MYP

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 risk-takers, 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 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.
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 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.

    		 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.

    		 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 real-life 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 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.

    		 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.

    		 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.
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 “best-fit” judgments about students’ progress and achievement.

Assessment for mathematics courses in all years 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

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 real-life problems (criterion D). Refer to criteria B and D samples
Criterion D Opportunities to use mathematical concepts to solve real-life problems. Sample investigation