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MYP3 Math Test (Grade 8, but could be used for Grade 7 or 9 depending on your curriculum) Tests are leveled to have questions that roughly demonstrate achievement level at 1-2, 3-4, 5-6 and 7-8 bands of Criterion A (MYP). Two tests and solutions are provided. Tests are marked holistically so there isn't a "markscheme" but solutions provide a guide

Math Quizzes on a variety of topics from Grade 7 or 8 curriculum: surface area and volume, algebra, percentage change, coordinate geometry, polygon angles, integers. 17 quizzes in total in Word document format for easy editing.

Math Angles and Polygons Practice - 5 different practice sheets. - 1 targeting vocabulary only - 2 tasks targeting a variety of angle and polygon practice for an entire unit - 2 tasks targeting finding angles using a variety of parallel angle and shape theorems.

Two (2) Diagnostic Math Tests - one for start of year with fractions, number, and a variety of other basics to check. Markscheme/solutions provided - one specifically for prior to a percentages unit, checking knowledge and skills in fractions and decimals concepts. No solutions provided. Written for Grade 8, but could be used for Grade 9 and (with perhaps some small adjustments) for younger grades.

A set of quizzes to check understanding on a variety of basic algebra concepts (combining like terms, equation solving, inequalities, number patterns)

This is ONE OF a set of scaffolded tasks that enable students to investigate patterns in the Wheel of Theodorus. This provides purposeful practice of Pythagorean theorem. Task 3 - students are given tables to help them organize their work. The task does not ask students to prove or justify the patterns they find. Buy this by itself or in a bundle with other scaffolded tasks. The set of tasks includes solutions!

MYP Style linear patterns task based on the famous painted cube problem. Students are asked to find the equation for number of small cubes with three, two, one, and no sides painted for a larger cube of any side length n. It is valuable as a formative task to help students get used to investigation task structure or possibly as a formative assessment. I would not recommend using it formally as a summative task. It is essentially four mini-investigations in one instead of one investigation whos

Inquiry lesson for students to discover logarithm laws. Extension to the proof of the log laws

A guided inquiry task to help students understand the significance of each stage of the function modeling process. One question with structured prompts for the types of things to write about is provided, followed by three practice questions each with data that is approximately quadratic. This may require two lessons, depending on the length of your lesson period. Or it could be done in one guided lesson with the practice questions being assigned for homework.

A task that provides purposeful practice with integers while challenging students to find the greatest/least sum/product and many other challenges with groups of integers.

A structured inquiry task to draw students' attention to the connection between quadratic function equation forms and their graphs. This is a much more structured inquiry that draws more explicit attention to the parameters by prompting students to factorize or simplify equations to convert one form to another. This draws the students' attention to the connections between the geometry and the algebra.

This is ONE OF a set of scaffolded tasks that enable students to investigate patterns in the Wheel of Theodorus. This provides purposeful practice of Pythagorean theorem. Task 2 - students have no tables and must organize their work themselves. The task does not ask students to prove or justify the patterns they find. Buy this by itself or in a bundle with other scaffolded tasks

This is a set of scaffolded tasks that enable students to investigate patterns in the Wheel of Theodorus. This provides purposeful practice of Pythagorean theorem. Task 1 - students have no tables and must organize their work themselves. The task prompts students to prove or justify the patterns they find. Buy this by itself or in a bundle with other scaffolded tasks

A test structured by MYP criterion A levels checking students' understanding in combining like terms, exponent laws, equation solving, equation rearrangements, expanding and simplifying, and variable substitution. Can also be used as a diagnostic assessment of students' prior algebra knowledge in more advanced grade levels with students who newly arrive at your school or students who may have knowledge gaps. Can also be used for upper elementary grades if algebra is part of your curriculum.

MYP Style linear patterns task based on number of persons seated at tables. It is valuable as an introduction to investigation task structure or possibly as a formative assessment. It is debatable whether it could be properly used as an investigation. On one hand, students find a linear pattern equation for rectangular tables then apply this idea to finding an equation to trapezoidal tables - so in that sense they apply their pattern finding to a new context. On the other hand, one could see thi

MYP Style (criterion B Investigation and criterion C Communication) linear patterns task. It is valuable as an introduction to investigation task structure or possibly as a formative assessment. It would require doing some linear patterns in class informally (without showing students how to make equations for linear patterns) and then using this to help the students generalize how to do it, with discussion and debrief afterward to ensure all students understand the concept. It is not intended t

Mathematics Investigation to help students determine the method for finding the result of two optimization problems: 1) the maximum area of a rectangle, given a perimeter 2) the minimum perimeter of a rectangle, given an area

A guided inquiry task to help students see the features of quadratic graphs that are linked to the different equation forms of a quadratic function (vertex form, factored form, standard form). I have available another task that does this, but that task provides context questions in each of the available forms. This task provides only equations to graph with the help of tables of values and the GDC. Since this task is context free, it can help strip away layers of complexity so students may focus

A mathematics investigation of the graphical properties of functions and their inverses. This helps students to discover the reflective property of graphs of inverses and can start students on the process of noticing the relationships between equations of functions and their inverses.

A mathematical investigation of different kinds of function transformations. The task requires use of a graphing tool and leads students to explore vertical and horizontal stretches and compression and vertical and horizontal translations. The task also has students explore these with different functions, which helps them to appreciate the variety of non-linear functions that exist.