Mathematics guide

For use from September 2014/January 2015

Mathematics guide
For use from September 2014/January 2015
 Middle Years Programme
Mathematics guide

Published May 2014

Updated September 2014
Published on behalf of the International Baccalaureate Organization, a not-for-profit
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© International Baccalaureate Organization 2014

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MYP334
 IB mission statement
The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who
help to create a better and more peaceful world through intercultural understanding and respect.

To this end the organization works with schools, governments and international organizations to develop
challenging programmes of international education and rigorous assessment.

These programmes encourage students across the world to become active, compassionate and lifelong
learners who understand that other people, with their differences, can also be right.
Contents

Introduction 1
Purpose of this guide 1

Mathematics in the MYP 2

Programme model 2
Nature of mathematics 4
Mathematics across the IB continuum 5
Aims 7
Objectives 8
Planning a progression of learning 10
Interdisciplinary learning 12
MYP projects 13

Written and taught curriculum 14

Requirements 14
Planning the mathematics curriculum 15
Teaching and learning through inquiry 18
Mathematics skills framework 24
Subject-specific guidance 32

Assessed curriculum 35
Alignment of objectives and criteria 35
Assessment criteria overview 36
Mathematics assessment criteria: Year 1 37
Mathematics assessment criteria: Year 3 41
Mathematics assessment criteria: Year 5 45
eAssessment 49

Appendices 50
Related concepts in mathematics 50
Mathematics glossary 51
MYP command terms for mathematics 53
Selected reading 55

Mathematics guide
Introduction

Purpose of this guide

This guide is for use from September 2014 or January 2015, depending on the start of the school year.

This document provides the framework for teaching and learning in mathematics in the Middle Years
Programme (MYP) and must be read and used in conjunction with the document MYP: From principles into
practice (May 2014), which includes:

• general information about the programme

• the MYP unit planner, with guidance for developing the curriculum that is relevant for all subject
groups
• detailed information about approaches to learning
• advice that supports access and inclusion (including accommodations for students with learning
support requirements)
• a statement on academic honesty.

In MYP publications, requirements appear in a text box like this one.

Additional resources
Teacher support materials (TSM) are available in the online curriculum centre (http://occ.ibo.org). The TSM
for mathematics contains support for developing the written, taught and assessed curriculum. It provides
examples of good practice, including subject group overviews, assessment tasks and markschemes, as well
as student work with teacher comments.

An optional process of external assessment can lead to IB MYP course results for mathematics courses, and
these results can contribute to the awarding of an IB MYP certificate. More information is available in the
annual publication Handbook of procedures for the Middle Years Programme.

A range of publications that support the MYP are available at the IB store (http://store.ibo.org).

Acknowledgments
The IB gratefully acknowledges the generous contributions of IB World Schools and a global community of
educators who collaborate in the development of the Middle Years Programme.

Mathematics guide 1
Mathematics in the MYP

Programme model

Figure 1
Middle Years Programme Model

The MYP is designed for students aged 11 to 16. It provides a framework of learning that encourages students
to become creative, critical and reflective thinkers. The MYP emphasizes intellectual challenge, encouraging
students to make connections between their studies in traditional subjects and the real world. It fosters the
development of skills for communication, intercultural understanding and global engagement—essential
qualities for young people who are becoming global leaders.

The MYP is flexible enough to accommodate the demands of most national or local curriculums. It builds
upon the knowledge, skills and attitudes developed in the IB Primary Years Programme (PYP) and prepares
students to meet the academic challenges of the IB Diploma Programme (DP) and the IB Career-related
Certificate (IBCC).

2 Mathematics guide
 Programme model

The MYP

• addresses holistically students’ intellectual, social, emotional and physical well-being

• provides students opportunities to develop the knowledge, attitudes and skills they need in order
to manage complexity, and take responsible action for the future
• ensures breadth and depth of understanding through study in eight subject groups
• requires the study of at least two languages to support students in understanding their own cultures
and those of others
• empowers students to participate in service with the community
• helps to prepare students for further education, the workplace and a lifetime of learning.

Mathematics guide 3
Mathematics in the MYP

Nature of mathematics

Neglect of mathematics works injury to all knowledge, since he who is ignorant

of it cannot know the other sciences or the things of the world.
Roger Bacon (1214–1294)
The study of mathematics is a fundamental part of a balanced education. It promotes a powerful universal
language, analytical reasoning and problem-solving skills that contribute to the development of logical,
abstract and critical thinking. Mathematics can help make sense of the world and allows phenomena to be
described in precise terms. It also promotes careful analysis and the search for patterns and relationships,
skills necessary for success both inside and outside the classroom. Mathematics, then, should be accessible
to and studied by all students.

Studying mathematics, however, should be more than simply learning formulae or rules. Students should
not have the impression that all of the answers to mathematics can be found in a book but, rather, that
they can be active participants in the search for concepts and relationships. In that light, mathematics
becomes a subject that is alive with the thrill of exploration and the rewards of discovery. At the same time,
that new knowledge may then be applied to other situations, opening up even more doors for students.
MYP mathematics promotes both inquiry and application, helping students to develop problem-solving
techniques that transcend the discipline and that are useful in the world outside school.

An MYP mathematics programme should be tailored to the needs of students, seeking to intrigue and
motivate them to want to learn its principles. Students should see authentic examples of how mathematics
is useful and relevant to their lives and be encouraged to apply it to new situations. Mathematics provides
the foundation for the study of sciences, engineering and technology. However, it is also evident in the arts
and is increasingly important in economics, the social sciences and the structure of language. Students
in the MYP are encouraged to use ICT tools to represent information, to explore and model situations,
and to find solutions to various problems. These are skills that are useful in a wide range of arenas. MYP
mathematics aims to equip all students with the knowledge, understanding and intellectual capabilities to
address further courses in mathematics, as well as to prepare those students who will use mathematics in
their studies, workplaces and lives in general.

4 Mathematics guide
Mathematics in the MYP

Mathematics across the IB continuum

The IB continuum of international education provides a progression of learning for students aged 3–19.
In the IB Primary Years Programme (PYP), mathematics is viewed primarily as a vehicle to support inquiry,
providing a universal language through which we make sense of the world around us. It is intended
that students become competent users of the language of mathematics and begin to use it as a way of
thinking, as opposed to seeing mathematics as a series of facts and equations to be memorized. It is also
recognized that students can appreciate the intrinsic fascination of mathematics and explore the world
through its unique perceptions. In the same way that students describe themselves as “authors” or “artists”,
a school’s mathematics programme should also provide students with the opportunity to see themselves
as “mathematicians”, who enjoy and are enthusiastic about exploring and learning about the subject. MYP
mathematics aims to build on what students learn and do in the PYP and other student-centred programmes
of primary education. There are no prior formal learning requirements.

In both the PYP and the MYP, it is important that learners acquire mathematical understanding by
constructing their own meaning through increasing levels of abstraction, starting with an exploration of
their own personal experiences, understandings and knowledge. Additionally, it is fundamental to the
philosophy of both programmes that, since it is to be used in real-life situations, mathematics needs to be
taught in relevant, realistic contexts, rather than by attempting to impart a fixed body of knowledge. In
both programmes, mathematics is valued not only for its beauty but also for its usefulness in helping us to
understand how the world works and for providing us with a unique way to communicate. Mathematics
is an essential tool for transdisciplinary and interdisciplinary inquiry. Teaching and learning experiences in
both the PYP and MYP challenge students to be curious, ask questions and explore and interact with the
environment physically, socially and intellectually. Through engaging in this process, students are able to
construct meaning about mathematics concepts, transfer this meaning to symbols and apply mathematical
understanding in familiar and unfamiliar situations.

MYP mathematics courses help specifically to prepare students for the study of group 5 courses in the
IB Diploma Programme (DP). As students progress from the MYP to the DP or IBCC, the emphasis on
understanding increases as students work towards developing a strong mathematical knowledge base that
will allow them to study a wide range of topics. Through this process they also work on communicating their
ideas in ways that allow others to understand their thinking. The MYP mathematics objectives and criteria
have been developed with both the internal and external assessment requirements of the DP in mind.
The use of technology, which is required in DP mathematics, is also emphasized in the MYP as a tool for
learning, applying and communicating mathematics. Where students in the MYP may select either standard
or extended mathematics, the diploma mathematics programme offers four courses: mathematical studies
standard level (SL), mathematics SL, mathematics higher level (HL) and further mathematics HL. MYP
students enrolled in extended mathematics generally elect to take one of the HL mathematics courses in
the Diploma Programme. Students in MYP standard mathematics should seek the recommendation of their
teacher when deciding which course to pursue in the DP as HL mathematics is rarely an appropriate course
of study for these students.

Mathematics guide 5
Mathematics across the IB continuum

Figure 2 shows the IB continuum pathways to DP courses in mathematics.

Figure 2

Pathway to Diploma Programme subjects—mathematical studies SL, mathematics SL, mathematics HL and
further mathematics HL

Regardless of the options available to students, possible general strategies teachers can use in developing a
smooth transition between MYP and DP mathematics courses include:

• facilitating mathematics vertical planning sessions between the MYP and the DP
• developing an understanding and consistent use of a common set of key terms, notation and formulae
that are applicable to all programmes
• preparing students to develop effective strategies for external examinations as well as inquiry-based
learning across all mathematics courses
• providing students with the opportunity to explore problems that incorporate several areas of
mathematics
• providing students with the opportunity to solve problems using mathematical concepts in unfamiliar
situations.
The knowledge, skills and attitudes that students develop in mathematics courses provide a meaningful
foundation for further study and help to prepare students for careers in, for example, climate research,
actuary and insurance work, public-policy development, engineering, financial analysis and economic
development, research and analysis, software development, biostatistics and epidemiology, law or
medicine.

6 Mathematics guide
Mathematics in the MYP

Aims

The aims of all MYP subjects state what a teacher may expect to teach and what a student may expect to
experience and learn. These aims suggest how the student may be changed by the learning experience.

The aims of MYP mathematics are to encourage and enable students to:

• enjoy mathematics, develop curiosity and begin to appreciate its elegance and power
• develop an understanding of the principles and nature of mathematics
• communicate clearly and confidently in a variety of contexts
• develop logical, critical and creative thinking
• develop confidence, perseverance, and independence in mathematical thinking and problem-solving
• develop powers of generalization and abstraction
• apply and transfer skills to a wide range of real-life situations, other areas of knowledge and future
developments
• appreciate how developments in technology and mathematics have influenced each other
• appreciate the moral, social and ethical implications arising from the work of mathematicians and the
applications of mathematics
• appreciate the international dimension in mathematics through an awareness of the universality of
mathematics and its multicultural and historical perspectives
• appreciate the contribution of mathematics to other areas of knowledge
• develop the knowledge, skills and attitudes necessary to pursue further studies in mathematics
• develop the ability to reflect critically upon their own work and the work of others.

Mathematics guide 7
Mathematics in the MYP

Objectives

The objectives of any MYP subject group state the specific targets that are set for learning in the subject.
They define what the student will be able to accomplish as a result of studying the subject.

The objectives of MYP mathematics encompass the factual, conceptual, procedural and metacognitive
dimensions of knowledge.

Schools must use the objectives provided in this guide for years 1, 3 and 5 of the programme.

Each objective is elaborated by a number of strands; a strand is an aspect or indicator of the learning
expectation.

Subject groups must address all strands of all four objectives at least twice in each year of the MYP.

These objectives relate directly to the assessment criteria found in the “Assessed curriculum” section of this
guide.

A Knowing and understanding

Knowledge and understanding are fundamental to studying mathematics and form the base from which
to explore concepts and develop skills. This objective assesses the extent to which students can select and
apply mathematics to solve problems in both familiar and unfamiliar situations in a variety of contexts.

This objective requires students to demonstrate knowledge and understanding of the concepts
and skills of the four branches in the prescribed framework (number, algebra, geometry and
trigonometry, statistics and probability).

In order to reach the aims of mathematics, students should be able to:

i. select appropriate mathematics when solving problems in both familiar and unfamiliar situations
ii. apply the selected mathematics successfully when solving problems
iii. solve problems correctly in a variety of contexts.

8 Mathematics guide
 Objectives

B Investigating patterns
Investigating patterns allows students to experience the excitement and satisfaction of mathematical
discovery. Working through investigations encourages students to become risk-takers, inquirers and critical
thinkers. The ability to inquire is invaluable in the MYP and contributes to lifelong learning.

A task that does not allow students to select a problem-solving technique is too guided and should result
in students earning a maximum achievement level of 6 (for years 1 and 2) and a maximum achievement
level of 4 (for year 3 and up). However, teachers should give enough direction to ensure that all students can
begin the investigation.

For year 3 and up, a student who describes a general rule consistent with incorrect findings will be able to
achieve a maximum achievement level of 6, provided that the rule is of an equivalent level of complexity.

In order to reach the aims of mathematics, students should be able to:

i. select and apply mathematical problem-solving techniques to discover complex patterns

ii. describe patterns as general rules consistent with findings
iii. prove, or verify and justify, general rules.

C Communicating
Mathematics provides a powerful and universal language. Students are expected to use appropriate
mathematical language and different forms of representation when communicating mathematical ideas,
reasoning and findings, both orally and in writing.

In order to reach the aims of mathematics, students should be able to:

i. use appropriate mathematical language (notation, symbols and terminology) in both oral and written
explanations
ii. use appropriate forms of mathematical representation to present information
iii. move between different forms of mathematical representation
iv. communicate complete, coherent and concise mathematical lines of reasoning
v. organize information using a logical structure.

D Applying mathematics in real-life contexts

MYP mathematics encourages students to see mathematics as a tool for solving problems in an authentic
real-life context. Students are expected to transfer theoretical mathematical knowledge into real-world
situations and apply appropriate problem-solving strategies, draw valid conclusions and reflect upon their
results.

In order to reach the aims of mathematics, students should be able to:

i. identify relevant elements of authentic real-life situations

ii. select appropriate mathematical strategies when solving authentic real-life situations
iii. apply the selected mathematical strategies successfully to reach a solution
iv. justify the degree of accuracy of a solution
v. justify whether a solution makes sense in the context of the authentic real-life situation.

Mathematics guide 9
Mathematics in the MYP

Planning a progression of learning

MYP mathematics relies on a progression in the complexity of the level of mathematics throughout the
programme. For this reason, the objectives listed below for years 1, 3 and 5 are quite similar; however, the
complexity of the mathematics being assessed is increasing. Throughout the programme, students should
engage with the curriculum and demonstrate their understanding at increasing levels of sophistication.

Year 1 Year 3 Year 5

In order to reach the aims of In order to reach the aims of In order to reach the aims of
mathematics, students should mathematics, students should mathematics, students should
be able to: be able to: be able to:

Objective A: Knowing and understanding

i. select appropriate i. select appropriate i. select appropriate

mathematics when solving mathematics when solving mathematics when solving
problems in both familiar problems in both familiar problems in both familiar
and unfamiliar situations and unfamiliar situations and unfamiliar situations
ii. apply the selected ii. apply the selected ii. apply the selected
mathematics successfully mathematics successfully mathematics successfully
when solving problems when solving problems when solving problems
iii. solve problems correctly in iii. solve problems correctly in iii. solve problems correctly in
a variety of contexts. a variety of contexts. a variety of contexts.

Objective B: Investigating patterns

i. apply mathematical i. select and apply i. select and apply

problem-solving mathematical problem- mathematical problem-
techniques to recognize solving techniques to solving techniques to
patterns discover complex patterns discover complex patterns
ii. describe patterns as ii. describe patterns as ii. describe patterns as
relationships or general relationships and/or general rules consistent
rules consistent with general rules consistent with findings
correct findings with findings iii. prove, or verify and justify,
iii. verify whether the pattern iii. verify and justify general rules.
works for other examples. relationships and/or
general rules.

10 Mathematics guide
 Planning a progression of learning

Year 1 Year 3 Year 5

In order to reach the aims of In order to reach the aims of In order to reach the aims of
mathematics, students should mathematics, students should mathematics, students should
be able to: be able to: be able to:

Objective C: Communicating
i. use appropriate i. use appropriate i. use appropriate
mathematical language mathematical language mathematical language
(notation, symbols and (notation, symbols and (notation, symbols and
terminology) in both oral terminology) in both oral terminology) in both oral
and written statements and written explanations and written explanations
ii. use different forms ii. use appropriate forms ii. use appropriate forms
of mathematical of mathematical of mathematical
representation to present representation to present representation to present
information information information
iii. communicate coherent iii. move between different iii. move between different
mathematical lines of forms of mathematical forms of mathematical
reasoning representation representation
iv. organize information using iv. communicate complete iv. communicate complete,
a logical structure. and coherent mathematical coherent and concise
lines of reasoning mathematical lines of
v. organize information using reasoning
a logical structure. v. organize information using
a logical structure.
Objective D: Applying mathematics in real-life contexts
i. identify relevant elements i. identify relevant elements i. identify relevant elements
of authentic real-life of authentic real-life of authentic real-life
situations situations situations
ii. select appropriate ii. select appropriate ii. select appropriate
mathematical strategies mathematical strategies mathematical strategies
when solving authentic when solving authentic when solving authentic
real-life situations real-life situations real-life situations
iii. apply the selected iii. apply the selected iii. apply the selected
mathematical strategies mathematical strategies mathematical strategies
successfully to reach a successfully to reach a successfully to reach a
solution solution solution
iv. explain the degree of iv. explain the degree of iv. justify the degree of
accuracy of a solution accuracy of a solution accuracy of a solution
v. describe whether a solution v. explain whether a solution v. justify whether a solution
makes sense in the context makes sense in the context makes sense in the context
of the authentic real-life of the authentic real-life of the authentic real-life
situation. situation. situation.

The range of assessed skills, techniques and strategies as well as the complexity of their application, must
increase as students progress through the programme.

Mathematics guide 11
Mathematics in the MYP

Interdisciplinary learning

Interdisciplinary teaching and learning is grounded in individual subject groups and disciplines, but extends
disciplinary understanding in ways that are:

• integrative—bringing together concepts, methods, or modes of communication from two or more

subject groups, disciplines, or established areas of expertise to develop new perspectives
• purposeful—connecting disciplines to solve real-world problems, create products or address
complex issues in ways that would have been unlikely through a single approach.
Interdisciplinary teaching and learning builds a connected curriculum that addresses the developmental
needs of students in the MYP. It prepares students for further academic (inter)disciplinary study and for life
in an increasingly interconnected world.

The MYP uses concepts and contexts as starting points for meaningful integration and transfer of knowledge
across subject groups and disciplines. Fostering interdisciplinary teaching and learning in MYP schools (2014)
contains more information, including a detailed process for planning and recording interdisciplinary units.

MYP schools are responsible for engaging students in at least one collaboratively planned
interdisciplinary unit for each year of the programme.

MYP mathematics offers many opportunities for interdisciplinary teaching and learning. Possible
interdisciplinary units in this subject group could include inquiries into:

• collecting and analysing statistical data in physical and health education classes
• applying geometry knowledge in design projects
• investigating the links between musical theory and mathematical sequences.
Interdisciplinary learning can take place through both large- and small-scale learning engagements.
Authentic interdisciplinary learning often requires critical reflection and detailed collaborative planning.
However, teachers and students can also make interdisciplinary connections through spontaneous learning
experiences and conversations.

All MYP subject group teachers are responsible for developing meaningful ongoing opportunities
for interdisciplinary teaching and learning.

12 Mathematics guide
Mathematics in the MYP

MYP projects

The MYP community project (for students in years 3 or 4) and MYP personal project (for students in year
5) aim to encourage and enable sustained inquiry within a global context that generates new insights
and deeper understanding. In these culminating experiences, students develop confidence as principled,
lifelong learners. They grow in their ability to consider their own learning, communicate effectively and take
pride in their accomplishments.

Courses in mathematics help students to develop key approaches to learning (ATL) that lead to success and
enjoyment in the MYP projects. In this subject group, students have important opportunities to practise
ATL skills, especially cognitive skills. Organizing and transforming information are essential aspects of
mathematics.

From their learning experiences in this subject group, students can find inspiration for their projects.
Through the application of mathematics in real-life situations, students will be able to see a multitude of
opportunities to incorporate their mathematical skills into the projects.

Mathematics offers many opportunities for learning through action. Inspiration from mathematics for
community projects and personal projects might include inquiries into:

• the statistical analysis of a local or global sustainability issue

• the mathematical analysis of athletic performance by a team or individual
• developing networking solutions for transport routes to and from school.

Mathematics guide 13
Written and taught curriculum

Requirements

Teaching hours
Schools must allocate the teaching hours necessary to meet the requirements of MYP mathematics.

The MYP requires at least 50 hours of teaching time for each subject group in each year of the
programme.

In practice, more time is often necessary to meet subject group aims and objectives and to provide for the
sustained, concurrent teaching that enables interdisciplinary study.

For students pursuing IB MYP course results that can contribute to the awarding of the IB MYP certificate,
mathematics courses should include at least 70 teaching hours in each of the final two years of the
programme (MYP year 4 and MYP year 5).

Organizing mathematics in the school

All MYP subjects, including mathematics, provide a curricular framework with set final aims and objectives.
MYP mathematics also provides a framework of content and skills organized into four branches, as seen
below.

Levels of mathematics
MYP mathematics should be accessible to, and studied by, all students. Schools must ensure that the
mathematics curriculum allows all students the opportunity to reach their full potential and achieve the final
aims and objectives of MYP mathematics. Topics and skills of the framework for mathematics are organized
so that students can work at two levels of challenge: standard mathematics and extended mathematics.

Standard mathematics aims to give all students a sound knowledge of basic mathematical principles
while allowing them to develop the skills needed to meet the objectives of MYP mathematics.

Extended mathematics consists of the standard mathematics framework supplemented by additional

topics and skills. This level provides the foundation for students who wish to pursue further studies in
mathematics: for example, mathematics higher level (HL) as part of the IB Diploma Programme. Extended
mathematics provides greater breadth and depth to the standard mathematics framework.

A common approach to implementing both levels is to have separate classes for standard mathematics
and extended mathematics during the final two years of the MYP. In MYP years 1 to 3, students often take a
common differentiated mathematics course or pursue an accelerated course sequence.

Within the prescribed framework, all MYP mathematics courses should ensure that students:

• apply mathematics to authentic real-life situations

• perform investigations to discover patterns.

14 Mathematics guide
Written and taught curriculum

Planning the mathematics curriculum

IB World Schools are responsible for developing and structuring MYP mathematics courses that provide
opportunities for students to meet the aims and objectives of the programme. Each school’s circumstances,
including local and national curriculum requirements, determine the organization of mathematics within
the school.

MYP standards and practices require schools to facilitate and promote collaborative planning for the
purpose of curriculum development and review.

Mathematics objectives for years 1–5 of the curriculum provide continuity and outline a progression of
learning. These objectives guide teachers in making decisions about developmentally-appropriate learning
experiences, including formative and summative assessments.

As they develop the vertical articulation of mathematics over the years of the programme, teachers should
plan increasingly complex units of work that encompass multiple objectives. However, within these units,
discrete tasks or smaller units of work might concentrate on specific objectives or individual strands.

Mathematics courses offer many opportunities to build interdisciplinary connections across the curriculum.
Horizontal articulation for each year of the programme should coordinate teaching and learning across
courses in mathematics, as well as identify shared conceptual understandings and approaches to learning
(ATL) that span multiple subject groups and help to create a coherent learning experience for students
throughout the year.

In mathematics, learning is generally sequential. Success in later mathematics courses relies on building
fundamentals in earlier ones. Not only content but also teaching methods, assessments and problem-
solving strategies need to be sequenced appropriately. Teachers are encouraged to articulate the
mathematics continuum in their schools. This may be done in a number of ways; however, a planned
approach is necessary. Consideration of concepts, skills and processes is required to align learning and
assessment vertically. The following examples demonstrate possible ways that activities can be sequenced
to prepare students for future DP mathematics content. These examples demonstrate different approaches
teachers could take when planning a smooth transition from MYP year 1 through to mathematics in the DP.

Mathematics guide 15
Planning the mathematics curriculum

Example 1: Modelling anthropometric (body-part)

measurements
This example demonstrates a method that could be used to sequence skills required for an internal
assessment. This example focuses on activities to model anthropometric measurements (measurement of
the human individual) from MYP year 1 to the DP.

Year Skills/content Possible activities

MYP 1 • Cartesian plane Simple models, such as height

• Plotting points of person versus length of foot
• Relating variables
• Data collection
• Informal and formal description of observed
trend
MYP 3 • Trends and predictions Extension of modelling data:
• Modelling “by eye” for example, male versus
female
• Independent versus dependent variables
• Appropriate values for variables
MYP 5 • Domain and range Modelling-based extensions
• Linear regression of the domain and range:
for example, height (male or
• Accuracy (correlation)
female) versus length of foot
• Prediction (male or female)
• Use of technology
Solving crimes: If you have the
length of the foot, how tall is
the person likely to be? Can
giants exist?
DP 1−2 • Choosing own models Modelling based on a variety
• Comparing of functions
• Correlation coefficient Application of paleo-
• Use of more complex models anthropometry (relating
sizes of bones to determine
• Students discuss limitations of their models
the height of a dinosaur/pre-
and data
human)

16 Mathematics guide
 Planning the mathematics curriculum

Example 2: Volume and area

This example demonstrates a method that could be used for sequencing a specific problem. This example
focuses on activities to investigate volume and area from MYP year 1 to the DP.

Year Possible activities

MYP 1 Students will investigate the volume of different cylindrical containers by

taking appropriate measurements and comparing their estimated value to the
calculated value. They will produce a report hypothesizing why there may be
differences and why certain types of containers are used for certain products.

MYP 3 Students will investigate the effects of changing the dimensions (radius and
height) of a cylindrical container and produce a report describing which
dimension has the greatest effect on surface area and volume.

MYP 5 Students will determine the dimensions of a can of soft drink that will minimize its
surface area given a fixed volume (330 ml) through the use of graphing (using a
graphic display calculator (GDC)).

DP 1−2 Students will determine the dimensions of a can of soft drink that will minimize
its surface area given a fixed volume (330 ml) through the use of calculus and
compare it to the value produced using another method.

Work that can be done to ease the transition from MYP to DP in any of these areas will help students be
more successful and the previous examples need not be construed as the only means of accomplishing this.

Mathematics guide 17
Written and taught curriculum

Teaching and learning through inquiry

Inquiry, in the broadest sense, is the process that is used to move to deeper levels of understanding. Inquiry
involves speculating, exploring, questioning and connecting. In all IB programmes, inquiry develops
curiosity and promotes critical and creative thinking.

The MYP structures sustained inquiry in mathematics by developing conceptual understanding in global
contexts. Teachers and students develop a statement of inquiry and use inquiry questions to explore
the subject. Through their inquiry, students develop specific interdisciplinary and disciplinary approaches
to learning skills.

Conceptual understanding
A concept is a “big idea”—a principle or notion that is enduring, the significance of which goes beyond
particular origins, subject matter or place in time. Concepts represent the vehicle for students’ inquiry
into the issues and ideas of personal, local and global significance, providing the means by which they can
explore the essence of mathematics.

Concepts have an important place in the structure of knowledge that requires students and teachers to
think with increasing complexity as they organize and relate facts and topics.

Concepts express understanding that students take with them into lifelong adventures of learning. They
help students to develop principles, generalizations and theories. Students use conceptual understanding
as they solve problems, analyse issues and evaluate decisions that can have an impact on themselves, their
communities and the wider world.

In the MYP, conceptual understanding is framed by prescribed key and related concepts. Teachers
must use these concepts to develop the curriculum. Schools may identify and develop additional
concepts to meet local circumstances and curriculum requirements.

Key concepts
Key concepts promote the development of a broad curriculum. They represent big ideas that are both
relevant within and across disciplines and subjects. Inquiry into key concepts can facilitate connections
between and among:

• courses within the mathematics subject group (intra-disciplinary learning)

• other subject groups (interdisciplinary learning).

18 Mathematics guide
 Teaching and learning through inquiry

Table 1 lists the key concepts to be explored across the MYP. The key concepts contributed by the study of
mathematics are form, logic and relationships.

Aesthetics Change Communication Communities

Connections Creativity Culture Development

Form Global interactions Identity Logic

Perspective Relationships Systems Time, place and space

Table 1
MYP key concepts

These key concepts provide a framework for mathematics, informing units of work and helping to organize
teaching and learning.

Form
Form is the shape and underlying structure of an entity or piece of work, including its organization, essential
nature and external appearance.

Form in MYP mathematics refers to the understanding that the underlying structure and shape of an entity
is distinguished by its properties. Form provides opportunities for students to appreciate the aesthetic
nature of the constructs used in a discipline.

Logic
Logic is a method of reasoning and a system of principles used to build arguments and reach conclusions.

Logic in MYP mathematics is used as a process in making decisions about numbers, shapes, and variables.
This system of reasoning provides students with a method for explaining the validity of their conclusions.
Within the MYP, this should not be confused with the subfield of mathematics called “symbolic logic”.

Relationships
Relationships are the connections and associations between properties, objects, people and ideas—
including the human community’s connections with the world in which we live. Any change in relationship
brings consequences—some of which may occur on a small scale, while others may be far reaching,
affecting large networks and systems such as human societies and the planetary ecosystem.

Relationships in MYP mathematics refers to the connections between quantities, properties or concepts and
these connections may be expressed as models, rules or statements. Relationships provide opportunities for
students to explore patterns in the world around them. Connections between the student and mathematics
in the real world are important in developing deeper understanding.

Other key concepts can also be important in mathematics and these are outlined in the Mathematics skills
framework section of this guide.

Related concepts
Related concepts promote deep learning. They are grounded in specific disciplines and are useful for
exploring key concepts in greater detail. Inquiry into related concepts helps students develop more

Mathematics guide 19
Teaching and learning through inquiry

complex and sophisticated conceptual understanding. Related concepts may arise from the subject matter
of a unit or from the craft of a subject—that is, its features and processes.

Table 2 lists related concepts for the study of mathematics. Teachers are not limited to the related concepts
listed in this chart and may choose others when planning units, including from other subject groups.

Related concepts in mathematics

Change Equivalence Generalization

Justification Measurement Models

Patterns Quantity Representation

Simplification Space Systems

Table 2
Related concepts in mathematics

The appendices contain a glossary of these related concepts for mathematics.

Global contexts for teaching and learning

Global contexts direct learning towards independent and shared inquiry into our common humanity and
shared guardianship of the planet. Using the world as the broadest context for learning, MYP mathematics
can develop meaningful explorations of:

• identities and relationships

• orientation in space and time
• personal and cultural expression
• scientific and technical innovation
• globalization and sustainability
• fairness and development.

Teachers must identify a global context for teaching and learning, or develop additional contexts
that help students explore the relevance of their inquiry (why it matters).

Many inquiries into mathematics concepts naturally focus on scientific and technical innovation. However,
courses in this subject group should, over time, offer students multiple opportunities to explore all MYP
global contexts in relation to the aims and objectives of the subject group.

Statements of inquiry
Statements of inquiry set conceptual understanding in a global context in order to frame classroom inquiry
and direct purposeful learning. Table 3 shows some possible statements of inquiry for MYP mathematics
units.

20 Mathematics guide
 Teaching and learning through inquiry

Statement of inquiry Key concept Possible project/study

Related concepts
Global context

Architects and engineers must • Form Geometry and trigonometry—

use finite resources responsibly • Space volume
when they design new structures.
• Quantity
• Fairness and development

Logic is a powerful tool for • Logic Geometry and trigonometry—

justifying what we discover • Measurement parallel lines and transversals
through measurement and
• Justification
observation.
• Orientation in space and
time

Decision-making can be • Relationships Algebra—quadratic functions

improved by using a model to • Models
represent relationships.
• Representation
• Identities and relationships

Understanding form and shape • Form Geometry and trigonometry—

enhances creativity. • Patterns transformations
• Space
• Personal and cultural
expression

Modelling using a logical process • Logic Algebra—projectile motion

helps us to understand the world. • Patterns
• Simplification
• Models
• Scientific and technical
innovation

Discovering mathematical • Relationships Number—exponentials and

relationships can lead to a • Systems logarithms
better understanding of how
• Change
environmental systems evolve.
• Globalization and
sustainability

Establishing patterns in the • Relationships Statistics and probability—line

natural world can help in • Patterns of best fit
understanding relationships.
• Scientific and technical
innovation

Table 3
Example statements of inquiry

Mathematics guide 21
Teaching and learning through inquiry

Inquiry questions
Teachers and students use statements of inquiry to help them identify factual, conceptual and debatable
inquiry questions. Inquiry questions give direction to teaching and learning, and they help to organize and
sequence learning experiences.

Table 4 shows some possible inquiry questions for MYP mathematics units.

Factual questions: Conceptual questions: Debatable questions:

Remembering facts and topics Analysing big ideas Evaluating perspectives
and developing theories

• How do the gradients • What does it mean to have a • What is more natural:
of perpendicular lines “solution” of a function? order or chaos?
compare? • Why can estimation be • Are all events in the
• How does the volume of a useful? universe determined by
quantity differ from its area? • How could we map the probability?
• What determines neural network of a human • How big is infinity?
whether two events are brain?
independent?

Table 4
Examples of factual, conceptual and debatable questions

Approaches to learning
All MYP units of work offer opportunities for students to develop and practise approaches to learning
(ATL) skills. These skills provide valuable support for students working to meet the subject group’s aims and
objectives.

The ATL skills are grouped into five categories that span the IB continuum of international education, and IB
programmes identify discrete skills in each category that can be introduced, practised and consolidated in
the classroom and beyond.

While ATL skills are relevant across all MYP subject groups, teachers may also identify ATL skill indicators
especially relevant for, or unique to, a particular subject group or course.

Table 5 suggests some of the indicators that can be important in mathematics.

Category Skill indicator

Thinking skills Use prioritization and order of precedence in problem-solving.

Social skills Help others to create success for themselves during group work.

Communication skills Organize and interpret data using both analogue and digital tools.

Self-management skills Practise focus and concentration while solving multiple problems.

Research skills Use a variety of technologies and media platforms, including social media
and online networks, to source information.

Table 5
Examples of mathematics-specific skill indicators

22 Mathematics guide
 Teaching and learning through inquiry

Well-designed learning engagements and assessments provide rich opportunities for students to practise
and demonstrate ATL skills. Each MYP unit explicitly identifies ATL skills around which teaching and learning
can focus, and through which students can authentically demonstrate what they are able to do. Formative
assessments provide important feedback for developing discrete skills, and many ATL skills support students
as they demonstrate their achievements in summative assessments of subject group objectives.

Table 6 lists some specific ATL skills that students can demonstrate through performances of understanding
in mathematics.

Approaches to learning

Thinking (critical thinking): draw justifiable conclusions and generalizations from investigating
patterns.

Communication (reflection): keep a regular journal during the investigation to maintain a record of
reflections.

Table 6
Examples of demonstrations of ATL skills in mathematics

Mathematics guide 23
Written and taught curriculum

Mathematics skills framework

The framework for MYP mathematics outlines four branches of mathematical study.

• Number
• Algebra
• Geometry and trigonometry
• Statistics and probability
Schools can use the framework for mathematics as a tool for curriculum mapping when designing and
planning their mathematics courses. Schools are not expected to address all the branches of the
framework in each year of the programme, nor are they required to teach every topic or skill
suggested in the framework. However, over the five years (or complete duration) of the programme,
students should experience learning in all four branches of the framework for mathematics.

The topics and skills are examples of what students may expect to study at the two levels—standard
mathematics and extended mathematics. A topic listed as “extended” in the framework could be a topic in
a standard mathematics class in some cases. Schools are responsible for defining the distinction between
standard and extended mathematics courses.

Extended mathematics courses effectively prepare students for advanced study when they feature depth
and complexity of key topics, develop independent mathematical problem-solving, and extend students’
mathematical knowledge and skills to other applications.

Number
The ability to work with numbers is an essential skill in mathematics. Students are expected to have an
understanding of number concepts and to develop the skills of calculation and estimation. Students should
understand that the use of numbers to express patterns and to describe real-life situations goes back to
humankind’s earliest beginnings, and that mathematics has multicultural roots.

Links to MYP concepts

Key concepts from other MYP subjects that could be used within the number branch include change
(ratios, number bases), communication (number lines, units of measurement), connections (number bases,
number sequences, Venn diagrams), development (number sequences, prime numbers), identity (sets,
factors) and systems (sets, number systems). Related concepts from MYP mathematics that could be used
within the number branch include equivalence, generalization, justification, measurement, quantity,
simplification and system.

24 Mathematics guide
 Mathematics skills framework

Topic Skills

Standard and extended mathematics

Forms of numbers: integers, fractions, decimals, Ordering numbers

exponents, absolute value, standard form
Absolute value of a number
(scientific notation), recurring decimals and surds/
radicals Transformation between different forms of
numbers
Number systems: set of positive integers and zero
(N), integers (Z), rational numbers (Q), irrational Simplification of numerical expressions in the
numbers (Q’), and real numbers (R) number systems and forms of number
Recognizing and classifying numbers in different
number systems, including recurring decimals

Sets Basic vocabulary (element, subset, null set, and so

on)
Venn diagrams
Performing operations
Properties of sets (commutative, associative,
distributive)
Drawing and interpreting Venn diagrams
Using Venn diagrams to solve problems in real-life
contexts

The four number operations Using the four number operations (addition,
subtraction, multiplication and division) with
integers, decimals and fractions

Prime numbers and factors, including greatest Representing a number as the product of its
common divisor and least common multiple prime factors and using this representation to find
the greatest common divisor and least common
multiple

Number lines Expressing the solution set of a linear inequality

on the number line (as well as set notation)

Estimation Using different forms of rounding; decimal

approximation and significant figures
Using appropriate forms of rounding to estimate
results

Units of measurement Converting between different units of

measurement and between different currencies

Ratio, percentage; direct and inverse proportion Dividing a quantity in a given ratio
Finding a constant of proportionality, setting
up equations and graphing direct and inverse
relationships

Number sequences Predicting the next term in a number sequence

(linear, quadratic, triangular, Fibonacci)

Integer exponents Evaluating numbers with integer exponents

Mathematics guide 25
Mathematics skills framework

Topic Skills

Extended mathematics

Fractional exponents Using the rules of indices to simplify numerical

expressions involving radicals and exponents

Evaluating the logarithm of a number and

Logarithms
simplifying numerical expressions

Performing operations with numbers in different

Number bases
bases

Algebra
Algebra is an abstraction of the concepts first used when dealing with number and is essential for further
learning in mathematics. Algebra uses letters and symbols to represent numbers, quantities and operations,
and employs variables to solve mathematical problems.

Students who wish to continue studying mathematics beyond the MYP will require knowledge of concepts
and skills in algebra. Teachers should assist students’ understanding of algebra by using real-life contexts for
the application of algebraic knowledge and skills in problem-solving situations. To develop deeper problem-
solving understanding, algebra topics can be linked to modelling, representations and connections.

Links to MYP concepts

Key concepts from other MYP subjects that could be used within the algebra branch include aesthetics
(patterns and sequences, graphs), change (algebraic expressions, transformations), connections (patterns
and sequences, functions and graphs), systems (functions, series), and time, place, and space (functions,
equations). Related concepts from MYP mathematics that could be used within the algebra branch include
change, equivalence, pattern, quantity, representation, simplification, and system.

Topic Skills

Standard and extended mathematics

Addition, subtraction, multiplication and Expanding and simplifying algebraic expressions

division of algebraic terms

Factorization of algebraic expressions Factorizing linear and quadratic expressions

Substitution Using substitution to evaluate expressions

Rearranging algebraic expressions Changing the subject of the formula

Algebraic fractions Solving equations involving algebraic fractions

Integer and fractional exponents (including Using the laws of exponents

negative number exponents)

Patterns and sequences Finding and justifying or proving general rules/

formulae for sequences

Algorithms Analysing and using well-defined procedures for

solving complex problems

26 Mathematics guide
 Mathematics skills framework

Topic Skills

Functions The linear function, f(x) = mx + c, its graph, gradient

and y-intercept
• Types of functions: linear, quadratic,
exponential, sine and cosine Parallel and perpendicular lines and the relationships
• Domain and range between their gradients
• Transformations Describing transformed linear, quadratic,
exponential, and sine and cosine functions
Example: f(x) = a (x – h)2 + k
Note: Sine and cosine functions are limited to
the form f(x) = a sin(bx) + c
Graphing different types of functions and
understanding their characteristics
Determining the range, given the domain
Translating, reflecting and dilating functions

Equations: Solving equations algebraically and graphically

• Linear
• Quadratic
• Simultaneous

Inequalities Solving and graphing linear inequalities

Linear programming

Extended mathematics

Logarithms with different base number Using the laws of logarithms

(including natural logarithms)

Functions and graphs Graphing different types of functions and

understanding their characteristics
• Sine and cosine, logarithmic and rational
(of the form f(x) = 1/x) functions Addition and subtraction of functions
• Inverse and composite functions Determining inverse and composite functions and
their graphs
Solving equations algebraically and graphically

Inequalities Solving non-linear inequalities

Transformations of functions Describing and analysing transformed logarithmic,

rational (of the form f(x) = 1/x), and sine and cosine
functions
Example: f(x) = a sin(bx – c) + d

Arithmetic and geometric series Developing, and justifying or proving, general rules/
formulae for sequences
Finding the sum of the series, including infinite
series

Mathematics guide 27
Mathematics skills framework

Geometry and trigonometry

The study of geometry and trigonometry enhances students’ spatial awareness and provides them with the
tools for analysing, measuring and transforming geometric quantities in two and three dimensions.

Links to MYP concepts

Key concepts from other MYP subjects that could be used within the geometry and trigonometry branch
include aesthetics (geometric shapes, transformations), change (identities, transformations), communities
(angle properties, triangle properties), creativity (transformations, similarity and congruency), identity
(unit circle, identities), perspective (coordinate geometry, similarity and congruency), and time, place and
space (three-dimensional coordinate geometry, transformations). Related concepts from MYP mathematics
that could be used within the geometry and trigonometry branch include change, equivalence, model,
pattern, quantity, representation, space and system.

Topic Skills

Standard and extended mathematics

Geometrical elements and their classification Naming and classifying different geometrical
elements (point, line, plane, angle, regular and
irregular planar figures, solids)

Distance Measuring the distance between two points, and

between a line and a point

Angle properties Solving problems using the properties of:

• angles in different figures or positions
• acute, right and obtuse angles in triangles
• angles in intersecting and parallel lines
• angles in regular and irregular polygons
• angles in circles

Triangle properties Solving problems involving triangles by using:

• Pythagoras’ theorem and its converse
• properties of similar triangles
• properties of congruent triangles

Perimeter/area/volume Finding the perimeter (circumference), area and

volume of regular and irregular two-dimensional
(2D) and three-dimensional (3D) shapes
Compound shapes

The Cartesian plane Identifying the different components of the

Cartesian plane: axes, origin, coordinates (x, y)
and points
Understanding and using the Cartesian plane,
plotting graphs and finding distances between
points, finding the midpoint

28 Mathematics guide
 Mathematics skills framework

Topic Skills

Trigonometric ratios in right-angled triangles Relating angles and sides of right-angled

triangles using sine, cosine and tangent
Solving problems in right-angled triangles using
trigonometric ratios

Simple transformations, including isometric Transforming a figure by rotation, reflection,

transformations translation and enlarging

Circle geometry Using circle theorems to find:

• lengths of chords
• measures of angles and arcs
• perimeter and area of sectors

Extended mathematics

Three-dimensional coordinate geometry Distance, section and midpoint formulae

Similarity and congruency Justifying and proving using theorems of

similarity and congruency

Vectors and vector spaces Addition, subtraction and scalar multiplication of

vectors, both algebraically and graphically
Dot product

Sine and cosine rules Using the sine and cosine rules to solve problems

Trigonometric identities Using simple trigonometric identities to simplify

expressions and solve equations where 0° ≤ θ ≤
360°
Note: Simple trigonometric identities
expected are:
sin2(x) + cos2(x) = 1
tan(x) = sin(x)/cos(x)

Angle measures Converting angles between degrees and radians

Using radians to solve problems, where
appropriate

The unit circle Finding the exact value of trigonometric

functions of special angles

Note: Radians are not required in standard mathematics.

Mathematics guide 29
Mathematics skills framework

Statistics and probability

This branch of mathematics is concerned with the collection, analysis and interpretation of quantitative data
and uses the theory of probability to estimate parameters, discover empirical laws, test hypotheses and
predict the occurrence of events.

Through the study of statistics, students should develop skills associated with the collection, organization
and analysis of data, enabling them to present information clearly and to discover patterns. Students
will also develop critical-thinking skills, enabling them to differentiate between what happens in theory
(probability) and what is observed (statistics).

Students should understand both the power and limitations of statistics, becoming aware of their legitimate
use in supporting and questioning hypotheses, but also recognizing how statistics can be used to mislead
as well as to counter opinions and propaganda.

Students should use these skills in their investigations and are encouraged to use information and
communication technology (ICT) whenever appropriate.

Links to MYP concepts

Key concepts from other MYP subjects that could be used within the statistics and probability branch
include communication (representation, probability of events), communities (samples, populations),
connections (probability of successive trials, measures of central tendency), development (probability
of successive trials, population sampling), global interaction (population sampling, representations) and
systems (probability of events, conditional probability). Related concepts from MYP mathematics that
could be used within the statistics and probability branch include change, equivalence, generalization,
justification, measurement, model, pattern, quantity, representation, simplification and system.

Topic Skills

Standard and extended mathematics

Graphical analysis and representation (pie charts, Data collection

histograms, line graphs, scatter plots, box-and-
Constructing and interpreting graphs
whisker plots)
Drawing the line of best fit

Population sampling Selecting samples and making inferences about

populations

Measures of central tendency/location (mean, Calculating the mean, median and mode, and
mode, median, quartile, percentile) for discrete and choosing the best measure of central tendency
continuous data

Measures of dispersion (range, interquartile range) Calculating the interquartile range

for discrete and continuous data

30 Mathematics guide
 Mathematics skills framework

Topic Skills

Probability of an event Calculating probabilities of simple events, with

and without replacement
Probability of independent, mutually exclusive and
combined events Calculating probabilities of independent events,
mutually exclusive events and combined events
Probability of successive trials
Solving problems using tree diagrams and Venn
diagrams

Extended mathematics

Standard deviation Making inferences about data given the mean

and standard deviation

Conditional probability Calculating conditional probability

Mathematics guide 31
Written and taught curriculum

Subject-specific guidance

Effective use of information and communication

technology (ICT) in mathematics
The appropriate use of computers, computer applications and calculators can improve the understanding
of all students. Depending upon the school resources, ICT should be used whenever appropriate:

• as a means of expanding students’ knowledge of the world in which they live

• as a channel for developing concepts and skills
• as a powerful communication tool.
ICT provides a wide range of resources and applications for teachers to explore in order to enhance teaching
and learning. In mathematics, ICT can be used as a tool to perform complicated calculations, solve problems,
draw graphs, and interpret and analyse data. ICT can also be helpful to:

• investigate data and mathematical concepts

• obtain rapid feedback when testing out solutions
• observe patterns and make generalizations
• move between analytical and graphical representations
• visualize geometrical transformations.
In addition, the appropriate use of ICT can enhance students’ communication skills, assisting them in the
collection, organization and analysis of information and in the presentation of their findings.

However, for ICT to be a useful tool for learning, students need to be familiar with the resources and
applications, and know how and when to use them. Students should be able to decide when the use of ICT is
appropriate and when alternative methods such as pencil and paper, mental calculation or diagrams should
be used. Therefore, it is important that teachers show students how to use these resources effectively while
supporting the development of their intellectual skills.

ICT can support students with special educational needs who have difficulties understanding a particular
concept or who would benefit from further practice. It can also provide the extra challenge for gifted and
talented students to explore further ideas and concepts. “Adaptive technologies” can enable students
with severe learning disabilities to become active learners in the classroom alongside their peers. For more
information about adaptive technologies and special educational needs (SEN), please refer to the SEN page
on the online curriculum centre (OCC).

Depending on the school facilities and the availability of ICT resources, teachers are encouraged to use ICT
whenever possible and appropriate as a means of enhancing learning.

Some of the possible ICT resources in mathematics might include:

• databases and spreadsheets

• graph-plotter software
• dynamic geometry software

32 Mathematics guide
 Subject-specific guidance

• mathematics content-specific software

• graphic display calculators (GDCs)
• internet search engines
• CD-ROMs
• word processing or desktop publishing
• graphic organizers
• computer algebra system (CAS).

Assessment tasks in MYP mathematics

Generally, criteria A, B and D are assessed with different kinds of tasks. Criterion C is often used to assess
constructed responses and reports in combination with criterion B or D.

Criterion Typical assessment tasks Notes

Criterion A: Knowing and Classroom tests Teachers who choose to use

understanding criterion A with criterion B
Examinations
should be able to clearly
Assignments that include both define which aspects of the
familiar and unfamiliar situations task will be assessed with
each criterion, ensuring that
the task is rigorous enough
to allow students to achieve
the highest levels of both
criteria.

Criterion B: Investigating patterns Mathematical investigations Assessment tasks could

of some complexity that allow have a variety of solutions
students: and should enhance
independent mathematical
• to choose their own
thinking.
mathematical techniques
• to reason from the specific
to the general

Criterion C: Communicating Investigations and real-life Criterion C is often used

problems when students present a
report, for example, that
Reports that:
requires a logical structure
• require logical structure in order to be followed and
• allow multiple forms of that would allow for several
representation to present forms of representation
information to be used to present
information.

Mathematics guide 33
Subject-specific guidance

Criterion Typical assessment tasks Notes

Criterion D: Applying mathematics Opportunities to use For example: modelling or

in real-life contexts mathematical concepts to solve curve-fitting tasks based in
real-life problems authentic contexts.
Mathematics can be used to
model many situations (for
example, painting a room,
analysing mobile telephone
tariff plans, triangulation,
diet plans).

34 Mathematics guide
Assessed curriculum

Alignment of objectives and assessment criteria

In the MYP, assessment is closely aligned with the written and taught curriculum. Each strand from MYP
mathematics has a corresponding strand in the assessment criteria for this subject group. Figure 3 illustrates
this alignment and the increasingly complex demands for student performance at higher achievement
levels.

Achievement level Level descriptor

The student does not reach a standard described by

0 any of the descriptors
below.

The student is able to:

i. select appropriate mathematics when solving
simple problems in familiar situations
1-2 ii. apply the selected mathematics successfully
when solving these problems
iii. generally solve these problems correctly in a
A Knowing and variety of contexts.

understanding The student is able to:

i. select appropriate mathematics when solving
At the end of year 5, more complex problems in familiar situations
students should be able to:
3-4 ii. apply the selected mathematics successfully
i. select appropriate when solving these problems
mathematics when solving
problems in both familiar iii. generally solve these problems correctly in a
and unfamiliar situations variety of contexts.

ii. apply the selected The student is able to:

mathematics successfully
when solving problems i. select appropriate mathematics when solving
challenging problems in familiar situations
iii. solve problems correctly in a
5-6 ii. apply the selected mathematics successfully
variety of contexts.
when solving these problems
iii. generally solve these problems correctly in a
variety of contexts.

The student is able to:

i. select appropriate mathematics when solving
challenging problems in both familiar and
unfamiliar situations
7-8
ii. apply the selected mathematics successfully
when solving these problems
iii. generally solve these problems correctly in a
variety of contexts.

Figure 3
Mathematics objectives and criteria alignment

Mathematics guide 35
Assessed curriculum

Assessment criteria overview

Assessment for mathematics courses in all years of the programme is criterion-related, based on four equally
weighted assessment criteria:

Criterion A Knowing and understanding Maximum 8

Criterion B Investigating patterns Maximum 8

Criterion C Communicating Maximum 8

Criterion D Applying mathematics in real-life contexts Maximum 8

Subject groups must assess all strands of all four assessment criteria at least twice in each year of
the MYP.

In the MYP, subject group objectives correspond to assessment criteria. Each criterion has eight possible
achievement levels (1–8), divided into four bands that generally represent limited (1–2); adequate (3–4);
substantial (5–6); and excellent (7–8) performance. Each band has its own unique descriptor that teachers
use to make “best-fit” judgments about students’ progress and achievement.

This guide provides the required assessment criteria for years 1, 3 and 5 of MYP mathematics. In response
to national or local requirements, schools may add criteria and use additional models of assessment.
Schools must use the appropriate assessment criteria, as published in this guide, to report students’ final
achievement in the programme.

Teachers clarify the expectations for each summative assessment task with direct reference to these
assessment criteria. Task-specific clarifications should clearly explain what students are expected to know
and do. They might be in the form of:

• a task-specific version of the required assessment criteria

• a face-to-face or virtual classroom discussion
• a detailed task sheet or assignment.

36 Mathematics guide
Assessed curriculum

Mathematics assessment criteria: Year 1

Criterion A: Knowing and understanding

Maximum: 8
At the end of year 1, students should be able to:

i. select appropriate mathematics when solving problems in both familiar and unfamiliar situations
ii. apply the selected mathematics successfully when solving problems
iii. solve problems correctly in a variety of contexts.

Achievement level Level descriptor

The student does not reach a standard described by any of the descriptors
0
below.

The student is able to:

i. select appropriate mathematics when solving simple problems in
1–2 familiar situations
ii. apply the selected mathematics successfully when solving these problems
iii. generally solve these problems correctly in a variety of contexts.

The student is able to:

i. select appropriate mathematics when solving more complex problems
3–4 in familiar situations
ii. apply the selected mathematics successfully when solving these problems
iii. generally solve these problems correctly in a variety of contexts.

The student is able to:

i. select appropriate mathematics when solving challenging problems in
5–6 familiar situations
ii. apply the selected mathematics successfully when solving these problems
iii. generally solve these problems correctly in a variety of contexts.

The student is able to:

i. select appropriate mathematics when solving challenging problems in
7–8 both familiar and unfamiliar situations
ii. apply the selected mathematics successfully when solving these problems
iii. generally solve these problems correctly in a variety of contexts.

Mathematics guide 37
Mathematics assessment criteria: Year 1

Criterion B: Investigating patterns

Maximum: 8
At the end of year 1, students should be able to:

i. apply mathematical problem-solving techniques to recognize patterns

ii. describe patterns as relationships or general rules consistent with correct findings
iii. verify whether the pattern works for other examples.

Achievement level Level descriptor

The student does not reach a standard described by any of the descriptors
0
below.

The student is able to:

i. apply, with teacher support, mathematical problem-solving techniques
1–2
to recognize simple patterns
ii. state predictions consistent with simple patterns.

The student is able to:

3–4 i. apply mathematical problem-solving techniques to recognize patterns
ii. suggest how these patterns work.

The student is able to:

i. apply mathematical problem-solving techniques to recognize patterns
5–6 ii. suggest relationships or general rules consistent with findings
iii. verify whether patterns work for another example.

The student is able to:

i. select and apply mathematical problem-solving techniques to recognize
correct patterns
7–8
ii. describe patterns as relationships or general rules consistent with
correct findings
iii. verify whether patterns work for other examples.

Note: A task that does not allow students to select a problem-solving technique is too guided and
should result in students earning a maximum achievement level of 6 (for years 1 and 2).

38 Mathematics guide
 Mathematics assessment criteria: Year 1

Criterion C: Communicating
Maximum: 8
At the end of year 1, students should be able to:

i. use appropriate mathematical language (notation, symbols and terminology) in both oral and written
statements
ii. use different forms of mathematical representation to present information
iii. communicate coherent mathematical lines of reasoning
iv. organize information using a logical structure.

Achievement level Level descriptor

The student does not reach a standard described by any of the descriptors
0
below.

The student is able to:

i. use limited mathematical language
1–2
ii. use limited forms of mathematical representation to present information
iii. communicate through lines of reasoning that are difficult to understand.

The student is able to:

i. use some appropriate mathematical language
ii. use different forms of mathematical representation to present
3–4 information adequately
iii. communicate through lines of reasoning that are able to be understood,
although these are not always coherent
iv. adequately organize information using a logical structure.

The student is able to:

i. usually use appropriate mathematical language
ii. usually use different forms of mathematical representation to present
5–6
information correctly
iii. communicate through lines of reasoning that are usually coherent
iv. present work that is usually organized using a logical structure.

The student is able to:

i. consistently use appropriate mathematical language
ii. consistently use different forms of mathematical representation to
7–8
present information correctly
iii. communicate clearly through coherent lines of reasoning
iv. present work that is consistently organized using a logical structure.

Mathematics guide 39
Mathematics assessment criteria: Year 1

Criterion D: Applying mathematics in real-life contexts

Maximum: 8
At the end of year 1, students should be able to:

i. identify relevant elements of authentic real-life situations

ii. select appropriate mathematical strategies when solving authentic real-life situations
iii. apply the selected mathematical strategies successfully to reach a solution
iv. explain the degree of accuracy of a solution
v. describe whether a solution makes sense in the context of the authentic real-life situation.

Achievement level Level descriptor

The student does not reach a standard described by any of the descriptors
0
below.

The student is able to:

i. identify some of the elements of the authentic real-life situation
1–2
ii. apply mathematical strategies to find a solution to the authentic real-life
situation, with limited success.

The student is able to:

i. identify the relevant elements of the authentic real-life situation

3–4 ii. apply mathematical strategies to reach a solution to the authentic real-
life situation
iii. state, but not always correctly, whether the solution makes sense in the
context of the authentic real-life situation.

The student is able to:

i. identify the relevant elements of the authentic real-life situation
ii. select adequate mathematical strategies to model the authentic real-life
situation
5–6 iii. apply the selected mathematical strategies to reach a valid solution to
the authentic real-life situation
iv. describe the degree of accuracy of the solution
v. state correctly whether the solution makes sense in the context of the
authentic real-life situation.

The student is able to:

i. identify the relevant elements of the authentic real-life situation
ii. select adequate mathematical strategies to model the authentic real-life
situation
7–8 iii. apply the selected mathematical strategies to reach a correct solution to
the authentic real-life situation
iv. explain the degree of accuracy of the solution
v. describe correctly whether the solution makes sense in the context of
the authentic real-life situation.

40 Mathematics guide
Assessed curriculum

Mathematics assessment criteria: Year 3

Criterion A: Knowing and understanding

Maximum: 8
At the end of year 3, students should be able to:

i. select appropriate mathematics when solving problems in both familiar and unfamiliar situations
ii. apply the selected mathematics successfully when solving problems
iii. solve problems correctly in a variety of contexts.

Achievement level Level descriptor

The student does not reach a standard described by any of the descriptors
0
below.

The student is able to:

i. select appropriate mathematics when solving simple problems in
1–2 familiar situations
ii. apply the selected mathematics successfully when solving these problems
iii. generally solve these problems correctly in a variety of contexts.

The student is able to:

i. select appropriate mathematics when solving more complex problems
3–4 in familiar situations
ii. apply the selected mathematics successfully when solving these problems
iii. generally solve these problems correctly in a variety of contexts.

The student is able to:

i. select appropriate mathematics when solving challenging problems in
5–6 familiar situations
ii. apply the selected mathematics successfully when solving these problems
iii. generally solve these problems correctly in a variety of contexts.

The student is able to:

i. select appropriate mathematics when solving challenging problems in
7–8 both familiar and unfamiliar situations
ii. apply the selected mathematics successfully when solving these problems
iii. generally solve these problems correctly in a variety of contexts.

Mathematics guide 41
Mathematics assessment criteria: Year 3

Criterion B: Investigating patterns

Maximum: 8
At the end of year 3, students should be able to:

i. select and apply mathematical problem-solving techniques to discover complex patterns

ii. describe patterns as relationships and/or general rules consistent with findings
iii. verify and justify relationships and/or general rules.

Achievement level Level descriptor

The student does not reach a standard described by any of the descriptors
0
below.

The student is able to:

i. apply, with teacher support, mathematical problem-solving techniques
1–2
to discover simple patterns
ii. state predictions consistent with patterns.

The student is able to:

i. apply mathematical problem-solving techniques to discover simple
3–4
patterns
ii. suggest relationships and/or general rules consistent with findings.

The student is able to:

i. select and apply mathematical problem-solving techniques to discover
complex patterns
5–6
ii. describe patterns as relationships and/or general rules consistent with
findings
iii. verify these relationships and/or general rules.

The student is able to:

i. select and apply mathematical problem-solving techniques to discover
complex patterns
7–8
ii. describe patterns as relationships and/or general rules consistent with
correct findings
iii. verify and justify these relationships and/or general rules.

Note: A task that does not allow students to select a problem-solving technique is too guided and
should result in students earning a maximum achievement level of 4 (year 3 and higher). However,
teachers should give enough direction to ensure that all students can begin the investigation.

For year 3 and higher, a student who describes a general rule consistent with incorrect findings will
be able to achieve a maximum achievement level of 6, provided that the rule is of an equivalent level
of complexity.

42 Mathematics guide
 Mathematics assessment criteria: Year 3

Criterion C: Communicating
Maximum: 8
At the end of year 3, students should be able to:

i. use appropriate mathematical language (notation, symbols and terminology) in both oral and written
explanations
ii. use different forms of mathematical representation to present information
iii. move between different forms of mathematical representation
iv. communicate complete and coherent mathematical lines of reasoning
v. organize information using a logical structure.

Achievement level Level descriptor

The student does not reach a standard described by any of the descriptors
0
below.

The student is able to:

i. use limited mathematical language
1–2
ii. use limited forms of mathematical representation to present information
iii. communicate through lines of reasoning that are difficult to interpret.

The student is able to:

i. use some appropriate mathematical language
ii. use different forms of mathematical representation to present
3–4 information adequately
iii. communicate through lines of reasoning that are able to be understood,
although these are not always clear
iv. adequately organize information using a logical structure.

The student is able to:

i. usually use appropriate mathematical language
ii. usually use different forms of mathematical representation to present
information correctly
5–6 iii. move between different forms of mathematical representation with
some success
iv. communicate through lines of reasoning that are clear although not
always coherent or complete
v. present work that is usually organized using a logical structure.

The student is able to:

i. consistently use appropriate mathematical language
ii. use different forms of mathematical representation to consistently
present information correctly
7–8
iii. move effectively between different forms of mathematical
representation
iv. communicate through lines of reasoning that are complete and coherent
v. present work that is consistently organized using a logical structure.

Mathematics guide 43
Mathematics assessment criteria: Year 3

Criterion D: Applying mathematics in real-life contexts

Maximum: 8
At the end of year 3, students should be able to:

i. identify relevant elements of authentic real-life situations

ii. select appropriate mathematical strategies when solving authentic real-life situations
iii. apply the selected mathematical strategies successfully to reach a solution
iv. explain the degree of accuracy of a solution
v. explain whether a solution makes sense in the context of the authentic real-life situation.

Achievement level Level descriptor

The student does not reach a standard described by any of the descriptors
0
below.

The student is able to:

i. identify some of the elements of the authentic real-life situation
1–2
ii. apply mathematical strategies to find a solution to the authentic real-life
situation, with limited success.

The student is able to:

i. identify the relevant elements of the authentic real-life situation
ii. select, with some success, adequate mathematical strategies to model
the authentic real-life situation
3–4
iii. apply mathematical strategies to reach a solution to the authentic real-
life situation
iv. describe whether the solution makes sense in the context of the
authentic real-life situation.

The student is able to:

i. identify the relevant elements of the authentic real-life situation
ii. select adequate mathematical strategies to model the authentic real-life
situation
5–6 iii. apply the selected mathematical strategies to reach a valid solution to
the authentic real-life situation
iv. describe the degree of accuracy of the solution
v. discuss whether the solution makes sense in the context of the authentic
real-life situation.

The student is able to:

i. identify the relevant elements of the authentic real-life situation
ii. select appropriate mathematical strategies to model the authentic real-
life situation
7–8
iii. apply the selected mathematical strategies to reach a correct solution
iv. explain the degree of accuracy of the solution
v. explain whether the solution makes sense in the context of the authentic
real-life situation.

44 Mathematics guide
Assessed curriculum

Mathematics assessment criteria: Year 5

Criterion A: Knowing and understanding

Maximum: 8
At the end of year 5, students should be able to:

i. select appropriate mathematics when solving problems in both familiar and unfamiliar situations
ii. apply the selected mathematics successfully when solving problems
iii. solve problems correctly in a variety of contexts.

Achievement level Level descriptor

The student does not reach a standard described by any of the descriptors
0
below.

The student is able to:

i. select appropriate mathematics when solving simple problems in
1–2 familiar situations
ii. apply the selected mathematics successfully when solving these problems
iii. generally solve these problems correctly in a variety of contexts.

The student is able to:

i. select appropriate mathematics when solving more complex problems
3–4 in familiar situations
ii. apply the selected mathematics successfully when solving these problems
iii. generally solve these problems correctly in a variety of contexts.

The student is able to:

i. select appropriate mathematics when solving challenging problems in
5–6 familiar situations
ii. apply the selected mathematics successfully when solving these problems
iii. generally solve these problems correctly in a variety of contexts.

The student is able to:

i. select appropriate mathematics when solving challenging problems in
7–8 both familiar and unfamiliar situations
ii. apply the selected mathematics successfully when solving these problems
iii. generally solve these problems correctly in a variety of contexts.

Mathematics guide 45
Mathematics assessment criteria: Year 5

Criterion B: Investigating patterns

Maximum: 8
At the end of year 5, students should be able to:

i. select and apply mathematical problem-solving techniques to discover complex patterns

ii. describe patterns as general rules consistent with findings
iii. prove, or verify and justify, general rules.

Achievement level Level descriptor

The student does not reach a standard described by any of the descriptors
0
below.

The student is able to:

i. apply, with teacher support, mathematical problem-solving techniques
1–2
to discover simple patterns
ii. state predictions consistent with patterns.

The student is able to:

i. apply mathematical problem-solving techniques to discover simple
3–4
patterns
ii. suggest general rules consistent with findings.

The student is able to:

i. select and apply mathematical problem-solving techniques to discover
5–6 complex patterns
ii. describe patterns as general rules consistent with findings
iii. verify the validity of these general rules.

The student is able to:

i. select and apply mathematical problem-solving techniques to discover
7–8 complex patterns
ii. describe patterns as general rules consistent with correct findings
iii. prove, or verify and justify, these general rules.

Note: A task that does not allow students to select a problem-solving technique is too guided and
should result in students earning a maximum achievement level of 4 in year 5. However, teachers
should give enough direction to ensure that all students can begin the investigation.

For year 5, a student who describes a general rule consistent with incorrect findings will be able
to achieve a maximum achievement level of 6, provided that the rule is of an equivalent level of
complexity.

46 Mathematics guide
 Mathematics assessment criteria: Year 5

Criterion C: Communicating
Maximum: 8
At the end of year 5, students should be able to:

i. use appropriate mathematical language (notation, symbols and terminology) in both oral and written
explanations
ii. use appropriate forms of mathematical representation to present information
iii. move between different forms of mathematical representation
iv. communicate complete, coherent and concise mathematical lines of reasoning
v. organize information using a logical structure.

Achievement level Level descriptor

The student does not reach a standard described by any of the descriptors
0
below.

The student is able to:

i. use limited mathematical language
1–2
ii. use limited forms of mathematical representation to present information
iii. communicate through lines of reasoning that are difficult to interpret.

The student is able to:

i. use some appropriate mathematical language
ii. use appropriate forms of mathematical representation to present
3–4
information adequately
iii. communicate through lines of reasoning that are complete
iv. adequately organize information using a logical structure.

The student is able to:

i. usually use appropriate mathematical language
ii. usually use appropriate forms of mathematical representation to
present information correctly
5–6
iii. usually move between different forms of mathematical representation
iv. communicate through lines of reasoning that are complete and
coherent
v. present work that is usually organized using a logical structure.

The student is able to:

i. consistently use appropriate mathematical language
ii. use appropriate forms of mathematical representation to consistently
present information correctly
7–8 iii. move effectively between different forms of mathematical
representation
iv. communicate through lines of reasoning that are complete, coherent
and concise
v. present work that is consistently organized using a logical structure.

Mathematics guide 47
Mathematics assessment criteria: Year 5

Criterion D: Applying mathematics in real-life contexts

Maximum: 8
At the end of year 5, students should be able to:

i. identify relevant elements of authentic real-life situations

ii. select appropriate mathematical strategies when solving authentic real-life situations
iii. apply the selected mathematical strategies successfully to reach a solution
iv. justify the degree of accuracy of a solution
v. justify whether a solution makes sense in the context of the authentic real-life situation.

Achievement level Level descriptor

The student does not reach a standard described by any of the descriptors
0
below.

The student is able to:

i. identify some of the elements of the authentic real-life situation
1–2
ii. apply mathematical strategies to find a solution to the authentic
real‑life situation, with limited success.

The student is able to:

i. identify the relevant elements of the authentic real-life situation
ii. select, with some success, adequate mathematical strategies to
model the authentic real-life situation
3–4
iii. apply mathematical strategies to reach a solution to the authentic
real-life situation
iv. discuss whether the solution makes sense in the context of the
authentic real-life situation.

The student is able to:

i. identify the relevant elements of the authentic real-life situation
ii. select adequate mathematical strategies to model the authentic real-
life situation
5–6 iii. apply the selected mathematical strategies to reach a valid solution
to the authentic real-life situation
iv. explain the degree of accuracy of the solution
v. explain whether the solution makes sense in the context of the
authentic real-life situation.

The student is able to:

i. identify the relevant elements of the authentic real-life situation
ii. select appropriate mathematical strategies to model the authentic
real-life situation
7–8 iii. apply the selected mathematical strategies to reach a correct solution
to the authentic real-life situation
iv. justify the degree of accuracy of the solution
v. justify whether the solution makes sense in the context of the
authentic real-life situation.

48 Mathematics guide
Assessed curriculum

eAssessment

Students seeking IB MYP course results for MYP mathematics courses complete an on-screen examination
in which they can demonstrate their achievement of subject group objectives. Successful results can
contribute to students’ attainment of the IB MYP certificate.

This verification of learning assures accurate and consistently applied standards, as set forth in the Guide to
MYP eAssessment.

Mathematics guide 49
Appendices

Related concepts in mathematics

Related concept Definition

Change A variation in size, amount or behaviour.

Equivalence The state of being identically equal or interchangeable, applied to statements,

quantities or expressions.

Generalization A general statement made on the basis of specific examples.

Justification Valid reasons or evidence used to support a statement.

Measurement A method of determining quantity, capacity or dimension using a defined unit.

Models Depictions of real-life events using expressions, equations or graphs.

Patterns Sets of numbers or objects that follow a specific order or rule.

Quantity An amount or number.

Representation The manner in which something is presented.

Simplification The process of reducing to a less complicated form.

Space The frame of geometrical dimensions describing an entity.

Systems Groups of interrelated elements.

50 Mathematics guide
Appendices

Mathematics glossary

Term Definition

Authentic real-life Relevant, meaningful and grounded in reality.

Challenging Demanding problems of high complexity that require students to have

mathematical insight to be able to use knowledge and/or skills taught.

Communicate Express oneself in such a way that one is readily and clearly understood.
Convey information about the exchange of thoughts, messages or information
through, for example, speech, signals, writing or behaviour.

Context The setting of the problem.

Familiar Problems similar to those seen previously in which students are required to use
situations knowledge and/or skills they have been taught.

Form This concept refers to the understanding that the underlying structure and shape
of an entity is distinguished by its properties. Form provides opportunities for
students to appreciate the aesthetic nature of the constructs used in mathematics.

Forms of Words, formulae, diagrams, tables, charts, graphs and models used to represent
mathematical mathematical information.
representation

Investigation A task where, to varying degrees, students are given opportunities to pose
questions, select problem-solving techniques, discover patterns, make
generalizations and communicate their findings.

Justification Valid reasons or evidence that support the conclusion and explain why the rule
works.

Lines of A connected sequence of steps.

reasoning

Logic This concept is the basic tool used in mathematics to make conclusions about
numbers, shapes and variables. Logic structures the reasoning process through
which knowledge is built. It enables students to assess the truth of conclusions
and transfer mathematical learning to other situations.

Logical structure A general layout that prevents the need for going back and forth (between the task
sheet and the student work and within the student work) in order to understand
and follow the work.

Mathematical The use of notation, symbols, terminology and verbal explanations.

language

Pattern The underlining order, regularity or predictability of the elements of a

mathematical system. The repetitive features of patterns can be identified and
described as relationships or general rules.

Mathematics guide 51
Mathematics glossary

Term Definition

Problem-solving Strategies students use to solve problems (for example, make a table or chart,
techniques solve a simpler problem, work backwards, draw a picture, guess and check, and so
on).

Proof The use of a sequence of logical steps to obtain the required result in a formal way.

Relationships This concept refers to the connections between quantities, properties or concepts;
these connections may be expressed as models, rules or statements. Relationships
provide opportunities for students to explore patterns in the world around them.

Teacher support Advice given by the teacher to aid students with elements of the task (for example,
to allow a student to start solving the problem).

To model Represent.

To test Verify whether a rule works for a variety of values.

Unfamiliar New contexts in which students are required to use knowledge and/or skills they
situations have been taught.

Unit test A test comprised of topics from only one branch of mathematics from the
framework.

Valid A plausible solution in the context of the situation.

52 Mathematics guide
Appendices

MYP command terms for mathematics

Command term Definition

Annotate Add brief notes to a diagram or graph.

Apply Use knowledge and understanding in response to a given situation or real

circumstances. Use an idea, equation, principle, theory or law in relation to a given
problem or issue. (See also “Use”.)

Calculate Obtain a numerical answer showing the relevant stages in the working.

Comment Give a judgment based on a given statement or result of a calculation.

Construct Display information in a diagrammatic or logical form.

Demonstrate Make clear by reasoning or evidence, illustrating with examples or practical

application.

Derive Manipulate a mathematical relationship to give a new equation or relationship.

Describe Give a detailed account or picture of a situation, event, pattern or process.

Discuss Offer a considered and balanced review that includes a range of arguments,
factors or hypotheses. Opinions or conclusions should be presented clearly and
supported by appropriate evidence.

Draw Represent by means of a labelled, accurate diagram or graph, using a pencil.

A ruler (straight edge) should be used for straight lines. Diagrams should be drawn
to scale. Graphs should have points correctly plotted (if appropriate) and joined in
a straight line or smooth curve.

Estimate Obtain an approximate value for an unknown quantity.

Explain Give a detailed account including reasons or causes. (See also “Justify”.)

Identify Provide an answer from a number of possibilities. Recognize and state briefly a
distinguishing fact or feature.

Justify Give valid reasons or evidence to support an answer or conclusion. (See also
“Explain”.)

Label Add title, labels or brief explanation(s) to a diagram or graph.

Measure Obtain a value for a quantity.

Organize Put ideas and information into a proper or systematic order.

Plot Mark the position of points on a diagram.

Predict Give an expected result of an upcoming action or event.

Prove Use a sequence of logical steps to obtain the required result in a formal way.

Mathematics guide 53
Mathematics glossary

Select Choose from a list or group.

Show Give the steps in a calculation or derivation.

Sketch Represent by means of a diagram or graph (labelled as appropriate). The sketch

should give a general idea of the required shape or relationship, and should
include relevant features.

Solve Obtain the answer(s) using algebraic and/or numerical and/or graphical methods.

State Give a specific name, value or other brief answer without explanation or
calculation.

Suggest Propose a solution, hypothesis or other possible answer.

Trace Follow and record the action of an algorithm.

Use Apply knowledge or rules to put theory into practice. (See also “Apply”.)

Verify Provide evidence that validates the result.

Write down Obtain the answer(s), usually by extracting information. Little or no calculation is
required. Working does not need to be shown.

54 Mathematics guide
Appendices

Selected reading

Boaler, J. 1993. “The Role of Contexts in the Mathematics Classroom: Do They Make Mathematics More
‘Real’?” For the Learning of Mathematics. Vol 13, number 2. Pp 12–17.

Bridges, J. 1914. The Life and Work of Roger Bacon: An Introduction to the Opus Majus (1914). London, UK.
Williams & Norgate.

Fennell, F and Rowan, T. 2001. “Representation: An important process for teaching and learning
mathematics”. Teaching Children Mathematics. Vol 7, number 5. P 288.

Harris, K, Marcus, R, McLaren, K, and Fey, J. 2001. “Curriculum materials supporting problem-based teaching”.
School Science and Mathematics. Vol 101, number 6. Pp 310–318.

Kantrov, I. 2000. Assessing students’ mathematics learning. K–12 Mathematics Curriculum Center Issues Paper
Series. Newton, Massachusetts, USA Education Development Center, Inc.

Keiser, J. 2000. “The role of definition”. Mathematics Teaching in the Middle School. Vol 5, number 8. Pp 506–
511.

Kendal, M and Stacey, K. 2001. “The impact of teacher privileging on learning differentiation with
technology”. International Journal of Computers for Mathematical Learning. Vol 6, number 2. Pp 143-165.

Lesh, R, Post, T, and Behr, M. 1987. “Representations and Translations among Representations in Mathematics
Learning and Problem Solving”. In Problems of Representation in the Teaching and Learning of Mathematics,
edited by Claude Janvier. Pp 33–40. Hillsdale, New Jersey, USA. Lawrence Erlbaum Associates.

Meyer, M, Decker, T, and Querelle, N. 2001. “Context in mathematics curricula”. Mathematics Teaching in the
Middle School. Vol 6, number 9. Pp 522–527.

Moskal, B. 2000. “Understanding student responses to open-ended tasks”. Mathematics Teaching in the
Middle School. Vol 5, number 8. Pp 500–505.

Schoenfeld, A. 2002. “Making mathematics work for all children: Issues of standards, testing, and equity”.
Educational Researcher. Vol 31, number 1. Pp 13–25.

Sullivan, P. 2011. Teaching Mathematics: Using Research-informed Strategies. Australian Council for Educational
Research. Camberwell, Victoria, Australia. ACER Press.

Watson, A, Jones, K, and Pratt, D. 2013. Key Ideas in Teaching Mathematics: Research-based Guidance for Ages
9–19. Oxford, UK. Oxford University Press.

Mathematics guide 55