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International Baccalaureate Middle Years Programme
MYP Mathematics Grade
Descriptors for Grades 6-8
Summary of the Math Criteria:
|
Criterion A |
Knowledge and
understanding |
Maximum 8 |
|
Criterion B |
Investigating
patterns |
Maximum 6* |
|
Criterion C |
Communication in
mathematics |
Maximum 6 |
|
Criterion D |
Reflection in
mathematics |
Maximum 6 |
Detailed Descriptors:
Criterion A: knowledge
and understanding
Maximum 8
Knowledge
and understanding are fundamental to studying mathematics
and form the base from which to explore concepts and develop
skills. This criterion expects students to use their
knowledge and to demonstrate their understanding of the
concepts and skills of the prescribed framework in order to
make deductions and solve problems in different situations,
including those in real-life contexts.
This criterion examines to what extent the student is able
to:
·
know and
demonstrate understanding of the concepts from the five
branches of mathematics (number, algebra, geometry and
trigonometry, statistics and probability, and discrete
mathematics)
·
use
appropriate mathematical concepts and skills to solve
problems in both familiar and unfamiliar situations,
including those in real-life contexts
·
select and
apply general rules correctly to solve problems, including
those in real-life contexts.
|
Achievement level |
Descriptor |
|
0 |
The
student does not reach a standard described by any
of the descriptors given below. |
|
12 |
The
student attempts to make
deductions when solving simple
problems in familiar
contexts. |
|
34 |
The
student sometimes makes
appropriate deductions when solving
simple and more-complex
problems in familiar
contexts. |
|
56 |
The
student generally makes
appropriate deductions
when solving challenging
problems in a variety of
familiar contexts. |
|
78 |
The
student consistently makes
appropriate deductions
when solving challenging
problems in a variety of
contexts including unfamiliar
situations. |
Notes
1.
Context: the
situation and the parameters given to a problem.
2.
Unfamiliar
situation: challenging questions or instructions set in a
new context in which students are required to apply
knowledge and/or skills they have been taught.
3.
Deduction:
reasoning from the general to the particular/specific.
Criterion B:
investigating patterns
Maximum 6
Students
are expected to investigate a problem by applying
mathematical problem-solving techniques, to find patterns,
and to describe these mathematically as relationships or
general rules and justify or prove them.
This criterion examines to what extent the student is able
to:
·
select and
apply appropriate inquiry and mathematical problem-solving
techniques
·
recognize
patterns
·
describe
patterns as relationships or general rules
·
draw
conclusions consistent with findings
|
Achievement level |
Descriptor |
|
0 |
The
student does not reach a standard described by any
of the descriptors given below. |
|
12 |
The
student applies,
with some guidance,
mathematical problem-solving techniques to recognize
simple patterns. |
|
34 |
The
student selects and applies
mathematical problem-solving techniques to recognize
patterns, and suggests
relationships or general rules. |
|
56 |
The
student selects and applies
mathematical problem-solving techniques to recognize
patterns, describes them
as relationships or general rules, and
draws conclusions
consistent with findings. |
Notes
1.
Pattern: the
underlining order, regularity or predictability between the
elements of a mathematical system. To identify pattern is to
begin to understand how mathematics applies to the world in
which we live. The repetitive features of patterns can be
identified and described as relationships or generalized
rules.
Criterion C:
communication in mathematics
Maximum 6
Students
are expected to use mathematical language when communicating
mathematical ideas, reasoning and findingsboth orally and
in writing.
This criterion examines to what extent the student is able
to:
·
use
appropriate mathematical language (notation, symbols,
terminology) in both oral and written explanations
·
use
different forms of mathematical representation (formulae,
diagrams, tables, charts, graphs and models)
·
move between
different forms of representation.
Students
are encouraged to choose and use appropriate ICT tools such
as graphic display calculators, screenshots, graphing,
spreadsheets, databases, drawing and word-processing
software, as appropriate, to enhance communication.
|
Achievement level |
Descriptor |
|
0 |
The
student does not reach a standard described by any
of the descriptors given below. |
|
12 |
The
student shows basic use of
mathematical language and/or
forms of mathematical representation. The lines of
reasoning are difficult to follow. |
|
34 |
The
student shows sufficient
use of mathematical language and
forms of mathematical representation. The lines of
reasoning are clear though
not always logical or
complete.
The
student moves between different forms of
representation with some success. |
|
56 |
The
student shows good use of
mathematical language and
forms of mathematical representation. The lines of
reasoning are concise,
logical and
complete.
The
student moves effectively
between different forms of representation. |
Notes
1.
Mathematical
language: the use of notation, symbols, terminology and
verbal explanations.
2.
Forms of
mathematical representation: refers to formulae, diagrams,
tables, charts, graphs and models, used to represent
mathematical information.
Criterion D: reflection
in mathematics
Maximum 6
Reflection allows students to reflect upon their methods and
findings.
This criterion examines to what extent the student is able
to:
·
explain
whether his or her results make sense in the context of the
problem
·
explain the
importance of his or her findings in connection to real life
·
justify the
degree of accuracy of his or her results where appropriate
·
suggest
improvements to the method when necessary.
|
Achievement level |
Descriptor |
|
0 |
The
student does not reach a standard described by any
of the descriptors given below. |
|
12 |
The
student attempts to
explain whether his or her results make sense in the
context of the problem. The student
attempts to describe the
importance of his or her findings in connection to
real life. |
|
34 |
The
student correctly but briefly
explains whether his or her results make
sense in the context of the problem and
describes the importance
of his or her findings in connection to real life.
The
student attempts to
justify the degree of accuracy of his or her results
where appropriate. |
|
56 |
The
student critically explains
whether his or her results make sense in the context
of the problem and provides a
detailed explanation of the importance of his
or her findings in connection to real life.
The
student justifies the
degree of accuracy of his or her results where
appropriate.
The
student suggests improvements
to the method when necessary. |
Curriculum Links:
MYP
Course Index
MYP Information
MYP Grade
Descriptors*
DP
Information
DP Grade
Descriptors*
IBO website
For more
information, please contact the MYP Coordinator, DP
Coordinator, or the MS/HS Principal.
*Due to copyright
restrictions, IB descriptors are located in our password
protected OIS Community site. The password is advertised via
the Educator - please contact the MS/HS principal if you
have lost it.
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