Criterion A: Knowledge and Understanding
Students are expected to have a knowledge
and understanding of the concepts and skills of MYP mathematics as shown
in the prescribed framework.
This criterion includes:

using knowledge and understanding to make
deductions

using numeric, algebraic, geometric, graphical,
and other forms of representation

moving between different forms of representation

using appropriate technology
Level of Achievement Descriptor
0 The student fails to reach any standard
given below.
12 The student can demonstrate minimal
understanding of concepts and tries to use more than one approach to represent
ideas but with little success.
34 The student shows partial knowledge
and understanding of concepts and is able to use more then one form of
representation.
56 The student demonstrates adequate
knowledge and understanding.
78 The student shows broad knowledge
and good understanding of subject. Can make logical conclusions.
Uses different forms of representation/explanation in most cases.
910 The student shows strong understanding
and comprehension of subject. Can adapt to unfamiliar situations.
Notes:

Assessment tasks for this criterion are likely
to be class tests and/or examinations.

Assessment tasks should provide students with
problems set in a variety of contexts.
Criterion B: Application and Reasoning
Students are expected to apply concepts and
skills through reasoning, and develop problemsolving strategies.
This criterion includes:

selecting and using appropriate mathematical
knowledge and skills

recognizing patterns and structures and describing
them as relationships or general rules

drawing conclusions consistent with findings

justifying mathematical relationships

developing flexible strategies, including
the use of the appropriate technology
Level of Achievement Descriptor
0 The student fails to reach any standard
given below.
12 The student uses limited mathematical
knowledge and recognizes simple patterns when investigating problems.
The student applies basic problemsolving skills to work on a task.
34 The student recognizes patterns and
suggests general rules or relationships. The student applies problemsolving
skills with some success.
56 The student recognizes patterns and
structures and is able to describe them as general rules or relationships
upon which he/she draws conclusions.
78 The student recognizes patterns and
structures, is able to establish relationships and general rules with more
difficult problems. The student draws conclusions consistent with findings.
The student successfully chooses and uses problemsolving skills.
910 The student is able to provide clear
justification or proofs for his/her work. The student selects and
uses advanced problemsolving skills including the use of technology if
appropriate.
Notes

Tasks should allow students to demonstrate
their ability to apply and reason using concepts learnt.

Assessment tasks for criterion B are reasoned
pieces of work, including open ended investigations.

Little credit should be given for knowledge
that is already assessed using criterion A.
Criterion C: Communication
Students are expected to communicate facts,
ideas, methods, results and conclusions using appropriate symbols and the
language of mathematics.
This criterion includes:

encoding and decoding

describing in words a line of reasoning

explaining solutions

presenting mathematical information clearly
and logically

using appropriate technology for effective
communication
Level of Achievement Descriptor
0 The student fails to reach any standard
given below.
12 The student uses basic mathematical
symbols and language. The student presents some mathematical information
clearly, and tries to describe in words problems that are set in familiar
contexts.
34 The student uses and recognizes a
range of mathematical symbols and language. The lines of reasoning
and solutions to problems are explained. Mathematical information is presented
clearly and logically.
56 The student recognizes and uses a
wide range of mathematical symbols and language. The student gives
clear explanations to problems. The student chooses and uses the
most appropriate technology to present mathematical information logically
and clearly.
Notes:

Assessment tasks should allow students to
communicate effectively when using concepts and skills of the appropriate
level of MYP mathematics.

Assessment tasks for criteria A, B and D can
also be used for this criterion.
Criterion D: Reflection and Evaluation
Students are expected to think about the way
they solve problems and the meaning of others’ solutions. It is expected
that students will consider other ways of solving problems where relevant.
This criterion includes:

thinking about and evaluating different ways
of investigating problems

considering the use of technology where appropriate
Level of Achievement Descriptor
0 The student fails to reach any standard
given below.
12 The student tries to explain the method
used and to evaluate how accurate the answers are.
34 The student explains how to solve
the problem. The student evaluates the reliability of findings with some
success.
56 The student gives a thoughtout reasoning
for how to solve the problem, and evaluates the significance of findings
and what they mean. The student suggests other ways to solve the problem,
where relevant.
78 The student gives a thoughtout reasoning
for how to solve the problem, and where relevant, considers fully other
ways to solve the problem, including the use of technology. The student
makes a thorough evaluation of the significance of findings, what they
mean, and their accuracy.
Notes:

Assessment tasks are likely to be reports
on investigations undertaken using concepts and skills of the appropriate
level of MYP mathematics.

Assessment tasks should give students clear
instructions to reflect and evaluate.

Assessment tasks should focus on the individual's
ability to reflect and evaluate.
