000			03563nam a22003137a 4500
003			ZW-GwMSU
005			20230419114254.0
008			230417b |||||||| |||| 00| 0 eng d
020			_a9780198356189 (pbk.)
020			_a0198356188 (pbk.)
040			_arda _bEnglish _cMSULIB _erda
050	0	0	_aQA135.6 MYP
245	1	0	_aMYP mathematics : _ba concept-based approach. _p4 & 5 standard / _ccreated by Rose Harrison, Clara Huizink, Aidan Sproat-Clements and Marlene Torres-Skoumal.
264		1	_bOxford University Press, _c2016.
300			_avii, 665 pages : _bcolor illustrations ; _c26 cm
336			_atext _2rdacontent
337			_aunmediated _2rdamedia _bn
338			_avolume _2rdacarrier _bnc
500			_aIncludes index.
505			_aProblem-solving1: Form1.1: Mathematically speaking * The language of Mathematics2: Relationships2.1: Are we related? * Functional relationships3: Logic3.1: But can you prove it? * Using logic in coordinate geometry4: Representation4.1: A whole range of things * Working with sets of data4.2: Getting your ducks in a row * Working with grouped data4.3: How did that happen? * Scatter graphs and linear regression4.4: What are the chances? * Simple probability5: Simplification5.1: Are you saying I'm irrational * Rational irrational numbers6: Quantity6.1: Can I exchange this please? * Currency conversion6.2: City skylines * Histograms7: Measurement7.1: Yes, I'm absolutely positive * Absolute value7.2: How do they measure up? * Converting units and reasoning quantitatively7.3: Going around and around * Circle segments and sectors7.4: Which triangle is just right for you? * Right-angled triangles and trigonometric ratios8: Patterns8.1: What comes next? * Finding patterns in sequences8.2: Back to the beginning * Using patterns to work backwards9: Space9.1: Spacious interiors * Volumes of 3D shapes9.2: A parable about parabolas * Quadratic functions in 2D space10: Change10.1: A frog into a prince * Transforming functions10.2: A thin line divides us * Algebraic fractions10.3: Getting more done in less time * Direct and indirect proportion11: Equivalence11.1: A model of equality * Equivalence transformations11.2: More than one way to solve a problem * Equivalent forms11.3: Seems rational to me * Equivalent methods12: Generalization12.1: Seeing the forest and the trees * Making generalizations from a given pattern12.2: Growing predictably * Arithmetic and geometric sequences12.3: So, what do you think? * Drawing reasonable conclusions13: Justification13.1: Well-rounded ideas * Using circle theorems13.2: It strikes a chord * Intersecting chords14: Models14.1: The power of exponentials * Exponential functions14.2: Like gentle ocean waves * Sine and cosine functions14.3: Decisions, decisions * Inequalities15: Systems15.1: More than likely, less than certain * Probability systems
520			_aBuild solid mathematical understanding and develop key conceptual connections. The inquiry-based approach integrates the MYP key concepts, helping you shift to a concept-based approach and cement mathematical comprehension. Fully comprehensive and matched to the Revised MYP to help you progress learners into DP Mathematics.
650		0	_aMathematics _vExaminations, questions, etc. _vStudy guides.
650		0	_aMathematics _xStudy and teaching (Middle school) _zGreat Britain _vStudy guides.
700	1		_aHarrison Rose _eauthor
700	1		_aHuizink, Clara, _eauthor.
700	1		_aSproat-Clements, Aidan, _eauthor.
700	1		_aTorres Skoumal, Marlene, _eauthor.
942			_2lcc _cB
999			_c161749 _d161749