# data[].attributes.body
This is an idea I had not explored before.  Other teachers I know allow students to work together in the text but I feel they are just working to "complete the task".  Asking them open ended questions and having them figure it out together seems more effective.

Where can we get resources/ideas on which questions to present for various concepts?

# data[].attributes.body
I'm confused about this for several reasons. We can allow students to try various ways of solving problems. Our math curriculum allows for this. However, sometimes presenting multiple ways of solving problems confuses kids and definitely parents. How can we do this better?

# data[].attributes.body
It hasn't occurred to me that math vocabulary is different around the world. Also, to put less emphasis on assessing word problems. This is something I will be thinking about. Our curriculum is word problem heavy. How to solve this problem??

# data[].attributes.headline
Viewing a unit of inquiry through the lens of mathematics

# data[].attributes.subject
Viewing a unit of inquiry through the lens of mathematics

# data[].attributes.body
The diagram on pg. 12 provides an example of how teachers may identify mathematical concepts, skills and prior knowledge required to thrive and engage in each unit of inquiry.

# data[].attributes.headline
Grading math - How do we do this using IB?

# data[].attributes.subject
Grading math - How do we do this using IB?

# data[].attributes.body
One issue my colleagues (especially in upper grades where we have traditional A-F grades is how we grade IB work. Math is traditionally graded objectively with standardized tests. Is there a suggestion for how to assess/grade IB math work?

# data[].attributes.headline
School Adaptation of PYP Scope and Sequence

# data[].attributes.subject
School Adaptation of PYP Scope and Sequence

# data[].attributes.body
"Schools may decide to use and adapt the PYP scope and sequences according to their needs. For example, a school may decide to frame their mathematics scope and sequence document around the conceptual

understandings outlined in the PYP document, but develop other aspects (for example outcomes, indicators,

benchmarks, standards) differently."

# data[].attributes.body
Concepts and skills are what we are teaching. Reasoning skills are the core of mathematical thinking. We can use the key concepts when teaching a math concept. What is the form, function etc. In other words, why are we learning this?

# data[].attributes.headline
How to use the PYP mathematics scope and sequence

# data[].attributes.subject
How to use the PYP mathematics scope and sequence

# data[].attributes.body
How do students construct meaning about mathematics concepts in a more developmental way rather than in fixed age bands? Teachers should use their knowledge of ages and phases to inform planning, teaching and assessing of mathematics.
Never assume prior knowledge.

# data[].attributes.body
"Math is the vocabulary for your own intuition" Dan Meyer

I agree that word problems in textbooks are unnecessarily complicated for students.  The way the text prompts them to go through the steps to answer it is also confusing.

I love the idea of giving students a visual, and asking a question. Then, ask them to come up with ways or strategies to solve it. It is more true to real life problems and lends itself to collaboration with others and the understanding that problems can be solved in various ways.

# data[].attributes.body
Aims to provide info for the whole school community of learning.
For each strand there is a strand description and set of overall expectations.
The overall expectations provide a summary of the understanding.

# data[].attributes.body
Learning is a developmental process.
Content is on a continuum.
For each of the 5 strands (data handling, measurement, shape and space, patterns and function, number) it is organized in 4 phases of development.
Each phase compliments the previous phrase.
Phases are not always linear or age related.
There are learning outcomes within each phase.
The learning outcome reflect the stages a learner goes through.
When developing conceptual understanding in math you need to be constructing meaning, transferring meaning and applying with understanding.

# data[].attributes.body
By looking at the 5 overarching key areas (data handling, measurement, shape and space, pattern and function and number) it is easier to see where they can be utilized in our units of inquiry as opposed to looking at individual outcomes.

# data[].attributes.body
Driving questions: Form, Function, Causation, Change, Connection, Perspective and Responsibility.
You want to think about the key questions from a math perspective. Take the key questions and think about it as the math concepts.

# data[].attributes.headline
Key Concepts in PYP- What do we want students to understand? 

# data[].attributes.subject
Key Concepts in PYP- What do we want students to understand? 

# data[].attributes.body
Guided inquiry promotes meaning/ understanding.
We want to challenge the students and engage them with ideas.
Concept driven curriculum.
You want to drive teacher and/or student constructed inquiry.
Want to look at perspectives in math.
Important for open-ended experiences.

# data[].attributes.headline
Curriculum should be driven by concepts and skills rather than by content

# data[].attributes.subject
Curriculum should be driven by concepts and skills rather than by content

# data[].attributes.body
This really popped out at me.  We focus on content a lot in math, where if we integrate it into our units, we focus more on the concepts and skill of math. Using mathematical reasoning in a variety of situations will really help students grasp a solid understanding.

# data[].attributes.body
I really like the increased emphasis on real world problems to solve using math, being brought into the classroom. Students are able to see how they can use math in their daily lives to solve problems around them in a meaningful way.