A teacher handbook with abundant resources resulting in a book that is essential for every MYP mathematics department. With a particular focus on supporting teachers new to the IB Middle Years Programme, the first half can be viewed as a handbook or mini-course explaining the purpose of “Investigating Patterns” in the MYP, how to teach towards objective B, how to create criteria B assessments and how to standardise and grade these assessments. The book includes a helpful 10 step guide to creating a criteria B investigation and writes one alongside the reader. In the second half, there are 10 additional investigations which come with task-specific clarifications, rubrics, solutions and marking guidelines. They cover the four branches of mathematical study (numerical and abstract reasoning, thinking with models, spatial reasoning and reasoning with data), the three key concepts (form, logic and relationships) and all year levels (MYP1 - 5, including two examples for the extended classes in MYP 4 and MYP5). This is a must-have for every MYP school as it can be used as a supporting tool for new teachers but also a reference or resource bank for the rest of the mathematics department. Note: this book corresponds with the new maths course (2020/2021). This work/product/service has been developed independently from and is not endorsed by the International Baccalaureate Organization

Students solve Christmas themed word problems and puzzles to reveal a festive picture and two jokes! This no-prep, digital, self-checking activity is the perfect end of term activity to review some key number and algebra skills. You will be given a link to the Google sheet and in the top right corner is a link to a corresponding Google Doc worksheet. Students solve 12 problems (which can be printed on a single worksheet) that generate 26 answers corresponding to the letters A-Z. They then type the answers into the Google sheet which, if correct, will colour in some sections, eventually revealing the mystery picture. The questions require understanding of the content from the MYP 1-3 numerical and abstract reasoning portion of the MYP maths skills framework which are also fundamental number and algebra skills in other curriculum (negative numbers, significant figures, fractions, percentages, time elapsed, inequalities, highest common factor, lowest common multiple, linear sequences, ratio, substitution, expanding/factorising single brackets, solving equations, number operations). Perfect review task for MYP3/4/5 students during the festive season!

These 4 real-life maths tasks are written to align with the MYP maths criterion D assessment strands. All explore different areas of the global context “Globalization and Sustainability”. The main audience is an MYP5 cohort preparing for the e-assessment, however much of the content can be accessed by younger students. The 4 tasks are as follows: Using right-angle trigonometry, angle facts, Pythagoras’ theorem and area of 2D shapes to evaluate solar panel designs. Using function notation, substitution, equation of a straight line, exponential functions and percentage change to evaluate population change. Using ratio, proportion, percentages and metric measures to design a plan for a sustainable food initiative. Using averages from a frequency table, scatter graphs, line of best fit and probability to evaluate proportions of international football players. Each task will take approximately 30 minutes to complete. They each have one page of background information and one page of 5 or 6 sub-questions. Solutions with marking guidance (point allocation) are included. Note: the criterion D rubric is NOT included due to the e-assessment focus. However, all strands are addressed in each task so it is suitable to use with any MYP maths class, you would just need to create your own task-specific clarifications suitable to your selected year level. Please email if there are any suggestions or corrections: teachingmypmaths@gmail.com

To effectively prepare your class for the MYP Mathematics eAssessment, use all four learning experiences (1 hour+ each) which provide students with everything they need to be successful. THIS RESOURCE Lesson 4 - preparing for part 3/criterion B investigation. An opportunity to check students prior knowledge of different types of sequences, a focus in how to use the context to write a general rule and justify it. Relevant command terms are explicitly defined with common mistakes clarified. Including one eAssessment style investigation with attached checklist for self or peer marking. OTHER RESOURCES Lesson 1 - detailing the structure of the test, gathering student’s knowledge and questions around the eAssessment, unpacking the command terms through a crossword and wordsearch, familiarising students with the digital tools used, navigating what good communication looks like and suggestions for criterion C related activities. Plenty of “top tips” included throughout. Bonus resource: an interactive notebook with command term definitions, formula book, and useful mathematical notation. Lesson 2 - preparing for part 1/criterion A questions. Working through an unfamiliar problem together, understanding what topics could come up, guidance for creating a study plan, mixed topic questions to be used for a group quiz or independently. Bonus resource: digital self-assessment checklist with suggested resources to help revision. Lesson 3 - preparing for part 2/criterion D real life problems. With a focus on understanding what is meant by “relevant factors” and “justifying” an answer and it’s accuracy. Including one eAssessment style real life problem with attached checklist for self or peer marking.

Three varied and unique investigations created in the same format as the MYP mathematics eAssessment to provide students with additional support and practice. Markschemes with worked solutions are included for self-assessment, peer marking or teacher feedback. Linked to the three key concepts, each investigation comes with a visual context showing how the sequence emerges. Students are prompted with the command terms to spot patterns, predict, find rules, test and/or verify and justify according to the usual eAssessment structure which includes a structured investigation in part 1 and a more open investigation in part 2. Investigation 1: Changing tangents (relationships) Requires understanding of functions, straight line graphs including finding the equation of a line and perpendicular gradients. Leads to a simple arithmetic sequence but lends itself to a rigorous proof. Investigation 2: Growing trapeziums (form) Requires identification of Pythagoras’ theorem and area of a trapezium. Leads to geometric sequences which may require understanding of exponent laws to justify/prove. Investigation 3: Counting quads (logic) A very accessible investigation which just require logic and counting. Leads to quadratic rules but these can be found by looking for patterns rather than formal methods of finding second differences etc. A worded justification is appropriate rather than a proof. Perfect for practice after going through one full investigation with the class and teaching them the fundamentals of this part of the eAssessment (lesson 4 of the eAssessment pack).

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: Perimeter and Area (2 marks) Two way tables (4 marks) Quadratic functions (6 marks) Trigonometry and bearings (8 marks) Real life - probability in a fairness and development context (20 marks) Investigation - coordinate geometry leading to arithmetic patterns (20 marks) How to use Homework - it is expected that students will need 72 minutes for the whole booklet so it could be given over a longer period of time or each section could be given as a shorter task. If students were self-assessing against the markscheme, this could very nicely fit into three 30 minute homework tasks. Developed into a unit assessment - the real life problem and investigation can both easily be developed into criteria based assessments purely by removing the subparts and giving students the flexibility to choose their own methods to solve the problem posed. All strands of criterion B and D are assessed in each booklet. Note: you would need to create your own rubric/task specific clarifications for this but the solutions on the markscheme would still be applicable. In class assessment - for those preparing for the eAssessment this is a great resource to test on demand recall of mixed concepts. Again, if a lesson or double lesson time does not allow for 72 minutes of assessment, different sections of the booklet can be given over a series of lessons. Class activity - end of MYP review, start of DP prior knowledge check, revision activity. Questions could be given as a quiz, a relay, a team challenge etc. Self study - some students will want a resource to prepare for the eAssessment, or for general review of their learning at the end of MYP. Coupled with the markscheme, students can work through this independently. Basis for a study plan - the reflection and next steps section can be used once the marks are filled into the given table. Students should note their strengths and areas for improvement (either mathematical concept e.g. trigonometry, or criterion specific e.g. verifying a general rule). This will make it easier to set goals and plan next steps for progress.

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.