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MYP Criteria Year 5

The document outlines the assessment criteria for MYP5 students. There are four criteria: A) Knowing and understanding, B) Investigating patterns, C) Communicating, and D) Applying mathematics in real-life contexts. Each criterion lists what students should be able to do at the end of the year and describes achievement levels from 0 to 8.

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0% found this document useful (0 votes)
908 views4 pages

MYP Criteria Year 5

The document outlines the assessment criteria for MYP5 students. There are four criteria: A) Knowing and understanding, B) Investigating patterns, C) Communicating, and D) Applying mathematics in real-life contexts. Each criterion lists what students should be able to do at the end of the year and describes achievement levels from 0 to 8.

Uploaded by

2isabellesofia2
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
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MYP5 Assessment criteria

Criterion A: Knowing and understanding


At the end of year 5, 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.
Achievement Level descriptor
level

0 The student does not reach a standard described by any of the descriptors below.

1-2 i. select appropriate mathematics when solving simple problems in familiar


situations
ii. apply the selected mathematics successfully when solving these problems
iii. generally solve these problems correctly.

3-4 i. select appropriate mathematics when solving more complex problems in familiar
situations
ii. apply the selected mathematics successfully when solving these problems
iii. generally solve these problems correctly.

5-6 i. select appropriate mathematics when solving challenging problems in


familiar situations
ii. apply the selected mathematics successfully when solving these problems
iii. generally solve these problems correctly.

7-8 i. select appropriate mathematics when solving challenging problems in both


familiar and unfamiliar situations
ii. apply the selected mathematics successfully when solving these problems
iii. generally solve these problems correctly.

Criterion B: Investigating patterns


At the end of year 5, students should be able to:
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.
Achievement Level descriptor
level

0 The student does not reach a standard described by any of the descriptors below.

1-2 i. apply, with teacher support, mathematical problem-solving techniques to


discover simple patterns
ii. state predictions consistent with patterns.

3-4 i. apply mathematical problem-solving techniques to discover simple patterns


ii. suggest general rules consistent with findings.

5-6 i. select and apply mathematical problem-solving techniques to discover complex


patterns
ii. describe patterns as general rules consistent with findings
iii. verify the validity of these general rules.

7-8 i. select and apply mathematical problem-solving techniques to discover complex


patterns
ii. describe patterns as general rules consistent with correct findings
iii. prove, or verify and justify, these general rules.
Criterion C: Communicating
At the end of year 5, students should be able to:
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.
Achievement Level descriptor
level

0 The student does not reach a standard described by any of the descriptors below.

1-2 i. use limited mathematical language


ii. use limited forms of mathematical representation to present information
iii. communicate through lines of reasoning that are difficult to interpret.

3-4 i. use some appropriate mathematical language


ii. use appropriate forms of mathematical representation to present information
adequately
iii. communicate through lines of reasoning that are complete
iv. adequately organize information using a logical structure.

5-6 i. usually use appropriate mathematical language


ii. usually use appropriate forms of mathematical representation to present
information correctly
iii. usually move between different forms of mathematical representation
iv. communicate through lines of reasoning that are complete and coherent
v. present work that is usually organized using a logical structure.

7-8 i. consistently use appropriate mathematical language


ii. use appropriate forms of mathematical representation to consistently present
information correctly
iii. move effectively between different forms of mathematical representation
iv. communicate through lines of reasoning that are complete, coherent and
concise
v. present work that is consistently organized using a logical structure.

Criterion D: Applying mathematics in real-life contexts


At the end of year 5, 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. justify the degree of accuracy of a solution
v. justify whether a solution makes sense in the context of the authentic real-life situation.
Achievement Level descriptor
level

0 The student does not reach a standard described by any of the descriptors below.

1-2 i. identify some of the elements of the authentic real-life situation


ii. apply mathematical strategies to find a solution to the authentic real-life
situation, with limited success.

3-4 i. identify the relevant elements of the authentic real-life situation


ii. select, with some success, adequate mathematical strategies to model the
authentic real-life situation
iii. apply mathematical strategies to reach a solution to the authentic real-life
situation
iv. discuss whether the solution makes sense in the context of the authentic
real-life situation.

5-6 i. identify the relevant elements of the authentic real-life situation


ii. select adequate mathematical strategies to model the authentic real-life situation
iii. apply the selected mathematical strategies to reach a valid solution to the
authentic real-life situation
iv. explain the degree of accuracy of the solution
v. explain whether the solution makes sense in the context of the authentic real-life
situation.

7-8 i. identify the relevant elements of the authentic real-life situation


ii. select appropriate mathematical strategies to model the authentic real-life
situation
iii. apply the selected mathematical strategies to reach a correct solution to the
authentic real-life situation
iv. justify the degree of accuracy of the solution
v. justify whether the solution makes sense in the context of the authentic real-life
situation.

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