IB MYP task based on constructing and substituting algebraic expressions in the context of travel tickets. This task aligns with Criterion D (Applying mathematics in real-life contexts) strands Construct Algebraic Expressions Substitute Values Analyze and Interpret Reflection Criterion D: Applying Mathematics in Real-life Contexts Strand D1: Identify relevant elements of authentic real-life situations. Understand the ticket types, base prices, and discount structures. Strand D2: Select appropriate mathematical strategies. Use algebra to create expressions that represent ticket pricing with discounts. Strand D3: Apply the selected mathematical strategies correctly. Substitute values into your expressions to calculate total costs accurately. Strand D4: Discuss results considering the context. Analyze which ticket combination offers the best value and reflect on discount effects. Reflection on ATL Skill: Transfer After completing the task, students can reflect on their use of transfer skills with questions such as: How did the mathematical concepts I learned in class help me solve a real-world problem involving ticket pricing? Can I think of other areas or subjects where understanding discounts and constructing algebraic expressions might be useful? How can I apply the strategies I used in this task to other situations outside of mathematics? By integrating transfer skills into this task, students are encouraged to recognize the wide applicability of their learning, fostering a deeper understanding and appreciation of the relevance of mathematics in everyday life.

Objective: Students will apply their understanding of constructing and substituting into algebraic expressions to solve real-world problems related to motorbike performance and fuel efficiency. Scenario: You are a mechanical engineer working for a motorbike manufacturing company. Your team is developing a new model, the TurboMax 5000. You need to calculate various performance metrics to ensure the motorbike is fuel-efficient and has good acceleration.

In contemplating the role of mathematics in understanding the universe, one must navigate a complex landscape of philosophical inquiry, scientific discovery, and cognitive theory. The proposition that mathematics might not merely describe the universe but represent the fundamental language or logical system employed by the brain to interact with reality challenges conventional notions about the nature of mathematics and its relationship to the cosmos.