Ryan H

This task gives students the chance to investigate a pattern by creating a table, graph, written explanation of growth, and algebraic expression. Students are also asked to communicate their mathematical thinking clearly. This task is fully editable to tailor to your specific classroom needs. This task is great for a classroom activity, formative assessment, or summative assessment connected to MYP Criteria B and C. Task-Specific Clarifications included.

This assignment provides an unstructured (gives the students a starting point and they create the pattern themselves) opportunity to create and investigate a pattern. Students are asked to investigate their pattern by creating a table, graph, algebraic expression, and written explanation. This document is fully editable but is currently set-up for linear, quadratic, or cubic (but could be edited to focus on any of the three). This assignment can be used as a class activity, formative assessment,

This task can be used as an in-class activity or a Criterion B assessment. It comes complete with task-specific clarifications. In this activity, the student uses their knowledge of similar triangles to investigate patterns and create general rules. First, they discover the AA Similarity Theorem. Then, they compare the scale factor to the ratios of the perimeter and area of similar triangles.

In this investigation, students will work through guided questions to help them discover the relationship of an exterior angle with the two non-adjacent interior angles. This is a great activity to support students who are new to geometric proofs. This can also be used as a mid-unit formative assessment connected to MYP Criterion B

This is a fun activity that your students can use to create forced perspective photos while connecting it to similar triangles. This can be done individually or as a group and can be connected to other subjects like Art or Drama as an IDU.

The final task of the Rates and Ratios group, this activity asks students to convert between currencies, calculate fees, and use ratios to compare values. Filled with opportunities to think critically, students will be challenged to not only calculate correctly but to also think critically about if their answers are reasonable in a real-life context. This can be used as an in-class activity, but also makes for a great assessment against MYP Criteria C and D.

This is an investigation that helps students discover and understand slope-intercept form of a line. The task includes a link to a pre-made DESMOS file that the students will use to investigate how the form connects to the slope and y-intercept. It can be used as an activity in any curriculum, but is designed to meet the requirements of Criterion B in the IB curriculum

Using the idea of Linear Regression (or Line of Best Fit), students will examine two stock market funds to see if they can predict future value based off past results. This activity gives opportunity to practice drawing, calculating, interpreting, and predicting values of lines of best fit by hand and through DESMOS (if you don't have experience with this the following video from MathisPower4u gives an excellent explanation https://www.youtube.com/watch?v=zcZaI-xfiFE & ab_channel=Mathispower4u).

This test is designed to fit Criterion A in the IB curriculum. It is an adaptation of my Option 1 test that I created to use as an online learning assessment. It requires more critical thinking and creativity to answer these questions and doesn't have 1 set answer for any of the questions.

This task can be used as an in-class activity or a Criterion C/D assessment. Task-Specific Clarifications for Criterion D are included. In this activity, the students start by building a catapult out of popsicle sticks, rubber bands, and bottle caps. Then, the students will use their cell phones to slow-motion film launching something to collect x and y-coordinates. To assist with this, I hung meter sticks on the wall at given distances. You could also use the whiteboard to mark given distances.

This task can be used as an in-class task or a Criterion C/D summative assessment. This task comes with Task-Specific Clarifications for Criterion D. In this task, the student analyzes the 2014 Ebola outbreak and uses DESMOS to create 3 increasingly accurate models of the situation. Then, the student justifies the accuracy of the models against each other and the reasonableness of using these models to track a disease.

This task can be used as an in-class activity or as a Criterion D (potentially C as well but would need editing) assessment. In this task, students use printed maps along with the Google Maps distance feature (clear instructions provided) to cover a their country with triangles. With the help of the Laws of Sines and Cosines along with the Area formula, they then calculate an estimated area of the country. Once this is found they then find their percent error and reflect on their strategy. This

In this follow up to Currency Exchange: Rates and Ratios 1, students will again be provided with a starting sum of money and be asked to convert between currencies and calculate fees along the way. The students will also work with ratios to compare the different fees. Great for a real-life application of mathematics, this assignment can be used as an in-class task or as a formative assessment connected to MYP Criteria C and D.

This task asks students to investigate how combining multiple geometric transformations can be simplified to one transformation (for example a reflection over both x and y-axis can be replaced with a single rotation). Skills needed before this assignment: basic reflection, rotations, and translations. Skills investigated: simplifying multiple transformations into one, dilations. This is great for a mid-unit investigation for MYP Criterion B, and Task-Specific Clarifications are included to make

This activity is perfect to drive creative thinking among any level of student, but also gives high level challenge to your top students. The investigation opens with a question asking the students to describe the slope of a curved line, then asks them to develop a strategy to calculate the slopes at any given point. You may be shocked by how many middle and lower high schoolers stumble onto the beginning ideas of derivatives. This is an excellent practice Criterion B Investigation in the MYP.

This test is designed as a Criterion A test and is clearly broken into the 4 band levels.

This task sets a scenario where you leave your home in Germany to travel through South America. Using a combination of currency rate exchange and ratios, the students will calculate how much money and time they spend in each country. This assignment requires research of currency conversions and allows the option for additional research about travel visa requirements.

This is a formative quiz covering slope formula and graphing in slope-intercept form.

Students will answer investigation questions that ask them to compare 4 representations of a line: a story, slope-intercept form, a table, and a graph.

This task is an investigation that can be used as an in-class task or a Criterion B investigation. In it, the students are asked to use the compound interest formula and investigate what happens as you compound the interest more and more frequently.