MYP Mathematics 7 (MYP 2) 3rd edition

Mathematics 7 (MYP 2) third edition has been designed and written for the International Baccalaureate Middle Years Programme (IB MYP) Mathematics framework, providing complete coverage of the content and expectations outlined.

Discussions, Activities, Investigations, and Research exercises are used throughout the chapters to develop conceptual understanding. Material is presented in a clear, easy-to-follow style to aid comprehension and retention, especially for English Language Learners. Each chapter ends with extensive review sets and an online multiple-choice quiz.

The associated digital Snowflake subscription supports the textbook content with interactive and engaging resources for students and educators.

The Global Context projects highlight the use of mathematics in understanding history, culture, science, society, and environment. We have aimed to provide a diversity of topics and styles to create interest for all students and illustrate the real-world application of mathematics.

We have developed this book in consultation with experienced teachers of IB Mathematics internationally but independent of the International Baccalaureate Organisation (IBO). It is not endorsed by the IBO.

We have endeavoured to publish a stimulating and thorough textbook and digital resource to develop and encourage student understanding and nurturing an appreciation of mathematics.

MYP 2 3rd Edition Changes

Material that has been added:

ï‚· Multiplying fractions by a whole number has been added to Chapter 6 (Fractions). This gives a more natural lead in to multiplying two fractions.

ï‚· Rounding decimal numbers to significant figures has been added to Chapter 7 (Decimals).

ï‚· Formulae has been added to Chapter 8 (Algebra).

ï‚· Experimental probability has been added to Chapter 17 (Probability).

ï‚· Enlargements and reductions have been added to Chapter 19 (Transformations).

Material that has been removed:

ï‚· Finding a percentage change, and profit and loss, have been moved to MYP 3.

ï‚· Conversion of units of area and volume has been removed.

ï‚· Time has been moved to MYP 3.

ï‚· Chapter 17 (Circles) has been removed.

ï‚· Scale diagrams, speed and density have been moved to MYP 3.

Material that has been restructured:

ï‚· The material on number strategies, estimation, and order of operations has been moved into a new Chapter 4 (Number strategies and order of operations). This allows estimation to

be studied after the number strategies, so that students can use the strategies in their estimation.

ï‚· Squares and cubes have been moved to Chapter 2 (Number properties), and incorporates the square root and cube root material that previously existed in this chapter.

ï‚· The material on prime and composite numbers has been moved between factors and highest common factor, so students can use prime factorization to find highest common factors.

ï‚· Chapter 5 (Positive and negative numbers) has been reordered. We start by using the number line to illustrate the relationship between positive and negative numbers. This is followed by an exploration of words associated with position and direction, and their relation to positive and negative numbers.

ï‚· Chapter 8 (Algebra) has been restructured to give a more logical progression of ideas.

 In Chapter 10 (Equations)  the guess, check and improve method has been moved to an Activity, and replaced by the method of inspection.

More broadly, we have adjusted how we organise the sections in each chapter, so there are less subsections within sections. This will make it easier for teachers and students to see what is in each chapter from the table of contents or the chapter title page.

Each chapter now ends with an online interactive multiple choice test, which is accessed through the digital version of the book.

The book now contains more Activities and Discussions throughout the chapters. These give students the opportunity to have more informal conversations about mathematics, and are also a good source of extra material for students who have finished their work early.

We have updated the Global Context projects, and added some new projects, so there are now nine projects in total. We have also vastly improved the task-specific descriptors, making it much easier for teachers to assess each task against the relevant assessment criterion.

The Self-Tutor scripts have also been updated, with a greater emphasis placed on enhancing student understanding, by providing more detailed explanations than can be given on the pages of a textbook

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