MYP Maths

Engage your students and connect with the core of the IB with this easy start of year activity. It allows you to get to know your class AND create a display showing off their unique learner profile. Alternatively, a fun activity at any time of the year to lead into learning about or reflecting on the learner profile attributes. Suitable for older primary or secondary students (could be adapted for younger students by making the wording more accessible or including pictures.) How to use: - Each s

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

Are you a Mathematics teacher new to the MYP who wants to better understand the key components involved? Or are you looking for an all-in-one reference to save time jumping between multiple IB guides for rubrics, keywords, templates or examples? Do you want some simple yet informative classroom posters? Or are you curious about how others plan contextual, inquiry based units? Do you need to give a new student an overview of what to expect when studying MYP Mathematics? Then this is the reso

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,

The 5 ATL skill categories and their 10 clusters can easily be displayed with this display. Print all 15 circles and choose from two title designs (letters printed individually or a single page title in an ombre circle). Available in this colour scheme "Rainbow" and 4 other colour schemes. Earth: https://www.teacherspayteachers.com/Product/IB-PYP-MYP-DP-ATL-Skills-Display-Colour-Earth-8121264Fire: https://www.teacherspayteachers.com/Product/IB-PYP-MYP-DP-ATL-Skills-Display-Colour-Fire-8121289

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

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