Objectives
The objectives of any MYP subject 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 and relate directly to the assessment criteria.
 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.
 B. Investigating patterns
Investigating patterns allows students to experience the excitement and satisfaction of mathematical discovery. Working through investigations encourages students to become risktakers, inquirers and critical thinkers.
 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.
 D. Applying mathematics in reallife contexts
MYP mathematics encourages students to see mathematics as a tool for solving problems in an authentic reallife context. Students are expected to transfer theoretical mathematical knowledge into realworld situations and apply appropriate problemsolving strategies, draw valid conclusions and reflect upon their results.

Progression of MYP Mathematics 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 7, 9 and 11 are quite similar; however, the complexity of the mathematics being assessed is increasing.
 A: Knowing and understanding
Year 7 Year 9 Year 11 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
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.
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.
 B: Investigating Patterns
Year 7 Year 9 Year 11 In order to reach the aims of mathematics, students should be able to: i. apply mathematical problemsolving 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.
i. select and apply mathematical problemsolving 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.
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
Year 7 Year 9 Year 11 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 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.
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 and coherent mathematical lines of reasoning
v. organize information using a logical structure.
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 reallife contexts
Year 7 Year 9 Year 11 In order to reach the aims of mathematics, students should be able to: i. identify relevant elements of authentic reallife situations ii. select appropriate mathematical strategies when solving authentic reallife 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 reallife situation.
i. identify relevant elements of authentic reallife situations ii. select appropriate mathematical strategies when solving authentic reallife 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 reallife situation.
i. identify relevant elements of authentic reallife situations ii. select appropriate mathematical strategies when solving authentic reallife 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 reallife situation.

Assessment Criteria
In the MYP, subject group objectives correspond to assessment criteria. Each criterion has nine possible levels of achievement (0–8), 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 “bestfit” judgments about students’ progress and achievement.
Assessment for mathematics courses in all years programme is criterionrelated, 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 reallife contexts  Maximum 8 
Each criteria is equally weighted and the sum of all four translates into an overall MYP grade for the subject based on a standardized scale.
Boundary  Grade 

28 – 32  7 
24 – 27  6 
19 – 23  5 
15 – 18  4 
10 – 14  3 
6 – 9  2 
1 – 5  1 
Assessment Tasks
At RCHK, we use the following assessment tasks to address the four criteria:
Criterion A  Classroom tests and examinations  Sample unit test 
Criterion B  Mathematical investigations of some complexity that allow students to choose their own mathematical techniques and to reason from the specific to the general. Refer to “Guide to writing a mathematics investigation” for more information. 
Sample investigation 
Criterion C  Constructed responses and reports used in combination with investigation (criterion B) and reallife problems (criterion D).  Refer to criteria B and D samples 
Criterion D  Opportunities to use mathematical concepts to solve reallife problems.  Sample investigation 