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Mathematics in the PYP

The mathematics knowledge component is arranged into five strands: data handling, measurement, shape and space, pattern and function and number.

Mathematics Strands
What do we want students to know?
Data handling Data handling allows us to make a summary of what we know about the world and to make inferences about what we do not know.
  • Data can be recorded, organized, represented and summarized in a variety of ways to highlight similarities, differences and trends; the chosen format should illustrate the information without bias or distortion.
  • Probability can be expressed qualitatively by using terms such as "unlikely", "certain" or "impossible". It can be expressed quantitatively on a numerical scale.
Measurement To measure is to attach a number to a quantity using a chosen unit. Since the attributes being measured are continuous, ways must be found to deal with quantities that fall between numbers. It is important to know how accurate a measurement needs to be or can ever be.
Shape and space The regions, paths and boundaries of natural space can be described by shape. An understanding of the interrelationships of shape allows us to interpret, understand and appreciate our twoand three-dimensional world.
Pattern and function To identify pattern is to begin to understand how mathematics applies to the world in which we live. The repetitive features of patterns can be identified and described as generalized rules called “functions”. This builds a foundation for the later study of algebra.
Number Our number system is a language for describing quantities and the relationships between quantities. For example, the value attributed to a digit depends on its place within a base system.
Numbers are used to interpret information, make decisions and solve problems. For example, the operations of addition, subtraction, multiplication and division are related to one another and are used to process information in order to solve problems. The degree of precision needed in calculating depends on how the result will be used.
Related concepts: There are many related concepts that could provide further links to the transdisciplinary programme of inquiry or further understanding of the subject area. Related concepts, such as pattern, boundaries and base systems, have been embedded into the descriptions for each of the strands above. Further related concepts could be developed.
Mathematics Strands from ‘Primary Years Programme - Making it Happen’, International Baccalaureate Organization 2007