MYP Maths

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

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,

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

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

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 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 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