MYP Assessment Task Sheet

Year 2019-20

Class: MYP Year 2 Date: 11th Oct 2019

Subject: Mathematics Unit: Number System

Statement of Inquiry:
Numbers in different forms give us a variety of ways to predict patterns and think
about problems of global significance.
Summative Assessment Task:
GOAL: To investigate and find the pattern with numbers with base 2 and base 3.
ATL: Self-management Skills (Affective skills)

Student’s Name: ______________________________

Standardization:

level of achievement

Teacher Criterion A Criterion B Criterion C Criterion D

Parth Patel

Final Level of
achievement

Criterion
A: Knowing and understanding

 ii. apply the selected mathematics successfully when solving problems

B: Investigating patterns

 i. select and apply mathematical problem-solving techniques to discover

complex patterns.

C: Communicating

 ii. use appropriate forms of mathematical representation to present

information
 v. organize information using a logical structure.

D: Applying mathematics in real-life contexts

 ii. select appropriate mathematical strategies when solving authentic real-life situations

 iii. apply the selected mathematical strategies successfully to reach a solution

Criterion A: Knowing and understanding

Achievement Level descriptor Task Specific descriptor
level
 0 The student does not reach The student does not reach a
a standard described by any standard described by any of
of the descriptors Below. the descriptors Below.

1-2 The student is able to: The student is able to:

ii. apply the selected  Selection of method.
mathematics successfully  Selection of proper
when solving these Pattern.
problems.

3–4 The student is able to: The student is able to:

ii. apply the selected  Compare unit digit.
mathematics successfully  Compare different
when solving these multiplications.
problems

5-6 The student is able to: The student is able to:

ii. apply the selected • Find the proper pattern of
mathematics successfully multiplication.
when solving these problems • How one can relate
Radicals and Indices.

7-8 The student is able to: The student is able to:

ii. apply the selected • Compare all the data
mathematics successfully with all aspects.
when solving these • Present the data properly.
problems.

          

      Criteria B – Investigating patterns

Level of MYP Descriptor Task specific

Achievemen Descriptor
t

0 The student does not reach a standard The student does not
described by reach a standard
any of the descriptors below described by
The student is not able to: any of the descriptors
_____________ -apply, with teacher support, below-
1-2 mathematical problem solving The student is not able
techniques to recognize simple patterns to:
-state predictions consistent with simple -apply, with teacher
patterns support, mathematical
problem solving
techniques to recognize
pattern of numbers.

3-4 The student is able to: The student is able to:

-apply mathematical problem-solving -apply mathematical
techniques to problem-solving
recognize patterns techniques to
recognize patterns of
divisibility.
-suggest how these
patterns work.

5-6 The student is able to: The student is able to:

-apply mathematical problem-solving -apply mathematical
techniques to recognize patterns problem-solving
techniques to recognize
patterns of BODMAS.

7-8 The student is able to: Select and apply

select and apply mathematical  problem- mathematical  problem-
solving techniques to recognize correct solving techniques to
patterns. recognize patterns of
Simplification.
Criterion C: Communicating
Achievement Level descriptor Task Specific
level descriptor
0 The student does not reach a standard
described by any of the descriptors below.

1-2 The student is able to: Basic mathematical

ii. use limited forms of mathematical language should be
representation to present information used.
v. organize information using a logical
structure.
3–4 The student is able to: Proper presentation
ii. use appropriate forms of of data and formula
mathematical representation to is required.
present information adequately
v. organize information using a logical
structure.

5-6 The student is able to: Detailed explanation

ii. usually use appropriate forms of of chosen method
mathematical representation to present and proper
information correctly. comparison is
v. organize information usinga logical needed. Overall
presentation should
structure.
be having easy,
simple language and
proper manner.
7-8 The student is able to: Overall presentation
ii. consistently use appropriate forms of should be having
mathematical representation to present easy, simple
information correctly language and with
clean work.
v. organize information usinga logical
structure.
 Criterion D: Applying mathematics in real-life contexts
Achivement Level descriptor Task  Specific
level descriptor

0 The student does not reach a standard described

by any of the descriptors
below.

1-2 The student is able to: Proper formula and

ii. apply mathematical strategies to find a solution equation method should
to the authentic real-life situation, with limited be there.
success.

3–4 The student is able to: Approach towards

ii. apply mathematical strategies to reach a problem sums.
solution to the authentic real-life situation
iii. state, but not always correctly, whether the
solution makes sense in the
context of the authentic real-life situation.

5-6 The student is able to: Practical usage of

ii. select adequate mathematical strategies to concept of maths in real
model the authentic real-life situation life.
iii. apply the selected mathematical strategies to
reach a valid solution to
the authentic real-life situation

7-8 The student is able to: How fluently one can

ii. select adequate mathematical strategies to use these methods in
model the authentic real-life situation real life situations?
iii. apply the selected mathematical strategies to
reach a correct solution to
the authentic real-life situation

Solve The Problems of Numbers

  Name : _________________________ Class : ______________ 
Answer the following questions with proper method and explaination.
 Round off to the nearest 10:

43=_________ 451=_____________ 9995=___________

 Round off to the nearest 100:

369=_________ 1426=_____________ 34037=___________

 Round off to the nearest 1000:

670934=_________ 415=_____________ 34037=___________

 Round off to One significant figure:

2555=_________ 69=_____________ 23501=___________

 Round off to two significant figures:

561=_________ 69=_____________ 23501=___________

 Estimate the following using a one significant figure.

641÷59=_________ 2038÷49=____________

 Sally earn €404 per week for 7 months of the year. ESTIMATE the total
amount of money she earned.

 Ishan Swims 4500m in a training session. If the pool is 50m long, how many
laps does he swims?
  Evaluate following using BODMAS
6×8-18÷(4÷2)=

(5+3)×2+10÷(8-3)=

 Write and explain Divisibility Test of 2 and 3 with one example.

 True or False
 45 is divisible by 3.
 402 is divisible by 3.
 544 is divisible by 4.
 Each number which is divisible by 9 must be divisible by 3.
 751 is divisible by 7

 Find the HCF of following numbers.(calculate in rough and write the

answers only.)
 9,12 =____________
 108,144=________
 78,130=__________
 24,32=___________
 25,50,75=________

 Find the LCM of following numbers.(calculate in rough and write the

answers only.)

 6,8=___________
 7,10=___________
 2,4,6=___________
 5,10,25=_________
 Find:
 -11+7=____________
 -16+10-4=_________
 6.9-11.4=__________
 -2-8- -6 + -5 =_______

 Write the following in Decimal form.

7 5 1 7
 10 + 100 + 1000 + 10000 =___________

5 6 5 7
 + + + =___________
1 10 100 10000

 Write the following in expanded form.

 3.058=_____________________
 0.0632=____________________
 53.707=____________________

 Solve the following.

 13.69+8.091=_________

 0.16+2.09+0.895=____________

 0.16-0.093-0.131=___________

 38.76+132.8+9.072=____________

 0.0583×100000=__________

 0.083÷1000=__________

 (0.06)2=_____________

 0.3×0.5×0.7=__________

 0.0405÷3=_________

 12.88÷0.023=__________
 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 Turningin. 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.
I pledge to adhere to the rules and regulations of my classroom and of our
School.
This means that:
• 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
• I am expected to review my work before submission to identify any
passages, computer programmes, data, photographs and other
material which require acknowledgement.
• I will fully and correctly acknowledge the work and ideas of others
• Additionally, I will not assist any fellow student(s) by providing test
information or answers before, during or after the testing session.
• I have thoroughly prepared for this assignment and am proud of the
work that I am presenting.
• 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.
• 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
• 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.
• It is my responsibility, if academic dishonesty is suspected, to prove
that all pieces of work are mine own, and have not been plagiarised.
• I pledge to earn my own grades based upon my own efforts.
• I pledge that I will be responsible for my own actions and will accept
appropriate consequences for my actions, for any violation of this
Honour Code.

Student Name: ___________________

Grade:__________________________

Signature: _______________________
ATL Skills descriptors
ATL skills Strands Task – specific Level Achieved and Teacher’s
and cluster description/ Reflection
expectation

Self – Practice strategies The student

Management to overcome maintains focus
skills distractions and finishes the
(Affective task in time
skills)
Demonstrate The student
persistence researches
and through a large
perseverance number of
resources; finds
and writes
appropriate
summery
Practice The student
“bouncing back” submits drafts
after adversity, and works on the
mistakes and suggested
failures corrections
Practice dealing The student
with changes. adapts to the
methodology of
teaching of the
newly assigned
teacher
Student’s Reflection

ATL skills addressed in the unit How well did you master the skills
in this unit?
BE AE ME EE
Self – Management 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

attribute(s): our learning in this unit
Student’s reflection:

Peer’s reflection:

Teacher’s comment/ Feed Forward: