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M2 - Unit 3 - Summative Criterion B

The document outlines a geometry assessment for MYP 2 students, focusing on investigating patterns in measurements and space. It details the assessment criteria, including the ability to apply mathematical problem-solving techniques, describe relationships, and verify general rules. The investigation involves dividing regular polygons into smaller shapes to calculate areas and discover patterns, with a structured approach to documenting findings.

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gemma.frederiksen
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442 views3 pages

M2 - Unit 3 - Summative Criterion B

The document outlines a geometry assessment for MYP 2 students, focusing on investigating patterns in measurements and space. It details the assessment criteria, including the ability to apply mathematical problem-solving techniques, describe relationships, and verify general rules. The investigation involves dividing regular polygons into smaller shapes to calculate areas and discover patterns, with a structured approach to documenting findings.

Uploaded by

gemma.frederiksen
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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​ ​ ​ ​ ​ ​

Name: ____________________________ ​ ​ ​ Date:__________

MYP 2: Geometry
Statement of Inquiry: Generalising relationships between measurements and space
can help deepen our understanding of the formation of human and natural
landscapes.

Summative Assessment: Criterion B: Investigating Patterns


At the end of year 3, students should be able to:
i. Select and apply mathematical problem-solving techniques to discover complex patterns.
ii. Describe patterns as relationships and/or general rules consistent with findings.
iii. Verify and justify relationships and/or general rules.

Level Descriptors Decoder

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

i. The student is able to apply, with teacher With the teacher's support, the student can apply
support, mathematical problem-solving mathematical problem-solving techniques to recognise
techniques to discover simple patterns simple patterns in the area and perimeter of a 2D shape.

ii. The student can state predictions that are With some guidance, the student can predict patterns in
consistent with patterns. the investigation.

i.The student is able to apply mathematical With limited teacher guidance, the student can apply
​ problem-solving techniques to discover mathematical problem-solving techniques to recognise
simple patterns patterns based on the investigation.
ii. The student can suggest relationships
and/or general rules consistent with With limited support, the student can describe how these
findings. patterns work or relate to the investigation.

The student can, The student can select and apply mathematical
i: select and apply mathematical problem-solving techniques to recognise patterns within
problem-solving techniques to discover the given parameters.
complex patterns.
Able to describe relationships or general rules consistent
ii: describe patterns as relationships and /or with findings from the investigation.
general rules consistent with findings.
Verify whether the rule works in Q7 and Q8
iii: verify these relationships and/or general
rules.
The student can, Select and Apply mathematical problem-solving
i: select and apply mathematical techniques to recognise correct patterns in Q2 and Q5.
problem-solving techniques to discover
complex patterns. Describe patterns as relationships or general rules
consistent with correct findings.
ii: describe patterns as relationships and /or
general rules consistent with correct Verify whether your rule works for another example in Q7
findings. and Q8, and you can justify why the rule works.

iii: verify and justify these relationships


and/or general rules.
Investigation: Given the regular polygons (see them in the table below), how could you divide
them into smaller shapes whose area you know how to solve? Show your answer using a
diagram. Use/draw in the shapes provided in column 1.

Polygon Name of the Number Smaller shapes to calculate the area and area Total area of
polygon of sides of each shape. the polygon
Step 1: Identify smaller shapes (show/ draw your answer in 1st column )

○​ Determine which smaller shapes (e.g., triangles, rectangles, trapezoids) can be


used to divide each polygon.
○​ Consider the symmetry and equal division of the polygons.

Step 2: Calculate the areas of the smaller polygons that you know how to find. (write your
answer in 4th column )

○​ Calculate the area of each smaller shape.


○​ Sum the areas of the smaller shapes to verify that they equal the area of the
original polygon.

Step 3: Discover patterns (find pattern/s by examining 3rd, 4th and 5th columns).

○​ Look for patterns in how the polygons are divided. What did you find?

Step 4: State your discovered pattern as a general rule.

Step 5: Verify your general by applying it to one of the polygons above and give another of your
own.

Step 6: Justifying findings with mathematical reasoning and evidence.

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