MYP Maths

From practising the maths to mastering the criteria.This bundle is designed to bridge the gap between learning the maths and demonstrating it in an MYP assessment. Students are often introduced to Criteria A, B and D only in summative tasks, where they are expected to: recall and apply knowledge to solve increasingly challenging problems investigate patterns and form general rules model and solve real-world problemsThese formative tasks (one double-sided page, 30 - 45 minutes) allow studen

Use these tasks as a ~1 hour summative assessment for your class, share with students who want more practice with criteria B and D, or set as an independent task for a cover lesson. All assessments come with a rubric (including task-specific clarifications) and a sample solution and/or marking guide depending on the nature of the task. Please note that these resources are separate to our specific eAssessment materials/MYP4 and 5 mixed topic review. You can see this specific bundle here! C

This bundle contains everything needed for students to feel confident ahead of sitting their eAssessment. 4 (30minutes - 1 hour) lessons detailing everything students need to know about the eAssessment (tools, structure, responding to the command terms, level of communication required etc.)One investigation to complete in class with rubric3 more investigations for extra practice (markscheme included)One real-life problem to complete in class with rubric4 more real-life problems for extra practi

A teacher handbook with abundant resources resulting in a book that is essential for every MYP mathematics department. With a particular focus on supporting teachers new to the IB Middle Years Programme, the first half can be viewed as a handbook or mini-course explaining the purpose of "Investigating Patterns" in the MYP, how to teach towards objective B, how to create criteria B assessments and how to standardise and grade these assessments. The book includes a helpful 10 step guide to creati

Assess if your students can transfer their understanding of theoretical probability, experimental probability and sample space diagrams to help them design a funfair game. This project is designed to span across 3 lessons (or more). They will need to select their chance tools (dice, cards etc.), create a rule for winning, price their task and come up with a prize total based on their marketing strategy to attract customers. By considering the theoretical and experimental probability, they will

Full assessment: A six-part structured question to help students reach the aim setAuthentic context to support meaningful reflection on answersCriteria C and D rubrics for MYP4/5Strand-aligned task-specific clarificationsComplete working and solution In this task, students are asked to find the ideal pricing strategy for an event based on research conducted on a sample of the target population. Students should be able to: find the equation of a line given two pointsunderstand function notation

In this investigation, students use their knowledge of square numbers, patterns and Pythagoras' theorem to explore two different sets of Pythagorean triples. With scaffolded questions, that decrease as the assessment progresses, students are directed towards specific patterns and relationships to support with finding the general rules. Then students are prompted towards verification and justification, with guidelines as support. Including the assessment, rubric, task-specific clarification, and

These 4 real-life maths tasks are written to align with the MYP maths criterion D assessment strands. All explore different areas of the global context "Globalization and Sustainability". The main audience is an MYP5 cohort preparing for the e-assessment, however much of the content can be accessed by younger students. The 4 tasks are as follows: 1. Using right-angle trigonometry, angle facts, Pythagoras' theorem and area of 2D shapes to evaluate solar panel designs. 2. Using function notation,

6 booklets ideal for students preparing for the eAssessment or at the end of MYP5/beginning of DP to review prior learning. They each come with a mark scheme and cover sheet for student's self-reflection. Each booklet has three sections (communication is assessed throughout) which should take 20 - 25 minutes each: Section 1: 4 short/medium questions assessing knowing and understanding (criteria A and C) Section 2: a real life application question (criteria D and C) Section 3: an investigation

In this investigation, students use their knowledge of translation, rotation and reflection to explore the effect on coordinates after transformations. Including the assessment, rubric, task specific clarification, marking guidelines and sample answer. Recommended for MYP3. Optional use of Geogebra to help with transformations, but can be done on paper. This investigation can be purchased as a bundle with 9 others, and a criteria B guide, in the book "Investigating Patterns" on mypmaths.com or t

Our MYP Maths criterion A formative tasks should take students 30-45 minutes making them perfect for homework, independent practice or a formative check before an end of unit assessment. Comes with solutions to provide quick feedback and guide next steps based on identified gaps. The task structure aligns with the MYP Maths criterion A strands: - Part 1: simple and familiar- Part 2: more complex and familiar- Part 3: challenging and familiar- Part 4: challenging and unfamiliarFormatted

Our MYP Maths criterion D formative tasks are designed to help students apply mathematics in meaningful contexts. They are shorter than our summative assessment tasks and should take students 30-45 minutes making them perfect for homework, independent practice or a formative check before an end of unit assessment. Comes with solutions to provide quick feedback and guide next steps based on identified gaps. The task structure aligns with the MYP Maths criterion D strands: - Context to set t

Our MYP Maths criterion D formative tasks are designed to help students apply mathematics in meaningful contexts. They are shorter than our summative assessment tasks and should take students 30-45 minutes making them perfect for homework, independent practice or a formative check before an end of unit assessment. Comes with solutions to provide quick feedback and guide next steps based on identified gaps. The task structure aligns with the MYP Maths criterion D strands: - Context to set t

Our MYP Maths criterion D formative tasks are designed to help students apply mathematics in meaningful contexts. They are shorter than our summative assessment tasks and should take students 30-45 minutes making them perfect for homework, independent practice or a formative check before an end of unit assessment. Comes with solutions to provide quick feedback and guide next steps based on identified gaps. The task structure aligns with the MYP Maths criterion D strands: - Context to set t

Our MYP Maths criterion B formative investigations are designed to help students use their mathematical skills to generate findings, investigate patterns, and form general rules which can be verified and justified. They are shorter than our summative assessment investigations and should take students 30-45 minutes making them perfect for homework, independent practice or a formative check before an end of unit assessment. Comes with solutions to provide quick feedback and guide next ste

Full assessment: Questions with subparts to help students reach the aim setAuthentic context to support meaningful reflection on answers and engage information literacy skills. It is recommended that questions about the background information are addressed as a class to ensure consistent clarity.Criteria C and D rubrics for MYP1Strand-aligned task-specific clarificationsAnswers in the form of a sample solution and additional marking guidanceStudents will need to answer questions on a separate pa

For students intending to start an IB DP Mathematics course in the next few months, assess how prepared they are and identify which areas they should focus on ahead of the move. This can be used to inform independent revision or class time before the school year concludes. In addition, it could be used to assess students transferring in to an IB school to check prior knowledge. 48 non-calculator questions (including 4 "HL only" for those looking at the higher level course) covering the spectrum

Support your students as they prepare for the e-assessment with this FULL (100 marks, 2 hours) mock/practice paper that you can assign physically from PDF or digitally via a unique Desmos link. Includes: - Printable questions - Link to Desmos version of activity - Thorough markscheme and recommended grade boundaries - Colour coded grading sheet to help provide student feedback What makes this resource great: -Questions on topics from all four branches (numerical and abstract reasoning, thinking

Our MYP Maths criterion D formative tasks are designed to help students apply mathematics in meaningful contexts. They are shorter than our summative assessment tasks and should take students 30-45 minutes making them perfect for homework, independent practice or a formative check before an end of unit assessment. Comes with solutions to provide quick feedback and guide next steps based on identified gaps. The task structure aligns with the MYP Maths criterion D strands: - Context to set t

Our MYP Maths criterion D formative tasks are designed to help students apply mathematics in meaningful contexts. They are shorter than our summative assessment tasks and should take students 30-45 minutes making them perfect for homework, independent practice or a formative check before an end of unit assessment. Comes with solutions to provide quick feedback and guide next steps based on identified gaps. The task structure aligns with the MYP Maths criterion D strands: - Context to set t