Note! The IB subject specific assessment criteria are used during the MYP studies as one means of varied ways of assessment, because they give the student more detailed feedback on the learning and skills. Yet, the final assessment is based on the descriptions given in the Finnish national core curriculum.

9th grade | MYP 5 assessment criteria

Criterion A: Knowing and understanding

Maximum: 8

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 and level descriptor

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

1–2

The student is able to:

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 in a variety of contexts.

3–4

The student is able to:

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 in a variety of contexts.

5–6

The student is able to:

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 in a variety of contexts.

7–8

The student is able to:

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 in a variety of contexts.

Criterion B: Investigating patterns

Maximum: 8

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 and level descriptor

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

1–2

The student is able to:

i. apply, with teacher support, mathematical problem-solving techniques to discover simple patterns

ii. state predictions consistent with patterns.

3–4

The student is able to:

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

ii. suggest general rules consistent with findings.

5–6

The student is able to:

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

The student is able to:

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

Maximum: 8

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 and level descriptor

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

1–2

The student is able to:

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

The student is able to:

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

The student is able to:

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

The student is able to:

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

Maximum: 8

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 and level descriptor

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

1–2

The student is able to:

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

The student is able to:

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

The student is able to:

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

The student is able to:

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.