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

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

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

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