MYP+Criteria

**Criterion A: Knowing and understanding**

 * || **Year 6**
 * (MYP 1)** || **Grades 7-9**
 * (MYP 3)** || **Grades 9-10**
 * (MYP 5)** ||
 * 1-2 || The student is able to:
 * 1) select appropriate mathematics when solving simple problems in familiar situations
 * 2) apply the selected mathematics successfully when solving these problems
 * 3) generally solve these problems correctly. || The student is able to:
 * 4) select appropriate mathematics when solving simple problems in familiar situations
 * 5) apply the selected mathematics successfully when solving these problems
 * 6) generally solve these problems correctly. || The student is able to:
 * 7) select appropriate mathematics when solving simple problems in familiar situations
 * 8) apply the selected mathematics successfully when solving these problems
 * 9) generally solve these problems correctly. ||
 * 3-4 || The student is able to:
 * 1) select appropriate mathematics when solving more complex problems in familiar situations
 * 2) apply the selected mathematics successfully when solving these problems
 * 3) generally solve these problems correctly. || The student is able to:
 * 4) select appropriate mathematics when solving more complex problems in familiar situations
 * 5) apply the selected mathematics successfully when solving these problems
 * 6) generally solve these problems correctly. || The student is able to:
 * 7) select appropriate mathematics when solving more complex problems in familiar situations
 * 8) apply the selected mathematics successfully when solving these problems
 * 9) generally solve these problems correctly. ||
 * 5-6 || The student is able to:
 * 1) select appropriate mathematics when solving challenging problems in familiar situations
 * 2) apply the selected mathematics successfully when solving these problems
 * 3) generally solve these problems correctly. || The student is able to:
 * 4) select appropriate mathematics when solving challenging problems in familiar situations
 * 5) apply the selected mathematics successfully when solving these problems
 * 6) generally solve these problems correctly. || The student is able to:
 * 7) select appropriate mathematics when solving challenging problems in familiar situations
 * 8) apply the selected mathematics successfully when solving these problems
 * 9) generally solve these problems correctly. ||
 * 7-8 || The student is able to:
 * 1) select appropriate mathematics when solving challenging problems in both familiar and unfamiliar situations
 * 2) apply the selected mathematics successfully when solving these problems
 * 3) generally solve these problems correctly. || The student is able to:
 * 4) select appropriate mathematics when solving challenging problems in both familiar and unfamiliar situations
 * 5) apply the selected mathematics successfully when solving these problems
 * 6) generally solve these problems correctly. || The student is able to:
 * 7) select appropriate mathematics when solving challenging problems in both familiar and unfamiliar situations
 * 8) apply the selected mathematics successfully when solving these problems
 * 9) generally solve these problems correctly. ||


 * Criterion B: Investigating patterns **
 * || **Year 6**
 * (MYP 1)** || **Year 7-8**
 * (MYP 3)** || **Year 9-10**
 * (MYP 5)** ||
 * 1-2 || The student is able to:
 * 1) apply, with teacher support, mathematical problem-solving techniques to recognize simple patterns
 * 2) state predictions consistent with simple patterns. || The student is able to:
 * 3) apply, with teacher support, mathematical problem-solving techniques to discover simple patterns
 * 4) state predictions consistent with patterns. || The student is able to:
 * 5) apply, with teacher support, mathematical problem-solving techniques to discover simple patterns
 * 6) state predictions consistent with patterns. ||
 * 3-4 || The student is able to:
 * 1) apply mathematical problem-solving techniques to recognize patterns
 * 2) suggest how these patterns work. || The student is able to:
 * 3) apply mathematical problem-solving techniques to discover simple patterns
 * 4) suggest relationships and/or general rules consistent with findings. || The student is able to:
 * 5) apply mathematical problem-solving techniques to discover simple patterns
 * 6) suggest general rules consistent with findings. ||
 * 5-6 || The student is able to:
 * 1) apply mathematical problem-solving techniques to recognize patterns
 * 2) suggest relationships or general rules consistent with findings
 * 3) verify whether patterns work for another example. || The student is able to:
 * 4) select and apply mathematical problem-solving techniques to discover complex patterns
 * 5) describe patterns as relationships and/or general rules consistent with findings
 * 6) verify these relationships and/or general rules. || The student is able to:
 * 7) select and apply mathematical problem-solving techniques to discover complex patterns
 * 8) describe patterns as general rules consistent with findings
 * 9) verify the validity of these general rules. ||
 * 7-8 || The student is able to:
 * 1) select and apply mathematical problem-solving techniques to recognize correct patterns
 * 2) describe patterns as relationships or general rules consistent with correct findings
 * 3) verify whether patterns work for other examples. || The student is able to:
 * 4) select and apply mathematical problem-solving techniques to discover complex patterns
 * 5) describe patterns as relationships and/or general rules consistent with correct findings
 * 6) verify and justify these relationships and/or general rules. || The student is able to:
 * 7) select and apply mathematical problem-solving techniques to discover complex patterns
 * 8) describe patterns as general rules consistent with correct findings
 * 9) prove, or verify and justify, these general rules. ||
 * 1) prove, or verify and justify, these general rules. ||

**Criterion C: Communicating**

 * || **Year 6**
 * (MYP 1)** || **Year 7-8**
 * (MYP 3)** || **Year 9-10**
 * (MYP 5)** ||
 * 1-2 || The student is able to:
 * 1) use limited mathematical language
 * 2) use limited forms of mathematical representation to present information
 * 3) communicate through lines of reasoning that are difficult to understand. || The student is able to:
 * 4) use limited mathematical language
 * 5) use limited forms of mathematical representation to present information
 * 6) communicate through lines of reasoning that are difficult to interpret. || The student is able to:
 * 7) use limited mathematical language
 * 8) use limited forms of mathematical representation to present information
 * 9) communicate through lines of reasoning that are difficult to interpret. ||
 * 3-4 || The student is able to:
 * 1) use some appropriate mathematical language
 * 2) use different forms of mathematical representation to present information adequately
 * 3) communicate through lines of reasoning that are able to be understood, although these are not always coherent
 * 4) adequately organize information using a logical structure. || The student is able to:
 * 5) use some appropriate mathematical language
 * 6) use different forms of mathematical representation to present information adequately
 * 7) communicate through lines of reasoning that are able to be understood, although these are not always clear
 * 8) adequately organize information using a logical structure. || The student is able to:
 * 9) use some appropriate mathematical language
 * 10) use appropriate forms of mathematical representation to present information adequately
 * 11) communicate through lines of reasoning that are complete
 * 12) adequately organize information using a logical structure. ||
 * 5-6 || The student is able to:
 * 1) usually use appropriate mathematical language
 * 2) usually use different forms of mathematical representation to present information correctly
 * 3) communicate through lines of reasoning that are usually coherent
 * 4) present work that is usually organized using a logical structure. || The student is able to:
 * 5) usually use appropriate mathematical language
 * 6) usually use different forms of mathematical representation to present information correctly
 * 7) move between different forms of mathematical representation with some success
 * 8) communicate through lines of reasoning that are clear although not always coherent or complete
 * 9) present work that is usually organized using a logical structure. || The student is able to:
 * 10) usually use appropriate mathematical language
 * 11) usually use appropriate forms of mathematical representation to present information correctly
 * 12) usually move between different forms of mathematical representation
 * 13) communicate through lines of reasoning that are complete and coherent
 * 14) present work that is usually organized using a logical structure. ||
 * 7-8 || The student is able to:
 * 1) consistently use appropriate mathematical language
 * 2) consistently use different forms of mathematical representation to present information correctly
 * 3) communicate clearly through coherent lines of reasoning
 * 4) present work that is consistently organized using a logical structure. || The student is able to:
 * 5) consistently use appropriate mathematical language
 * 6) use different forms of mathematical representation to consistently present information correctly
 * 7) move effectively between different forms of mathematical representation
 * 8) communicate through lines of reasoning that are complete and coherent
 * 9) present work that is consistently organized using a logical structure. || The student is able to:
 * 10) consistently use appropriate mathematical language
 * 11) use appropriate forms of mathematical representation to consistently present information correctly
 * 12) move effectively between different forms of mathematical representation
 * 13) communicate through lines of reasoning that are complete, coherent and concise
 * 14) present work that is consistently organized using a logical structure. ||

**Criterion D: Applying mathematics in real-life contexts**

 * || **Year 6**
 * (MYP 1)** || **Year 7-8****(MYP 3)** || **Year 9-10****(MYP 5)** ||
 * 1-2 || The student is able to:
 * 1) identify some of the elements of the authentic real-life situation
 * 2) apply mathematical strategies to find a solution to the authentic real-life situation, with limited success. || The student is able to:
 * 3) identify some of the elements of the authentic real-life situation
 * 4) apply mathematical strategies to find a solution to the authentic real-life situation, with limited success. || The student is able to:
 * 5) identify some of the elements of the authentic real-life situation
 * 6) apply mathematical strategies to find a solution to the authentic real- life situation, with limited success. ||
 * 3-4 || The student is able to:
 * 1) identify the relevant elements of the authentic real-life situation
 * 2) apply mathematical strategies to reach a solution to the authentic real- life situation
 * 3) state, but not always correctly, whether the solution makes sense in the context of the authentic real-life situation. || The student is able to:
 * 4) identify the relevant elements of the authentic real-life situation
 * 5) select, with some success, adequate mathematical strategies to model the authentic real-life situation
 * 6) apply mathematical strategies to reach a solution to the authentic real- life situation
 * 7) describe whether the solution makes sense in the context of the authentic real-life situation. || The student is able to:
 * 8) identify the relevant elements of the authentic real-life situation
 * 9) select, with some success, adequate mathematical strategies to model the authentic real-life situation
 * 10) apply mathematical strategies to reach a solution to the authentic real- life situation
 * 11) discuss whether the solution makes sense in the context of the authentic real-life situation. ||
 * 5-6 || The student is able to:
 * 1) identify the relevant elements of the authentic real-life situation
 * 2) select adequate mathematical strategies to model the authentic real-life situation
 * 3) apply the selected mathematical strategies to reach a valid solution to the authentic real-life situation
 * 4) describe the degree of accuracy of the solution
 * 5) state correctly whether the solution makes sense in the context of the authentic real-life situation. || The student is able to:
 * 6) identify the relevant elements of the authentic real-life situation
 * 7) select adequate mathematical strategies to model the authentic real-life situation
 * 8) apply the selected mathematical strategies to reach a valid solution to the authentic real-life situation
 * 9) describe the degree of accuracy of the solution
 * 10) discuss whether the solution makes sense in the context of the authentic real-life situation. || The student is able to:
 * 11) identify the relevant elements of the authentic real-life situation
 * 12) select adequate mathematical strategies to model the authentic real- life situation
 * 13) apply the selected mathematical strategies to reach a valid solution to the authentic real-life situation
 * 14) explain the degree of accuracy of the solution
 * 15) explain whether the solution makes sense in the context of the authentic real-life situation. ||
 * 7-8 || The student is able to:
 * 1) identify the relevant elements of the authentic real-life situation
 * 2) select adequate mathematical strategies to model the authentic real-life situation
 * 3) apply the selected mathematical strategies to reach a correct solution to the authentic real-life situation
 * 4) explain the degree of accuracy of the solution
 * 5) describe correctly whether the solution makes sense in the context of the authentic real-life situation. || The student is able to:
 * 6) identify the relevant elements of the authentic real-life situation
 * 7) select appropriate mathematical strategies to model the authentic real- life situation
 * 8) apply the selected mathematical strategies to reach a correct solution
 * 9) explain the degree of accuracy of the solution
 * 10) explain whether the solution makes sense in the context of the authentic real-life situation. || The student is able to:
 * 11) identify the relevant elements of the authentic real-life situation
 * 12) select appropriate mathematical strategies to model the authentic real-life situation
 * 13) apply the selected mathematical strategies to reach a correct solution to the authentic real-life situation
 * 14) justify the degree of accuracy of the solution
 * 15) justify whether the solution makes sense in the context of the authentic real-life situation. ||

Grade boundary: