mathematics successfully when solving problems

solve problems correctly in a variety of contexts.

Objective B: Investigating Patterns

**Select and**apply mathematical problem-solving techniques to recognize patterns/**discover complex patterns**describe patterns as relationships or general rules consistent with findings/

**describe patterns as relationships and/or general rules consistent with findings/**__describe patterns as general rules consistent with findings__verify whether the pattern works for other examples/

**verify and justify relationships and/or general rules/**__prove, or verify and justify, general rules.__

Objective C: Communicating

use appropriate mathematical language (notation, symbols and terminology) in both oral and written statements/

__explanations__use appropriate forms of mathematical representation to present information

**move between different forms of mathematical representation**communicate coherent,

**complete**, and__concise__mathematical lines of reasoningorganize information using a logical structure.

Objective D: Applying mathematics in real-life contexts

identify relevant elements of authentic real-life situations

select appropriate mathematical strategies when solving authentic real-life situations

apply the selected mathematical strategies successfully to reach a solution

explain/

__justify__the degree of accuracy of a solutiondescribe/

**explain**/__justify__whether a solution makes sense in the context of the authentic real-life situation

When planning which objective(s) to put with each unit, the things to consider are:

- What is the purpose of the unit?

- Does the content covered lend itself to a particular objective or strand?

- Do the concepts selected lend themselves to a particular objective/strand?

- Every strand, within each objective, needs to be assessed at least twice in the year.

- The objectives selected will inform the learning experiences, the ATLs focused on

and the unit summative(s).

- Units do not need to cover every strand of the objective

- Units may cover strands from multiple objectives

Looking at our work in progress units for MYP1 below, let’s consider which objectives may be reasonable to select, and why.

**Unit 1** - flowcharts within the content and representation as a concept lends the unit to **objective C: communicating**. In addition to this, as it is the first unit of MYP1, and there is a wide range of content, it may be good to assess **objective A: knowing and understanding**.

**Unit 2** - using fractions, decimals and percentages alongside entrepreneurship may have more engagement in an existing business or within the students' own business ideas. This would therefore work well with **objective D: applying mathematics in real-life contexts.**

**Unit 3** - the related concept of generalization could be developed through writing general rules, a factor of **objective B: investigating patterns**. Students often need to use keywords for equal angles (corresponding, alternate etc) and therefore it may be wise to also work towards the first strand of **objective C: communicating**. Using these keywords correctly require knowledge of them, and therefore **objective A: knowing and understanding** might also be focused on.

**Unit 4** - Logic as a concept may insinuate understanding the appropriate steps to take, and therefore **objective A: knowing and understanding** would be a reasonable objective. As this is their initial introduction to algebra, checking understanding is crucial before building on this in future units.

**Unit 5** - the global exploration of sustainable design means that students will likely complete practical design tasks related to real products. Therefore, **objective D: applying mathematics in real-life contexts** would be selected. Ensuring that others can interpret designs may bring a focus on **objective C: communicating** as well.

These objectives will be referred to in the next post as we look at how they can be assessed using similar criteria.