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Students apply their understanding of relationships in right-angle triangles/the diagonals of rectangles to find out if a TV will fit in a home space. This is made to be an assessment (with rubric and solutions) but can be used as an end of unit task too. To make the task even more authentic, students are given images, phone text messages, and screen captures of web searches from which they need to extract the relevant information. Mathematics used: Pythagoraean theorem Ratio (given TV ratios) Conversion (between cm and inches) To align with MYP criterion D, students are given prompting questions to encourage reflection on other factors to consider when making a purchase, assumptions made and the accuracy of their processes and values.

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 calculate the expected amount of money to be made per game and determine if it is worthwhile to run. They will communicate their findings in a report/proposal format. This process is highly structured with clear contextual information and 7 guiding questions. The task-specific clarifications included align to the MYP year 1 criteria C (communicating) and D (applying mathematics to real life) strands. However, the task itself is appropriate for any year group between MYP1 and MYP3, grading would just need to be adjusted accordingly (slightly different strands). Task sheet, a sample student answer, task specific clarifications and a marking checklist for each criterion are included.

Full assessment: general aim with guiding questions background data for authentic context criterion D rubric for MYP2/3 strand-aligned task-specific clarifications solutions additional marking guidelines In this task, students are given data for when records were broken by men and women running one mile. They create linear models based on two points at a time and use this to calculate when men will reach a 3.5 minute mile and women a 4 minute mile. They are then directed to reflect on the models and their answers through prompts. This can be completed by hand (on a separate paper) or on the computer. A calculator will be needed. Students should be able to: calculate the gradient of a line identify the y-intercept find the equation of a line given two points solve linear equations substitute interpret points on a scatter graph While this was made for MYP2/3 (grades 7/8, years 8/9), it can be used with other year groups by adapting the task-specific clarifications (e.g. MYP4/5 should have a more in-depth reflection to critique the models). This can be completed in a 50 minute (or longer) lesson, but more time would be beneficial for thorough reflections. If more time can be given, this would work well to be assessed with criterion C (communication) as well.

Full assessment: Questions with subparts to help students reach the aim set Authentic context with simplified language to support meaningful reflection on answers and engage information literacy skills Criteria C and D rubrics for MYP2/3 Strand-aligned task-specific clarifications Working, sample solutions and marking guidance Spaces for answers so this assessment is print-and-use ready In this task, students are asked to adapt a hot chocolate recipe using a different “strength” of chocolate bar which affects the quantity of cocoa. Students should be able to: form and simplify ratios find percentages of an amount find equivalent ratios share a quantity into a ratio represent ratio/proportion in another (e.g. bar model, table of values, linear graph sketch) if being assessed against criterion C interpret their solutions in context It is recommended to give students at least 1 hour for this task. A calculator (non-graphical) is allowed depending on the calculation skills of your students.

Full assessment: Questions with subparts to help students reach the aim set Authentic context enhanced with diagrams to support meaningful reflection on answers and engage information literacy skills Criterion D rubric for MYP2/3 Strand-aligned task-specific clarifications Working and sample solutions Spaces for answers so this assessment is print-and-use ready In this task, students are asked to complete an advert for a small catering business, taking into consideration cooking times, space restrictions, and the aim to maximise profit. Students should be able to: form and solve literal equations/formulae from worded contexts (e.g. s = 10 + 2m, s = 7 + 3m then solve 10 + 2m = 7 + 3m to find a common solution.) substitute into formulae/ literal equation (e.g. when m = 6, s = 10 + 2 x 6 = 22) interpret their solutions in context It is recommended to give students at least 1 hour for this task. A calculator (non-graphical) is allowed depending on the calculation skills of your students. This could be developed into also assessing criterion C as well if used within a systems of equations (simultaneous equations) unit where students could also solve by graphing.

Full assessment: A six-part structured question to help students reach the aim set Authentic context to support meaningful reflection on answers Criteria C and D rubrics for MYP4/5 Strand-aligned task-specific clarifications Complete 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 points understand function notation e.g. f(x) move between different forms of quadratic functions (standard form, factorised form and vertex form) sketch a quadratic function given its equation It is recommended to give students 1 hour for this task. Advised is non-calculator or at least a non-graphical calculator so student’s function sketching skills can be assessed. Also having students structure their own answers on a separate paper allows criterion C (communication) to be assessed more completely.

Full assessment: Questions with subparts to help students reach the aim set Authentic 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 MYP1 Strand-aligned task-specific clarifications Answers in the form of a sample solution and additional marking guidance Students will need to answer questions on a separate paper so this can be shared digitally or printed. In this task, students are guided through an inquiry into different ways to arrange fruit/vegetables, by considering the factors of the quantity. These arrangements result in different amounts of “wastage” due to how the box to carry these arrangements must be cut. Students aim to minimise this. Students should be able to: write integers as a product of their prime factors (e.g. 100 = 2 x 2 x 5 x 5) use this to find 3-part products (e.g. 100 = 2 x 10 x 5, 100 = 4 x 5 x 5) draw and label a number line substitute into worded and algebraic formula using order of operations recognise prime and composite numbers, multiples, square and cube numbers (and use this language) understand that volume takes into account three dimensions explain or show thinking clearly interpret their solutions in context It is recommended to give students at least 1 hour for this task. No calculator needed.

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 of topics included on the prior knowledge topic list shared by the IB (list not included). They range from multiple choice to simple calculations and some more complex problem-solving. It is recommended to give students at least 1.5 hours to complete. This is made ready to use so the questions are laid out 4 to a page resulting in 12 pages of questions and 13 pages of worked solutions and answers. There should be enough space for some calculations but you may want to provide spare paper for further “rough working out”. Also provide the relevant pre-DP formula book for your setting (e.g. MYP, iGCSE etc.)

In this investigation, students use their knowledge of perimeter and linear sequences to explore properties of a uniquely defined shape. Including the assessment, rubric, task specific clarification, marking guidelines and sample answer. Recommended for MYP4.

In this investigation, students use their knowledge of showing outcomes by listing and sample space diagrams to explore the chances of winning in different games. Including the assessment, rubric, task specific clarification, marking guidelines and sample answer. Recommended for MYP2.

In this investigation, students use their knowledge of rectangles to identify how to maximise areas based on perimeters with different constraints. Including the assessment, rubric, task specific clarification, marking guidelines and sample answer. Recommended for MYP1.

In this investigation, students use their knowledge of linear and quadratic functions to explore the intersects as variables change. Including the assessment, rubric, task specific clarification, marking guidelines and sample answer. Recommended for MYP5. Use of Desmos or Geogebra to graph is required.

In this investigation, students use their knowledge of the sine function and transformations of functions to explore key points on the curve. Including the assessment, rubric, task specific clarification, marking guidelines and sample answer. Recommended for MYP5 extended. Use of Desmos (or Geogebra) is required.

In this investigation, students use their knowledge of exponents, and the ability to follow simple algorithms to explore the powers of 2 and 4. Including the assessment, rubric, task specific clarification, marking guidelines and sample answer. Recommended for MYP3. Use of sheets/excel is recommended for calculations.

In this investigation, students use their knowledge of percentages to identify how multiple percentage changes impact the original value. Including the assessment, rubric, task specific clarification, marking guidelines and sample answer. Recommended for MYP1.

In this investigation, students use their knowledge of algebraic expressions to explore “mathemagical” tricks. Including the assessment, rubric, task specific clarification, marking guidelines and sample answer. Recommended for MYP2.

In this investigation, students use their knowledge of mean, standard deviation and variance to explore progressing sets of numbers. Including the assessment, rubric, task specific clarification, marking guidelines and sample answer. Recommended for MYP4 extended. Use of maths is fun standard deviation calculator is recommended.

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.

To effectively prepare your class for the MYP Mathematics eAssessment, use all four learning experiences (1 hour+ each) which provide students with everything they need to be successful. THIS RESOURCE Lesson 1 - detailing the structure of the test, gathering student’s knowledge and questions around the eAssessment, unpacking the command terms through a crossword and wordsearch, familiarising students with the digital tools used, navigating what good communication looks like and suggestions for criterion C related activities. Plenty of “top tips” included throughout. Bonus resource: an interactive notebook with command term definitions, formula book, and useful mathematical notation. OTHER RESOURCES Lesson 2 - preparing for part 1/criterion A questions. Working through an unfamiliar problem together, understanding what topics could come up, guidance for creating a study plan, mixed topic questions to be used for a group quiz or independently. Bonus resource: digital self-assessment checklist with suggested resources to help revision. Lesson 3 - preparing for part 2/criterion D real life problems. With a focus on understanding what is meant by “relevant factors” and “justifying” an answer and it’s accuracy. Including one eAssessment style real life problem with attached checklist for self or peer marking. Lesson 4 - preparing for part 3/criterion B investigation. An opportunity to check students prior knowledge of different types of sequences, a focus in how to use the context to write a general rule and justify it. Relevant command terms are explicitly defined with common mistakes clarified. Including one eAssessment style investigation with attached checklist for self or peer marking.

Students solve Christmas themed word problems and puzzles to reveal a festive picture and two jokes! This no-prep, digital, self-checking activity is the perfect end of term activity to review some key number and algebra skills. You will be given a link to the Google sheet and in the top right corner is a link to a corresponding Google Doc worksheet. Students solve 12 problems (which can be printed on a single worksheet) that generate 26 answers corresponding to the letters A-Z. They then type the answers into the Google sheet which, if correct, will colour in some sections, eventually revealing the mystery picture. The questions require understanding of the content from the MYP 1-3 numerical and abstract reasoning portion of the MYP maths skills framework which are also fundamental number and algebra skills in other curriculum (negative numbers, significant figures, fractions, percentages, time elapsed, inequalities, highest common factor, lowest common multiple, linear sequences, ratio, substitution, expanding/factorising single brackets, solving equations, number operations). Perfect review task for MYP3/4/5 students during the festive season!