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Introduction

Introduction

How to use this guide

Other documents useful in planning for MYP eAssessment

Topic lists

Examination blueprints

Subject-specific grade descriptors

Preparing for MYP on-screen examinations

Possible response objects

Marks versus levels

Quality assurance

Academic honesty

Candidates with assessment access requirements

Preparing for and administering on-screen examinations

Using partially completed unit planners

Submission file types

Quality assurance

Academic honesty

Candidates with assessment-access requirements

Uploading ePortfolios

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3/5/2017 Guide to MYP eAssessment

Language acquisition

Individuals and societies

Sciences

Mathematics

Arts

Physical and health education

Design

Interdisciplinary learning

Personal Project

Glossary

Glossary

Mathematics

eAssessment in mathematics is offered in mathematics and extended mathematics and is assessed by on-screen examination.

For mathematics, on-screen examinations are written with the expectation that students have completed the mathematics skills framework.

Number

Topic Skills

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Ordering numbers

Forms of numbers: integers, fractions, decimals, exponents, absolute

value, standard form (scientific notation), recurring decimals and Transformation between different forms of numbers

surds/radicals

Simplification of numerical expressions in the number systems and forms of

number

Number systems: set of positive integers and zero (N), integers (Z),

rational numbers (Q), irrational numbers (Q), and real numbers (R)

Recognizing and classifying numbers in different number systems, including

recurring decimals

Performing operations

Sets

Properties of sets (commutative, associative, distributive)

Venn diagrams

Drawing and interpreting Venn diagrams

The four number operations

division) with integers, decimals and fractions

Representing a number as the product of its prime factors and using this

Prime numbers and factors, including greatest common divisor and least

representation to find the greatest common divisor and least common

common multiple

multiple

Expressing the solution set of a linear inequality on the number line (as well

Number lines

as set notation)

Estimation figures

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Units of measurement

currencies

Ratio, percentage; direct and inverse proportion

Finding a constant of proportionality, setting up equations and graphing

direct and inverse relationships

Number sequences

Fibonacci)

Integer exponents Evaluating numbers with integer exponents

Extended mathematics

Fractional exponents

radicals and exponents

Logarithms Evaluating the logarithm of a number and simplifying numerical expressions

Number bases Performing operations with numbers in different bases

Algebra

Topic Skills

Expanding and simplifying algebraic expressions

terms

Factorization of algebraic expressions Factorizing linear and quadratic expressions

Substitution Using substitution to evaluate expressions

Rearranging algebraic expressions Changing the subject of the formula

Algebraic fractions Solving equations involving algebraic fractions

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Using the laws of exponents

exponents)

Patterns and sequences Finding and justifying or proving general rules/formulae for sequences

Algorithms Analysing and using well-defined procedures for solving complex problems

Parallel and perpendicular lines and the relationships between their gradients

Functions Describing transformed linear, quadratic, exponential, and sine and cosine functions

and cosine

Note: Sine and cosine functions are limited to the form f(x) = a sin (bx) + c

Domain and range

Transformations

Graphing different types of functions and understanding their characteristics

Equations:

Quadratic

Simultaneous

Inequalities

Linear programming

Extended mathematics

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Using the laws of logarithms

logarithms)

Functions and graphs

Addition and subtraction of functions

Sine and cosine, logarithmic and rational (of the form f

(x) = 1/ x) functions Determining inverse and composite functions and their graphs

Inverse and composite functions

Solving equations algebraically and graphically

Describing and analysing transformed logarithmic, rational (of the form f (x) = 1/ x),

and sine and cosine functions

Transformations of functions

Example: f(x) = a sin (bx c) + d

Arithmetic and geometric series

Finding the sum of the series, including infinite series

Topic Skills

Naming and classifying different geometrical elements (point, line, plane, angle, regular and irregular

Geometrical elements and their classification

planar figures, solids)

Distance Measuring the distance between two points, and between a line and a point

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Angle properties

angles in intersecting and parallel lines

angles in circles

Triangle properties

properties of similar triangles

Finding the perimeter (circumference), area and volume of regular and irregular two-dimensional (2D)

and three-dimensional (3D) shapes

Perimeter/area/volume

Compound shapes

Identifying the different components of the Cartesian plane: axes, origin, coordinates (x, y) and points

The Cartesian plane

Understanding and using the Cartesian plane, plotting graphs and finding distances between points,

finding the midpoint

Relating angles and sides of right-angled triangles using sine, cosine and tangent

Trigonometric ratios in right-angled triangles

Solving problems in right-angled triangles using trigonometric ratios

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lengths of chords

Circle geometry

measures of angles and arcs

Extended mathematics

Similarity and congruency Justifying and proving using theorems of similarity and congruency

Addition, subtraction and scalar multiplication of vectors, both algebraically and graphically

Vectors and vector spaces

Dot product

Sine and cosine rules Using the sine and cosine rules to solve problems

Using simple trigonometric identities to simplify expressions and solve equations where 0 360

Trigonometric identities

sin 2 (x) + cos 2 (x) = 1

Angle measures

Using radians to solve problems, where appropriate

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Topic Skills

Graphical analysis and representation (pie charts, histograms, line graphs, scatter Data collection

plots, box-and-whisker plots) Constructing and interpreting graphs Drawing the line of best fit

Measures of central tendency/location (mean, mode, median, quartile, percentile) Calculating the mean, median and mode, and choosing the best

for discrete and continuous data measure of central tendency

Measures of dispersion (range, interquartile range) for discrete and continuous

Calculating the interquartile range

data

Probability of an event replacement

Probability of independent, mutually exclusive and combined events Calculating probabilities of independent events, mutually exclusive

events and combined events

Probability of successive trials

Solving problems using tree diagrams and Venn diagrams

Extended mathematics

Standard deviation

deviation

Conditional probability Calculating conditional probability

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MYP eAssessments use the standards adopted by the IB from a system of notation based on ISO 80000 (International Organization for

Standardization, 2009). Students are expected to recognize this notation in mathematics, and teachers should introduce this notation as a regular part

of MYP courses in these subject groups as appropriate.

For on-screen examinations, symbols, units and equationswhere appropriateare provided on a toolbar to ensure consistent usage and authentic

age-appropriate mathematical communication. If an examination question requires additional symbols or notations, they will be defined and explained

within the context of the relevant task.

Candidates must always use correct mathematical notation, not calculator notation. Candidates should be familiar with scientific notation, also referred

to as standard form as follows:

Answers will require an appropriate use of significant figures or decimal places based on the demands of the question. Unless otherwise indicated, final

answers are to be given correct to three significant figures. Estimation is to be completed by rounding; truncation will not be rewarded.

Correct use of subscript and superscript is expected in all relevant mathematical contexts.

Where specific currency symbols are required, they will be provided as a button on the toolbar.

The following list does not constitute additional curriculum specifications beyond the MYP mathematics framework published in the subject-group

guide. Rather, the symbols below depict the universe of mathematical symbols that could be used in relevant questions and the symbols that will be

available for students to use in their responses. They provide a common shared communication convention for MYP eAssessment.

Symbol Meaning

The set of positive integers and zero, {0, 1, 2, 3, ...}

The set of integers, {0, 1, 2, 3, ...}

The set of rational numbers

The set of real numbers

+ Plus

- Minus

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Plus or minus

a multiplied by/times b

ab

a b (point mi-hauteur centr)

ab

Not accepted: a b

a

Divided by

b

Note: also accepted a x b1

a/b

= Is equal to

Is not equal to

Is identical to

Is approximately equal to

~ Is proportional to

< Less than

Less than or equal to

> Greater than

Greater than or equal to

Infinity

Recurring decimal, where the dot appears over the first and last repeating numeral

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CBA

Line segment from A to B

Vector from A to B

Vector a

a

Note: An arrow above the letter symbol can be used instead of bold face type to indicate a vector ( ).

ab

Note: Must be in bold to distinguish from simple multiplication

Sigma, sum of

a to the power of p

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Square root

Nth root of a

Mean value of x

Standard deviation

Absolute value of a

Inverse functions

Logarithm to the base a of argument x

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Natural logarithm of x

Note: arcsin, etc will be accepted but not provided on the calculator or toolbar.

Is an element of

Is not an element of

The universal set

Union

Intersection

Is a proper subset of

Is a subset of

The complement of the set A

Overview

The following table illustrates how on-screen examinations in mathematics assessment are structured.

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A 30

Knowing and understanding 40

C 10

C 10

Applying mathematics in real-life contexts 40

D 30

B 30

Investigating patterns 40

C 10

120

Sources

A variety of sources will feature in each assessment and could include the following.

Videos Graphs

Tools

A variety of response tools will be available to students including but not limited to an on-screen calculator, a measuring tool, drawing canvasses, a

mathematics canvas, a graph plotter and a table drawing tool.

Tasks

The first task assesses students knowledge and understanding of mathematics but marks may be awarded against the other criteria when appropriate

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to the skills used in answering a question. For example, a question assessing knowledge and understanding may also require students to move between

different forms of mathematical representation.

The second task assesses students ability to apply mathematics in a real-life context, which is typically connected to the global context for the session.

Students may be required to produce pieces of extended writing to evaluate and justify the validity of mathematics models.

Investigating patterns

Investigative skills in mathematics will be assessed in the final task. The abstract questions in this task will contain a greater degree of scaffolding than

would be appropriate in the classroom to allow students of different abilities to access the task.

The student:

has a very limited understanding of mathematical concepts; rarely selects or applies appropriate mathematics to solve simple familiar

1 problems

recognizes simple mathematical patterns but does not investigate

very rarely uses appropriate mathematical language or notation; cannot construct arguments or draw conclusions

attempts to create simple models to solve real-life problems, with very limited success.

The student:

has a limited understanding of mathematical concepts; sometimes selects and applies appropriate mathematics to solve simple familiar

problems

2 uses limited strategies to investigate simple mathematical patterns

occasionally uses appropriate mathematical language and moves between forms of notation and representation; draws conclusions that

are difficult to interpret

creates models to solve real-life problems, with limited success.

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The student:

has a basic understanding of mathematical concepts; selects and applies appropriate mathematics to solve simple familiar problems,

with frequent mistakes

3

selects and uses strategies to investigate simple mathematical patterns

uses some appropriate mathematical language and begins to move between forms of notation and representation; constructs incomplete

arguments and occasionally draws conclusions

creates and explains models to solve real-life problems, with some success.

The student:

has a good understanding of mathematical concepts; selects and applies appropriate mathematics to solve simple familiar problems,

4 requires support for challenging problems

selects and uses appropriate strategies to investigate mathematical patterns

usually uses appropriate mathematical language and moves between forms of notation and representation

constructs basic logical arguments and draws conclusions; creates and explains relevant models to solve real-life problems.

The student:

consistently understands mathematical concepts well; selects and applies appropriate mathematics to solve challenging familiar

problems; requires support for unfamiliar problems

5 develops and uses a range of strategies to investigate mathematical patterns

uses appropriate mathematical language and frequently moves between forms of notation and representation

constructs arguments and draws conclusions, sometimes containing mistakes; creates and explains relevant models to solve real-life

problems.

The student:

demonstrates a broad and extensive understanding of mathematical concepts; regularly selects and applies appropriate mathematics to

solve challenging familiar and unfamiliar problems, often with independence

6

develops and uses a range of strategies to investigate complex mathematical patterns

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consistently uses appropriate mathematical language and frequently moves between forms of notation and representation; constructs

detailed arguments and draws conclusions

creates and justifies sophisticated models to solve real-life problems.

The student:

thoroughly understands mathematical concepts; independently selects and applies appropriate mathematics to solve challenging familiar

and unfamiliar problems

7 develops and uses a wide range of strategies to investigate complex mathematical patterns

consistently uses appropriate mathematical language and flexibly moves between forms of notation and representation; constructs

rigorous arguments and draws sensible conclusions

creates and justifies sophisticated models to solve real-life problems.

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