MYP Mathematics Handbook


The aims of all MYP subjects state what a teacher may expect to teach and what a student may expect to

experience and learn. These aims suggest how the student may be changed by the learning experience.

The aims of MYP mathematics are to encourage and enable students to:


The objectives of any MYP subject group state the specific targets that are set for learning in the subject.

They define what the student will be able to accomplish as a result of studying the subject.

The objectives of MYP mathematics encompass the factual, conceptual, procedural and metacognitive dimensions of knowledge.


A- Knowing and understanding

Knowledge and understanding are fundamental to studying mathematics and form the base from which to

explore concepts and develop skills. This objective assesses the extent to which students can select and

apply mathematics to solve problems in both familiar and unfamiliar situations in a variety of contexts.

This objective requires students to demonstrate knowledge and understanding of the concepts and skills of

the four branches in the prescribed framework (numerical and abstract reasoning, thinking with models,

spatial reasoning, and reasoning with data).

In order to reach the aims of mathematics, 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.


B - Investigating patterns

Investigating patterns allows students to experience the excitement and satisfaction of mathematical

discovery. Working through investigations encourages students to become risk-takers, inquirers and critical

thinkers. The ability to inquire is invaluable in the MYP and contributes to lifelong learning.

A task that does not allow students to select a problem-solving technique is too guided and should result in

students earning a maximum achievement level of 6 (for years 1 and 2) and a maximum achievement level

of 4 (for year 3 and up). However, teachers should give enough direction to ensure that all students can

begin the investigation.

For year 3 and up, a student who describes a general rule consistent with incorrect findings will be able to

achieve a maximum achievement level of 6, provided that the rule is of an equivalent level of complexity.

In order to reach the aims of mathematics, 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.


C - Communicating

Mathematics provides a powerful and universal language. Students are expected to use appropriate

mathematical language and different forms of representation when communicating mathematical ideas,

reasoning and findings, both orally and in writing.

In order to reach the aims of mathematics, students should be able to:

i. use appropriate mathematical language (notation, symbols and terminology) in both oral and written


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.


D - Applying Mathematics in real-life contexts

MYP mathematics encourages students to see mathematics as a tool for solving problems in an authentic

real-life context. Students are expected to transfer theoretical mathematical knowledge into real-world

situations and apply appropriate problem-solving strategies, draw valid conclusions and reflect upon their


In order to reach the aims of mathematics, 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.

Key Concepts

Key concepts promote the development of a broad curriculum. They represent big ideas that are both relevant within and across disciplines and subjects. Inquiry into key concepts can facilitate connections between and among:

The key concepts contributed by the study of mathematics are form, logic and relationships.


Form is the shape and underlying structure of an entity or piece of work, including its organization, essential nature and external appearance.

Form in MYP mathematics refers to the understanding that the underlying structure and shape of an entity is distinguished by its properties. Form provides opportunities for students to appreciate the aesthetic nature of the constructs used in a discipline.


Logic is a method of reasoning and a system of principles used to build arguments and reach conclusions.

Logic in MYP mathematics is used as a process in making decisions about numbers, shapes, and variables. This system of reasoning provides students with a method for explaining the validity of their conclusions. Within the MYP, this should not be confused with the subfield of mathematics called “symbolic logic”.


Relationships are the connections and associations between properties, objects, people and ideas—including the human community’s connections with the world in which we live. Any change in relationship brings consequences—some of which may occur on a small scale, while others may be far reaching, affecting large networks and systems such as human societies and the planetary ecosystem.

Relationships in MYP mathematics refers to the connections between quantities, properties or concepts and these connections may be expressed as models, rules or statements. Relationships provide opportunities for students to explore patterns in the world around them. Connections between the student and mathematics in the real world are important in developing deeper understanding.

Related Concepts

Related concepts promote deep learning. They are grounded in specific disciplines and are useful for exploring key concepts in greater detail. Inquiry into related concepts helps students develop more complex and sophisticated conceptual understanding. Related concepts may arise from the subject matter of a unit or from the craft of a subject—that is, its features and processes. 

Global Contexts

Identities and relationships

Who we are: an inquiry into the nature of the self; beliefs and values; personal, physical, mental, social and spiritual health; human relationships including families, friends, communities and cultures; rights and responsibilities; what it means to be human.

Orientation in space and time

Where we are in place and time: an inquiry into orientation in place and time; personal histories; homes and journeys; the discoveries, explorations and migrations of humankind; the relationships between, and the interconnectedness of, individuals and civilizations, from local and global perspectives.

Personal and cultural expression

How we express ourselves: an inquiry into the ways in which we discover and express ideas, feelings, nature, culture, beliefs and values; the ways in which we reflect on, extend and enjoy our creativity; our appreciation of the aesthetic.

Scientific and technical innovation

How the world works: an inquiry into the natural world and its laws; the interaction between the natural world (physical and biological) and human societies; how humans use their understanding of scientific principles; the impact of scientific and technological advances on society and on the environment.

Globalization and sustainability

How we organize ourselves: an inquiry into the interconnectedness of human-made systems and communities; the structure and function of organizations; societal decision-making; economic activities and their impact on humankind and the environment.

Fairness and development

Sharing the planet: an inquiry into rights and responsibilities in the struggle to share finite resources with other people and with other living things; communities and the relationships within and between them; access to equal opportunities; peace and conflict resolution.

Approaches to learning (ATL)

All MYP units of work offer opportunities for students to develop and practise ATL skills. These skills provide valuable support for students working to meet the aims and objectives of the subject group.

The ATL skills are grouped into five categories that span the IB continuum of international education, and IB programmes identify discrete skills in each category that can be introduced, practised and consolidated in the classroom and beyond.

ATL skill indicators, especially relevant for, or unique to, Mathematics are identified for teaching learning process.

Each MYP unit explicitly identifies ATL skills around which teaching and learning can focus, and through which students can authentically demonstrate what they are able to do. 

Table below lists some specific ATL skills that students can demonstrate through performances of understanding in mathematics.

Curriculum Overview

MYP 1 Curriculum Overview

MYP1 Math Overview 2023-24.docx.pdf

MYP 2 Curriculum Overview

MYP-2 CURRICULUM OVERVIEW 2023-24.docx.pdf

MYP 3 Curriculum Overview

MYP-3 MATHEMATICS OVERVIEW 2023- 2024.docx.pdf


Command Terms


Assessment Criteria for MYP 1

Mathematics Assessment Criteria MYP-1 .pdf

Assessment Criteria for MYP 2 and MYP 3

Mathematics Assessment Criteria MYP-2 and MYP-3.pdf


Assessment Unit - Measurement.docx.pdf
Math Criterion - D assessment task.docx.pdf
MYP-3 Unit Summative Sample Assessment Paper.pdf

Sample Term Paper for MYP 1

MYP 1 Math Sample Paper.pdf

Sample Term Paper for MYP 2


Sample Term Paper-1 for MYP 3


Sample Term Paper-2 for MYP 3



IB MYP Mathematics Guide  ( for use from September 2020/January 2021 )