MYP Maths

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

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 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 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 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 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

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

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

In this investigation, students use their knowledge of the logarithm definition (related to exponent form) and laws to explore three different sets of bases and arguments. 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/proof, with guidelines as support. Including the assessment, rubric, task-specific

This worksheet is perfect for homework 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 three-part task aligns with the MYP Maths criterion B strands Context giving an overview of what is being explored Part 1: structured inquiry - patterns and predictions Part 2: guided inquiry - from patterns to rule Part 3: open inquiry with an aim - patterns, rules, verify (and justify for MYP2+)

This worksheet is perfect for homework 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 aligns with the MYP Maths criterion D strands Context to set the real-life scenario and provide points for reflection Part 1: using mathematical skills in context Part 2: more complex application and reflection Part 3: selecting and applying a combination of skills and more critical reflection Fo

This worksheet is perfect for homework 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 aligns with the MYP Maths criterion D strands Context to set the real-life scenario and provide points for reflection Part 1: using mathematical skills in context Part 2: more complex application and reflection Part 3: selecting and applying a combination of skills and more critical reflection Fo

This worksheet is perfect for homework 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 worksheet 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 unfamiliar Formatted as two-to-a-page so, if printed double-sided, it can fit on a single sheet of paper (with answers on a sep

Full assessment: 8 questions ranging from simple and familiar to challenging ad unfamiliar.Criterion A rubric for MYP4/5Strand-aligned task-specific clarificationsAnswers includedThis assessment is ready to print and use with spaces for students working and answers included.Topics: direct proportionvisual systems of equations (positive integer solutions)optimising a network (minimum spanning tree)a system of linear equations requiring rearrangingquadratic inequalities and showing solutions on a