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

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

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

Engage your students and connect with the core of the IB with this easy start of year activity. It allows you to get to know your class AND create a display showing off their unique learner profile. Alternatively, a fun activity at any time of the year to lead into learning about or reflecting on the learner profile attributes. Suitable for older primary or secondary students (could be adapted for younger students by making the wording more accessible or including pictures.) How to use: Each student gets a copy of the Google sheet (or print a physical version). There are 5 questions. Each one has 10 answers (corresponding to the 10 learner profile traits). Students need to rank the answers from 10 (most likely) to 1 (least likely). On the last tab, the total points for each trait is shown alongside two graphs (pie/donut chart and a horizontal bar chart). For a display, the graphs can be printed as is with the student’s name added. Or using the scores, students could design their own “profile” using the result table (e.g. a pyramid or a drawing of their profile with a word cloud inside showing higher ranking traits larger.) If printed and completed as a physical quiz, totals need to be manually calculated. Questions: It’s a hot day, what are you cooling down with? Over the next 20 years, what job could you imagine yourself in? You are assigned to a group for a project, what are you doing? You are given some gifts, which are you most happy about? Your school plans an afternoon off timetable, which activity would you sign up to? Also included is a supporting document that explains how each answer links to the assigned learner profile trait.

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

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

In this investigation, students use their knowledge of algebraic expressions to explore “mathemagical” tricks. Including the assessment, rubric, task specific clarification, marking guidelines and sample answer. Recommended for MYP2.

Are you a Mathematics teacher new to the MYP who wants to better understand the key components involved? Or are you looking for an all-in-one reference to save time jumping between multiple IB guides for rubrics, keywords, templates or examples? Do you want some simple yet informative classroom posters? Or are you curious about how others plan contextual, inquiry based units? Do you need to give a new student an overview of what to expect when studying MYP Mathematics? Then this is the resource for you! Featuring 16 key elements of the MYP framework as printable, clear and colourful posters (please see below to see the full list of what is included). Plus 14 pages of snapshots into how these elements are built into the planning of a unit or learning experience. This resource is aimed to show not only the what, but also the how of implementing MYP Mathematics elements into your classroom. Areas of focus: Unit plan overview Key and related concepts Global contexts Statement of inquiry and inquiry questions Subject group objectives Assessment criteria Approaches to learning (ATL) skills Branches of study Approaches to teaching Lesson elements Reflection Learner Profile Command terms