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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 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: 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: 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 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.

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.

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.)

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 resource for you! Featuring 16 key elements of the MYP framework as printable, clear and colourful posters (please see below to see the full list of what is included). Plus 14 pages of snapshots into how these elements are built into the planning of a unit or learning experience. This resource is aimed to show not only the what, but also the how of implementing MYP Mathematics elements into your classroom. Areas of focus: Unit plan overview Key and related concepts Global contexts Statement of inquiry and inquiry questions Subject group objectives Assessment criteria Approaches to learning (ATL) skills Branches of study Approaches to teaching Lesson elements Reflection Learner Profile Command terms

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!

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 student gets a copy of the Google sheet (or print a physical version). There are 5 questions. Each one has 10 answers (corresponding to the 10 learner profile traits). Students need to rank the answers from 10 (most likely) to 1 (least likely). On the last tab, the total points for each trait is shown alongside two graphs (pie/donut chart and a horizontal bar chart). For a display, the graphs can be printed as is with the student’s name added. Or using the scores, students could design their own “profile” using the result table (e.g. a pyramid or a drawing of their profile with a word cloud inside showing higher ranking traits larger.) If printed and completed as a physical quiz, totals need to be manually calculated. Questions: It’s a hot day, what are you cooling down with? Over the next 20 years, what job could you imagine yourself in? You are assigned to a group for a project, what are you doing? You are given some gifts, which are you most happy about? Your school plans an afternoon off timetable, which activity would you sign up to? Also included is a supporting document that explains how each answer links to the assigned learner profile trait.

Overview This booklet is ideal for students preparing for the eAssessment or at the end of MYP5/beginning of DP to review prior learning. Comes with mark scheme and cover sheet for reflection. Each booklet has three sections (communication is assessed throughout) which should take 20 - 25 minutes each: Section 1: 4 short/medium questions assessing knowing and understanding (criteria A and C) Section 2: a real life application question (criteria D and C) Section 3: an investigation (criterion B and C) Note: there is space to answer section 1 questions in the booklet but, due to the nature of an application problem and investigation, it is advised that students do this on a separate paper. Specific Topics in this booklet: Inequalities (2 marks) Scientific notation/standard form (4 marks) Linear functions (6 marks) Representing data (8 marks) Real life - circles in a personal and cultural expression context (20 marks) Investigation - exponential functions leading to geometric patterns (20 marks) How to use Homework - it is expected that students will need 72 minutes for the whole booklet so it could be given over a longer period of time or each section could be given as a shorter task. If students were self-assessing against the markscheme, this could very nicely fit into three 30 minute homework tasks. Developed into a unit assessment - the real life problem and investigation can both easily be developed into criteria based assessments purely by removing the subparts and giving students the flexibility to choose their own methods to solve the problem posed. All strands of criterion B and D are assessed in each booklet. Note: you would need to create your own rubric/task specific clarifications for this but the solutions on the markscheme would still be applicable. In class assessment - for those preparing for the eAssessment this is a great resource to test on demand recall of mixed concepts. Again, if a lesson or double lesson time does not allow for 72 minutes of assessment, different sections of the booklet can be given over a series of lessons. Class activity - end of MYP review, start of DP prior knowledge check, revision activity. Questions could be given as a quiz, a relay, a team challenge etc. Self study - some students will want a resource to prepare for the eAssessment, or for general review of their learning at the end of MYP. Coupled with the markscheme, students can work through this independently. Basis for a study plan - the reflection and next steps section can be used once the marks are filled into the given table. Students should note their strengths and areas for improvement (either mathematical concept e.g. trigonometry, or criterion specific e.g. verifying a general rule). This will make it easier to set goals and plan next steps for progress.

Overview This booklet is ideal for students preparing for the eAssessment or at the end of MYP5/beginning of DP to review prior learning. Comes with mark scheme and cover sheet for reflection. Each booklet has three sections (communication is assessed throughout) which should take 20 - 25 minutes each: Section 1: 4 short/medium questions assessing knowing and understanding (criteria A and C) Section 2: a real life application question (criteria D and C) Section 3: an investigation (criterion B and C) Note: there is space to answer section 1 questions in the booklet but, due to the nature of an application problem and investigation, it is advised that students do this on a separate paper. Specific Topics in this booklet: Set notation (2 marks) Travel timetables and lowest common multiple (4 marks) Direct and inverse proportion (6 marks) Circle theorems (8 marks) Real life - functions in a globalisation and sustainability context (20 marks) Investigation - transformations leading to arithmetic patterns (20 marks) How to use Homework - it is expected that students will need 72 minutes for the whole booklet so it could be given over a longer period of time or each section could be given as a shorter task. If students were self-assessing against the markscheme, this could very nicely fit into three 30 minute homework tasks. Developed into a unit assessment - the real life problem and investigation can both easily be developed into criteria based assessments purely by removing the subparts and giving students the flexibility to choose their own methods to solve the problem posed. All strands of criterion B and D are assessed in each booklet. Note: you would need to create your own rubric/task specific clarifications for this but the solutions on the markscheme would still be applicable. In class assessment - for those preparing for the eAssessment this is a great resource to test on demand recall of mixed concepts. Again, if a lesson or double lesson time does not allow for 72 minutes of assessment, different sections of the booklet can be given over a series of lessons. Class activity - end of MYP review, start of DP prior knowledge check, revision activity. Questions could be given as a quiz, a relay, a team challenge etc. Self study - some students will want a resource to prepare for the eAssessment, or for general review of their learning at the end of MYP. Coupled with the markscheme, students can work through this independently. Basis for a study plan - the reflection and next steps section can be used once the marks are filled into the given table. Students should note their strengths and areas for improvement (either mathematical concept e.g. trigonometry, or criterion specific e.g. verifying a general rule). This will make it easier to set goals and plan next steps for progress.

Overview This booklet is ideal for students preparing for the eAssessment or at the end of MYP5/beginning of DP to review prior learning. Comes with mark scheme and cover sheet for reflection. Each booklet has three sections (communication is assessed throughout) which should take 20 - 25 minutes each: Section 1: 4 short/medium questions assessing knowing and understanding (criteria A and C) Section 2: a real life application question (criteria D and C) Section 3: an investigation (criterion B and C) Note: there is space to answer section 1 questions in the booklet but, due to the nature of an application problem and investigation, it is advised that students do this on a separate paper. Specific Topics in this booklet: Linear functions (2 marks) Surds/radicals (4 marks) Ratio (6 marks) Angles and equations (8 marks) Real life - trigonometry in an orientation in space and time context (20 marks) Investigation - perimeter leading to arithmetic patterns (20 marks) How to use Homework - it is expected that students will need 72 minutes for the whole booklet so it could be given over a longer period of time or each section could be given as a shorter task. If students were self-assessing against the markscheme, this could very nicely fit into three 30 minute homework tasks. Developed into a unit assessment - the real life problem and investigation can both easily be developed into criteria based assessments purely by removing the subparts and giving students the flexibility to choose their own methods to solve the problem posed. All strands of criterion B and D are assessed in each booklet. Note: you would need to create your own rubric/task specific clarifications for this but the solutions on the markscheme would still be applicable. In class assessment - for those preparing for the eAssessment this is a great resource to test on demand recall of mixed concepts. Again, if a lesson or double lesson time does not allow for 72 minutes of assessment, different sections of the booklet can be given over a series of lessons. Class activity - end of MYP review, start of DP prior knowledge check, revision activity. Questions could be given as a quiz, a relay, a team challenge etc. Self study - some students will want a resource to prepare for the eAssessment, or for general review of their learning at the end of MYP. Coupled with the markscheme, students can work through this independently. Basis for a study plan - the reflection and next steps section can be used once the marks are filled into the given table. Students should note their strengths and areas for improvement (either mathematical concept e.g. trigonometry, or criterion specific e.g. verifying a general rule). This will make it easier to set goals and plan next steps for progress.

Overview This booklet is ideal for students preparing for the eAssessment or at the end of MYP5/beginning of DP to review prior learning. Comes with mark scheme and cover sheet for reflection. Each booklet has three sections (communication is assessed throughout) which should take 20 - 25 minutes each: Section 1: 4 short/medium questions assessing knowing and understanding (criteria A and C) Section 2: a real life application question (criteria D and C) Section 3: an investigation (criterion B and C) Note: there is space to answer section 1 questions in the booklet but, due to the nature of an application problem and investigation, it is advised that students do this on a separate paper. Specific Topics in this booklet: Perimeter and Area (2 marks) Two way tables (4 marks) Quadratic functions (6 marks) Trigonometry and bearings (8 marks) Real life - probability in a fairness and development context (20 marks) Investigation - coordinate geometry leading to arithmetic patterns (20 marks) How to use Homework - it is expected that students will need 72 minutes for the whole booklet so it could be given over a longer period of time or each section could be given as a shorter task. If students were self-assessing against the markscheme, this could very nicely fit into three 30 minute homework tasks. Developed into a unit assessment - the real life problem and investigation can both easily be developed into criteria based assessments purely by removing the subparts and giving students the flexibility to choose their own methods to solve the problem posed. All strands of criterion B and D are assessed in each booklet. Note: you would need to create your own rubric/task specific clarifications for this but the solutions on the markscheme would still be applicable. In class assessment - for those preparing for the eAssessment this is a great resource to test on demand recall of mixed concepts. Again, if a lesson or double lesson time does not allow for 72 minutes of assessment, different sections of the booklet can be given over a series of lessons. Class activity - end of MYP review, start of DP prior knowledge check, revision activity. Questions could be given as a quiz, a relay, a team challenge etc. Self study - some students will want a resource to prepare for the eAssessment, or for general review of their learning at the end of MYP. Coupled with the markscheme, students can work through this independently. Basis for a study plan - the reflection and next steps section can be used once the marks are filled into the given table. Students should note their strengths and areas for improvement (either mathematical concept e.g. trigonometry, or criterion specific e.g. verifying a general rule). This will make it easier to set goals and plan next steps for progress.

Overview This booklet is ideal for students preparing for the eAssessment or at the end of MYP5/beginning of DP to review prior learning. Comes with mark scheme and cover sheet for reflection. Each booklet has three sections (communication is assessed throughout) which should take 20 - 25 minutes each: Section 1: 4 short/medium questions assessing knowing and understanding (criteria A and C) Section 2: a real life application question (criteria D and C) Section 3: an investigation (criterion B and C) Note: there is space to answer section 1 questions in the booklet but, due to the nature of an application problem and investigation, it is advised that students do this on a separate paper. Specific Topics in this booklet: Quadratic functions (2 marks) Exponent laws (4 marks) Mean from a frequency table (6 marks) Ratio (8 marks) Real life - statistics in an identities and relationships context (20 marks) Investigation - divisibility leading to arithmetic patterns (20 marks) How to use Homework - it is expected that students will need 72 minutes for the whole booklet so it could be given over a longer period of time or each section could be given as a shorter task. If students were self-assessing against the markscheme, this could very nicely fit into three 30 minute homework tasks. Developed into a unit assessment - the real life problem and investigation can both easily be developed into criteria based assessments purely by removing the subparts and giving students the flexibility to choose their own methods to solve the problem posed. All strands of criterion B and D are assessed in each booklet. Note: you would need to create your own rubric/task specific clarifications for this but the solutions on the markscheme would still be applicable. In class assessment - for those preparing for the eAssessment this is a great resource to test on demand recall of mixed concepts. Again, if a lesson or double lesson time does not allow for 72 minutes of assessment, different sections of the booklet can be given over a series of lessons. Class activity - end of MYP review, start of DP prior knowledge check, revision activity. Questions could be given as a quiz, a relay, a team challenge etc. Self study - some students will want a resource to prepare for the eAssessment, or for general review of their learning at the end of MYP. Coupled with the markscheme, students can work through this independently. Basis for a study plan - the reflection and next steps section can be used once the marks are filled into the given table. Students should note their strengths and areas for improvement (either mathematical concept e.g. trigonometry, or criterion specific e.g. verifying a general rule). This will make it easier to set goals and plan next steps for progress.

Overview This booklet is ideal for students preparing for the eAssessment or at the end of MYP5/beginning of DP to review prior learning. Comes with mark scheme and cover sheet for reflection. Each booklet has three sections (communication is assessed throughout) which should take 20 - 25 minutes each: Section 1: 4 short/medium questions assessing knowing and understanding (criteria A and C) Section 2: a real life application question (criteria D and C) Section 3: an investigation (criterion B and C) Note: there is space to answer section 1 questions in the booklet but, due to the nature of an application problem and investigation, it is advised that students do this on a separate paper. Specific Topics in this booklet: Trigonometry (2 marks) Averages (4 marks) Simultaneous equations (6 marks) Formulae (rearranging and substitution) (8 marks) Real life - proportion in a scientific context (20 marks) Investigation - probability leading to geometric patterns (20 marks) How to use Homework - it is expected that students will need 72 minutes for the whole booklet so it could be given over a longer period of time or each section could be given as a shorter task. If students were self-assessing against the markscheme, this could very nicely fit into three 30 minute homework tasks. Developed into a unit assessment - the real life problem and investigation can both easily be developed into criteria based assessments purely by removing the subparts and giving students the flexibility to choose their own methods to solve the problem posed. All strands of criterion B and D are assessed in each booklet. Note: you would need to create your own rubric/task specific clarifications for this but the solutions on the markscheme would still be applicable. In class assessment - for those preparing for the eAssessment this is a great resource to test on demand recall of mixed concepts. Again, if a lesson or double lesson time does not allow for 72 minutes of assessment, different sections of the booklet can be given over a series of lessons. Class activity - end of MYP review, start of DP prior knowledge check, revision activity. Questions could be given as a quiz, a relay, a team challenge etc. Self study - some students will want a resource to prepare for the eAssessment, or for general review of their learning at the end of MYP. Coupled with the markscheme, students can work through this independently. Basis for a study plan - the reflection and next steps section can be used once the marks are filled into the given table. Students should note their strengths and areas for improvement (either mathematical concept e.g. trigonometry, or criterion specific e.g. verifying a general rule). This will make it easier to set goals and plan next steps for progress.

Three varied and unique investigations created in the same format as the MYP mathematics eAssessment to provide students with additional support and practice. Markschemes with worked solutions are included for self-assessment, peer marking or teacher feedback. Linked to the three key concepts, each investigation comes with a visual context showing how the sequence emerges. Students are prompted with the command terms to spot patterns, predict, find rules, test and/or verify and justify according to the usual eAssessment structure which includes a structured investigation in part 1 and a more open investigation in part 2. Investigation 1: Changing tangents (relationships) Requires understanding of functions, straight line graphs including finding the equation of a line and perpendicular gradients. Leads to a simple arithmetic sequence but lends itself to a rigorous proof. Investigation 2: Growing trapeziums (form) Requires identification of Pythagoras’ theorem and area of a trapezium. Leads to geometric sequences which may require understanding of exponent laws to justify/prove. Investigation 3: Counting quads (logic) A very accessible investigation which just require logic and counting. Leads to quadratic rules but these can be found by looking for patterns rather than formal methods of finding second differences etc. A worded justification is appropriate rather than a proof. Perfect for practice after going through one full investigation with the class and teaching them the fundamentals of this part of the eAssessment (lesson 4 of the eAssessment pack).

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: Using right-angle trigonometry, angle facts, Pythagoras’ theorem and area of 2D shapes to evaluate solar panel designs. Using function notation, substitution, equation of a straight line, exponential functions and percentage change to evaluate population change. Using ratio, proportion, percentages and metric measures to design a plan for a sustainable food initiative. Using averages from a frequency table, scatter graphs, line of best fit and probability to evaluate proportions of international football players. Each task will take approximately 30 minutes to complete. They each have one page of background information and one page of 5 or 6 sub-questions. Solutions with marking guidance (point allocation) are included. Note: the criterion D rubric is NOT included due to the e-assessment focus. However, all strands are addressed in each task so it is suitable to use with any MYP maths class, you would just need to create your own task-specific clarifications suitable to your selected year level. Please email if there are any suggestions or corrections: teachingmypmaths@gmail.com