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Providing clarity, inspiration and resources for teachers of Mathematics in the IB Middle Years Programme
Resources
Assessments, guides, classroom displays, templates, examples and lesson resources
eAssessment Revision
MYP Mathematics eAssessment practice materials for over 10 hours of student self-study. A revision checklist with linked resources so that relevant topics can be reviewed. 6 mixed topic, mixed criteria booklets. 3 complete investigations (criterion B). 4 extended real-life problems (criterion D).
Investigations
Ready to use criterion B investigations with task-specific clarifications, solutions and marking guidance. Get all 10 and a step by step guide in one handy e-book.
Classroom Displays
Get the key MYP information on your classroom walls in an attractive way to make the rest of the year easier for you and your students. All displays shown are in the colour scheme "Rainbow" but are also available in "Pastel", "Earth", "Fire" and "Indigo".
Activities
This digital or printable Learner Profile self-assessment quiz is suitable across the IB (PYP, MYP, DP and all subjects). It includes 5 fun questions where students need to rank the 10 answers for each from most to least likely. This produces a score out of 50 for each of the traits and, if completed digitally, a range of graphs are auto-generated. Use the results to create unique class displays as a perfect back to school activity.
Templates
Personalise your written curriculum with these fully editable templates for any MYP subject: subject overview (scope and sequence), unit plan and lesson plan. The assessment rubric is completed for the mathematics criteria with space for task specific clarification, but can be edited for other subjects.
eAssessment Support
Whether you want to introduce the eAssessment to your class, aid revision with a quiz or topic checklist, give your students the opportunity to practice specific types of questions, a wide range, or a full mock past "paper" (digital or printable), everything you need is here!
$12.00
Support your students as they prepare for the e-assessment with this FULL (100 marks, 2 hours) mock/practice paper that you can assign digitally via a unique Desmos link or print out for students to answer on paper.
Includes:
- Printable questions
- Link to Desmos version of activity
- Thorough markscheme and recommended grade boundaries
- Colour coded grading sheet to help provide student feedback
What makes this resource great:
-Questions on topics from all four branches (numerical and abstract reasoning, thinking with models, spatial reasoning and reasoning with data).
-Follows the structure of the real e-assessment with five criterion A test questions, two criterion D real life problems and one extended criterion B investigation.
-No extended topics from the skills framework are included, making this suitable for all students.
Note: while the Desmos task will let students practice typing responses and has an on-screen calculator, the tech is not as extensive as the real e-assessment (no auto copy from the calculator, no timer, fewer interactivities and media additions). It is advised to have them download past e-assessments from myib if possible, or practise completing tasks on assessprep if your school has this package.
Please send through any feedback or questions that would enable this to be a more useful resource for you.
Support your students as they prepare for the e-assessment with this FULL (100 marks, 2 hours) mock/practice paper that you can assign digitally via a unique Desmos link or print out for students to answer on paper.
Includes:
- Printable questions
- Link to Desmos version of activity
- Thorough markscheme and recommended grade boundaries
- Colour coded grading sheet to help provide student feedback
What makes this resource great:
-Questions on topics from all four branches (numerical and abstract reasoning, thinking with models, spatial reasoning and reasoning with data).
-Follows the structure of the real e-assessment with five criterion A test questions, two criterion D real life problems and one extended criterion B investigation.
-No extended topics from the skills framework are included, making this suitable for all students.
Note: while the Desmos task will let students practice typing responses and has an on-screen calculator, the tech is not as extensive as the real e-assessment (no auto copy from the calculator, no timer, fewer interactivities and media additions). It is advised to have them download past e-assessments from myib if possible, or practise completing tasks on assessprep if your school has this package.
Please send through any feedback or questions that would enable this to be a more useful resource for you.
$10.00
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:
1. Using right-angle trigonometry, angle facts, Pythagoras' theorem and area of 2D shapes to evaluate solar panel designs.
2. Using function notation, substitution, equation of a straight line, exponential functions and percentage change to evaluate population change.
3. Using ratio, proportion, percentages and metric measures to design a plan for a sustainable food initiative.
4. 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
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:
1. Using right-angle trigonometry, angle facts, Pythagoras' theorem and area of 2D shapes to evaluate solar panel designs.
2. Using function notation, substitution, equation of a straight line, exponential functions and percentage change to evaluate population change.
3. Using ratio, proportion, percentages and metric measures to design a plan for a sustainable food initiative.
4. 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
$9.00
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
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
$3.00
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.
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.
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.
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.
$5.00
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.
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.
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.
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.
$5.00
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.
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.
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.
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.
$5.00
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.
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.
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.
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.
$5.00
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.
Please send any feedback, questions, suggestions or advise of any errors at teachingmypmaths@gmail.com
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.
Please send any feedback, questions, suggestions or advise of any errors at teachingmypmaths@gmail.com
$5.00
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.
Please send any feedback, questions, suggestions or advise of any errors at teachingmypmaths@gmail.com
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.
Please send any feedback, questions, suggestions or advise of any errors at teachingmypmaths@gmail.com
$5.00
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.
Please send any feedback, questions, suggestions or advise of any errors at teachingmypmaths@gmail.com
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.
Please send any feedback, questions, suggestions or advise of any errors at teachingmypmaths@gmail.com
$5.00
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.
Please send any feedback, questions, suggestions or advise of any errors at teachingmypmaths@gmail.com
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.
Please send any feedback, questions, suggestions or advise of any errors at teachingmypmaths@gmail.com
$5.00
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.
Please send any feedback, questions, suggestions or advise of any errors at teachingmypmaths@gmail.com
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.
Please send any feedback, questions, suggestions or advise of any errors at teachingmypmaths@gmail.com
$5.00
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.
Please send any feedback, questions, suggestions or advise of any errors at teachingmypmaths@gmail.com
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.
Please send any feedback, questions, suggestions or advise of any errors at teachingmypmaths@gmail.com
Reference materials
To save you from sifting through various PDFs and guides on myIB or cross-referencing, print these handy one-page subject reference guides covering up-to-date key info about the MYP and individual subjects.
MYP Mathematics at a glance
Free
MYP Language Acquisition at a glance
Free
MYP Language and Literature at a glance
Free
MYP Individuals and Societies at a glance
Free
MYP Arts at a glance
Free
MYP Design at a glance
Free
MYP Sciences at a glance
Free
MYP PHE at a glance
Free
MYP Mathematics Framework
Concepts, global contexts and maths command terms defined
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