MYP4 Assessment Task Sheet

Year 2021-22

Class: MYP - 4 Date: 3rd Sept 2021

Subject: Mathematics Unit: Number System

Date of Submission: 3rd Sept 2021

Criterion B: Investigating patterns

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.

Criterion C: Communicating
i. use appropriate mathematical language (notation, symbols and terminology) in both
oral and written statements
ii. use appropriate forms of mathematical representation to present information
iii. communicate coherent mathematical lines of reasoning
iv. organize information using a logical structure.

Criteria D: Applying mathematics in real-life contexts

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. describe whether a solution makes sense in the context of the authentic real-life situation.

Student’s name: ______________________

Statement of Inquiry:

Study of algebra helps to form new models and rules to connect science in real life to find new technology.
Standardization:
 
 Teacher Level of achievement Level of achievement Level of achievement
(Criterion B) (Criterion C) (Criterion D)

Parth Patel

Final Level of
achievement

Definition
Comman
d term

Use knowledge and understanding in response to a given

Ap situation or real circumstances. Use an idea, equation, principle,
ply theory or law in relation to a given problem or issue. (See also
“Use”.)
Make clear by reasoning or evidence, illustrating with examples
Demonstra or practical application
te

Apply knowledge or rules to put theory into practice. (See also

U “Apply”.)
s
e
 Criterion B: Investigating patterns

Achiev Level descriptor TASK SPECIFIC DESCRIPTOR

ement
level
The student does not reach a standard The student does not reach a standard
0
described by any of the descriptors below. described by any of the descriptors
below.
The student is able to: The student is able to:
i. apply, with teacher support, i. apply, with teacher support,
1–2
mathematical problem-solving techniques mathematical problem-solving
to recognize simple patterns techniques to recognize simple
ii. state predictions consistent with simple patterns
patterns. ii. state predictions consistent with simple
patterns
The student is able to: The student is able to:
3–4 i. apply mathematical problem-solving i. apply mathematical problem-solving
techniques to recognize patterns techniques to recognize patterns to
ii. suggest how these patterns work. connect with game.
ii. suggest how these patterns work in
designing a game.

The student is able to: The student is able to:

i. apply mathematical problem-solving i. apply mathematical problem-solving
5–6 techniques to recognize patterns techniques to recognize patterns
ii. suggest relationships or general rules ii. suggest relationships or general rules
consistent with findings consistent with findings
iii. verify whether patterns work for another iii. verify whether patterns work for
example. Designed game
The student is able to: The student is able to:
i. select and apply mathematical problem- i. select and apply mathematical problem
solving techniques to recognize solving techniques to recognize
7–8
correct patterns correct patterns to form a game
ii. describe patterns as relationships or ii. describe patterns as relationships or
general rules consistent with general rules consistent with correct
correct findings findings
iii. verify whether patterns work for other iii. verify whether patterns work for other
examples. Games..
 Mathematics assessment criteria: Year 1

Criterion C: Communicating

Achiev Level descriptor TASK SPECIFIC DESCRIPTOR

ement
level
The student does not reach a standard The student does not reach a standard
0
described by any of the descriptors below. described by any of the descriptors
below.
The student is able to: The student is able to:
i. use limited mathematical language i. use limited mathematical language
1–2
ii. use limited forms of mathematical ii. use limited forms of mathematical
representation to present information representation to present information
iii. communicate through lines of reasoning iii. communicate through lines of reasoning
that are difficult to understand. that are difficult to understand.

The student is able to: The student is able to:

i. use some appropriate mathematical i. use some appropriate mathematical
language language
3–4 ii. use appropriate forms of ii. use appropriate forms of
mathematical representation to mathematical representation to
present information adequately present information adequately
iii. communicate through lines of reasoning while making a Game.
that are able to be understood, although iii. communicate through lines of reasoning
these are not always coherent that are able to be understood,
iv. adequately organize information using a although these are not always
logical structure. coherent
iv. adequately organize information using
a
logical structure while designing a
mathematical game.
The student is able to: The student is able to:
i. usually use appropriate mathematical i. usually use appropriate mathematical
language language
5–6
ii. usually use appropriate forms of ii. usually use appropriate forms
mathematical representation to of mathematical representation to
present information correctly present information correctly
iii. communicate through lines of reasoning while making a game
that are usually coherent iii. communicate through lines of reasoning
iv. present work that is usually organized that are usually coherent
using a logical structure. iv. present work that is usually organized
using a logical structure of algebraic
patterns.
The student is able to: The student is able to:
i. consistently use appropriate i. consistently use appropriate
mathematical language mathematical language
7–8
ii. consistently use appropriate forms of ii. consistently use appropriate forms
mathematical representation to present of mathematical representation to
information correctly present information correctly while
iii. communicate clearly through coherent making a game.
lines of reasoning iii. communicate clearly through coherent
iv. present work that is consistently lines of reasoning.
organized using a logical structure. iv. present work that is consistently
organized using a logical structure of
algebraic patterns.
 CRITERION D: APPLYING MATHEMATICS IN REAL-LIFE CONTEXTS

LEVEL MYP DESCRIPTOR TASK SPECIFIC DESCRIPTOR

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

The student is able to: The student is able to:

i. identify some of the elements of the authentic i. identify some of the elements of the authentic real-
1-2 real-life situation life situation
ii. apply mathematical strategies to find a ii. apply mathematical strategies of profit and
solution to the authentic real-life situation, loss to find a solution to the authentic real-life
with limited success. situation, with limited success.
The student is able to:
The student is able to:
i. identify the relevant elements of the authentic real-
i. identify the relevant elements of the
life situation
authentic real-life situation
ii. apply mathematical strategies of patterns and
3-4 ii. apply mathematical strategies to reach a
algebra to reach a solution to the authentic real-life
solution to the authentic real-life situation
situation
iii. state, but not always correctly, whether
iii. state, but not always correctly, whether the
the solution makes sense in the context of the
solution makes sense for a game designer in the
authentic real-life situation.
context of the authentic real-life situation.
The student is able to: The student is able to:
i. identify the relevant elements of the i. identify the relevant elements of the authentic real-
authentic real-life situation life situation
ii. select adequate mathematical strategies to ii. select adequate mathematical strategies to model
model the authentic real-life situation the authentic real-life situation
iii. apply the selected mathematical strategies iii. apply the selected mathematical strategies of
5-6
to reach a valid solution to the authentic real- patterns and algebra to reach a valid solution to the
life situation authentic real-life situation
iv. describe the degree of accuracy of the iv. describe the degree of accuracy of the solution
solution v. state correctly whether the solution makes sense
v. state correctly whether the solution makes to the game designer in the context of designing
sense in the context of the authentic real-life mathematical game based on patterns.
situation
The student is able to:
The student is able to:
i. identify the relevant elements of the
i. identify the relevant elements of the authentic real-
authentic real-life situation
life situation
ii. select adequate mathematical strategies to
ii. select adequate mathematical strategies to model
model the authentic real-life situation
the authentic real-life situation
iii. apply the selected mathematical strategies
7-8 iii. apply the selected mathematical strategies of
to reach a correct solution to the authentic
patterns and algebra to reach a correct solution to
real-life situation
the authentic real-life situation
iv. explain the degree of accuracy of the
iv. explain the degree of accuracy of the solution
solution
v. describe correctly whether the solution makes
v. describe correctly whether the solution
sense to the game designer in the context of
makes sense in the context of the authentic
designing mathematical game based on patterns.
real-life situation.

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 ACADEMIC HONESTY AND HONOUR CODE

Student Responsibilities
As students, your responsibilities in respect of academic honesty
include the following:
● Signing the Academic Honour Code before you begin this
assessment
● You are responsible for ensuring that all work submitted for
assessment is authentically yours
● You are responsible for fully and correctly acknowledging the
work and ideas of other
● You are expected to review your own work before submission
for assessment to identify any passages, computer
programmes, data, photographs and other material which
require acknowledgement.
● You may be required to submit your work using Turnitin. Failing
to do this could result in an accusation of plagiarism, and/or a
refusal to accept your work within school and/or to submit your
work to the IB.
● You are expected to comply with all internal school deadlines.
This is for your own benefit and may allow time for revising
work that is of doubtful authorship
● Once a student has ‘submitted’ the assessments/assignments,
indicating that the piece of work is authentically his/hers, there
is no opportunity to re-submit different work, if the first
submission is deemed to be plagiarised.
● You should be aware that teachers have the right to refuse to
assess you if they do not believe you completed the work, and
if you cannot prove your ownership to their satisfaction, or the
satisfaction of the coordinators of your respective IB
Programmes. The IB will accept the teacher’s decision in this
case.
● It is the student’s responsibility, if academic dishonesty is
suspected, to prove that all pieces of work are his/her own, and
have not been plagiarized.

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I pledge to adhere to the rules and regulations of my classroom and of our
School.
This means that:
1. I will not distort the truth, cheat or misrepresent someone else’s work
as my own. I ensure that all work submitted for assessment is
authentically mine
2. I am expected to review my work before submission to identify any
passages, computer programmes, data, photographs and other
material which require acknowledgement.
3. I will fully and correctly acknowledge the work and ideas of others
4. Additionally, I will not assist any fellow student(s) by providing test
information or answers before, during or after the testing session.
5. I have thoroughly prepared for this assignment and am proud of the
work that I am presenting.
6. I may be required to submit my work using Turnitin. Failing to do this
could result in an accusation of plagiarism, and/or a refusal to accept
my work within school and/or to submit my work to the IB.
7. I am expected to comply with all internal school deadlines. This is for
my own benefit as it may allow time for revising work that is of doubtful
authorship
8. I am aware that teachers have the right to refuse to assess you if they
do not believe i have completed the work, and if i cannot prove my
ownership to their satisfaction, or the satisfaction of my Programme
coordinator. The IB will accept the teacher’s decision in this case.
9. It is my responsibility, if academic dishonesty is suspected, to prove
that all pieces of work are mine own, and have not been plagiarised.
10. I pledge to earn my own grades based upon my own efforts.
11. I pledge that I will be responsible for my own actions and will accept
appropriate consequences for my actions, for any violation of this
Honor Code.

Student Name: ___________________

Grade:__________________________

Signature: _______________________

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ATL Skills descriptors

Task – specific
ATL skills and Level Achieved and Teacher’s
Strands description/
cluster Reflection
expectation

Use The student is able to

brainstorming design a new
and visual mathematical game
diagrams to based on patterns
generate new using brainstorming
ideas and and visual diagrams so
inquiries that they can get clear
idea of patterns that
Thinking Skills can be followed to
design a game.
(Creative thinking
skills ) Practise visible The students will
thinking practise visible
strategies and thinking strategies and
techniques techniques to design a
game based on
numeric pattern.

Self – Set goals that are Students mathematical

Management challenging and game should be
skills realistic challenging and
(Organization realistic
skills)

Use appropriate Use appropriate

strategies for strategies for
organizing organizing complex

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 complex information that can
information help you in designing a
game.

Select and use Select and use

technology technology effectively
effectively and and productively being
productively a game designer.

Organizational Mindfulness Students should be

skills (Affective conscious and aware
skills) of the concepts while
designing the
mathematical game

Practise Students should

strategies to practise strategies to
develop mental develop mental focus
focus required as a perfect
designer .

Student’s Reflection

ATL skills addressed in the unit How well did you master the skills in this
unit?

BE AE ME EE

Research/Thinking Skills (Information

Literacy Skills)

Organization skills (Affective skills)

Key to the levels of the ATL skills

BE Below expectation

AE Approaching expectation, with limited

confidence

ME Meeting expectation, with confidence

EE Exceeding Expectation

Learner profile Reflect on the importance of the attribute for our learning

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attribute(s): in this unit

Student’s reflection:

Peer’s reflection:

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Teacher’s comment/ Feed Forward:

TASK IN DETAIL

The task for the students

Students have to design a mathematical game based on the concept of numeric

pattern they have learnt.

Suggestions for an effective task

1. No plagiarism
2. Submit your work on time. Late submissions might be penalized.

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