Flashcards · IB Middle Years Programme Mathematics · Topic 5

Assessment criteria flashcards

25 cards on Topic 5, subtopics A to D. Pick a subtopic or study them all.

Study mode needs JavaScript. Every card is listed below, so you can still cover the answers and test yourself.

All 25 cards

For a quick read-through or printing. Cover the right-hand side to test yourself.

The four MYP mathematics assessment criteria: A Knowing and understanding; B Investigating patterns; C Communicating; D Applying mathematics in real-life contexts. Equally weighted, each with a maximum level of 8.
Criterion levels and band labels: Levels 0, then bands 1-2, 3-4, 5-6, 7-8 (limited, adequate, substantial, excellent). Level 0 means no descriptor is reached. The teacher chooses the best fit across the strands.
The three strands of criterion A: i select appropriate mathematics; ii apply it successfully; iii solve problems correctly in a variety of contexts. The wording is the same in Years 1, 3 and 5.
Criterion A: how do the bands progress?: 1-2: simple problems, familiar situations. 3-4: more complex, familiar. 5-6: challenging, familiar. 7-8: challenging, familiar and unfamiliar situations.
Method for a criterion A problem: 1. Name the branch of mathematics. 2. Say in one line why the method fits. 3. Carry it out, showing each step. 4. Check units, rounding and reasonableness against the context.
12 notebooks cost 31.20. Find the cost of 20.: 31.20 ÷ 12 = 2.60 each; 2.60 × 20 = 52.00.

Criterion B strands in Year 5: i select and apply problem-solving techniques to discover complex patterns; ii describe patterns as general rules consistent with findings; iii prove, or verify and justify, these general rules.
Verify, justify and prove (criterion B): Verify: test the rule on further cases. Justify: explain why it must work. Prove: a general argument that covers every case.
Criterion B: what is the cap on a fully guided task?: Level 6 in Years 1 and 2; level 4 from Year 3 up. Naming the technique in the task lowers the ceiling.
Simple compared with complex patterns (Year 5 examples): Simple: linear, ax², ax² + c. Complex: other quadratics, cubic, quartic, exponential, rational f(x)/g(x).
Method for a pattern investigation: 1. Build 5 to 6 cases in a table. 2. Differences: constant first → linear; constant second → quadratic; constant ratio → exponential. 3. Conjecture in words, then with n. 4. Test on a new case. 5. Justify or prove.
Find a rule for 4, 10, 18, 28, 40: Second differences are 2, so start with n². Subtracting n² leaves 3, 6, 9, 12, 15 = 3n. Rule: n² + 3n = n(n + 3). The 7th term is 70.
Prediction compared with general rule: A prediction names one value, such as the 20th term. A general rule works for any n.

The five strands of criterion C: i appropriate mathematical language (notation, symbols, terminology); ii appropriate forms of representation; iii moving between forms of representation; iv lines of reasoning; v organising information logically.
Criterion C strand iii in Year 1: Moving between forms of representation is not demonstrated at any band in Year 1; it applies in Years 3 and 5.
Criterion C: reasoning at the top band by year: Year 1: coherent. Year 3: complete and coherent. Year 5: complete, coherent and concise.
Complete, coherent and concise: Complete: no missing steps. Coherent: steps in a logical order. Concise: no unnecessary material.
Notation habits for communicating: Write mathematical notation, not calculator notation (4.5 × 10³, not 4.5E3). Use superscripts and subscripts correctly. Use = only between equal quantities; do not chain unrelated results.
Moving between forms: C = 18 + 22m. Find m when C = 260.: Graph: intercept 18, gradient 22; in words, 18 to join and 22 each month. 22m = 242, so m = 11.

The five strands of criterion D: i identify the relevant elements of a real-life situation; ii select appropriate strategies; iii apply them to reach a valid solution; iv the degree of accuracy of the solution; v whether the solution makes sense in the context.
Criterion D strands iv and v: command terms by year: Accuracy (iv): explain in Years 1 and 3; justify in Year 5. Makes sense (v): describe in Year 1; explain in Year 3; justify in Year 5.
Describe, explain and justify: Describe: say what happened. Explain: give reasons. Justify: give reasons backed by evidence such as numbers or facts.
Accuracy compared with sense (criterion D): Accuracy concerns the precision of the number. Sense concerns how well the answer fits the real situation.
Method for applying mathematics to a real situation: 1. List the relevant facts (identify). 2. Choose a model and say why (select). 3. Carry it out accurately (apply). 4. State and explain the accuracy. 5. Compare the answer with the real situation.
Checklist for the validity of a model: State the domain where it works; test it against at least two data points; say whether the gaps grow, shrink or are random; name something it leaves out; do not predict outside the domain without saying it is unreliable.