MYP Assessment Task Sheet

Year 2021-22

Class: MYP Year 4 Date: 20th Aug 2021 Subject: Mathematics

Date of submission: 27/08/2021 Unit: Number system

Statement of Inquiry:
Students will use logical mathematical process to simplify and understand quantities
in order to make informed financial decisions.
Summative Assessment Task:
GOAL: compare different house loan policies provided by different banks and choose the best
policy.

ROLE: You are a professional who has salary of fixed amount.

AUDIENCE: You have to present the data in a proper manner to convince your family.

SITUATION: You need to compare Loan amount of three different values with three different
interest rates and three different time period.

PRODUCT: Prepare a detailed report covering all the information of all these loan amount, interest
rates and instalments amount, the amount remaining after paying interest and instalments.

ATL:
Self-management Skills (Affective skills)
Transfer of knowledge (Information literacy skills)

Submission date: By 27th Aug 2021

Student’s Name: ______________________________

Standardization: Level of achievement

Teacher

Criterion A Criterion B Criterion C Criterion

Parth Patel D
 Final Level of
achievement

Criterion
• A: Knowing and understanding
• i. select appropriate mathematics when solving problems in both familiar
and unfamiliar situations
• ii. apply the selected mathematics successfully when solving problems
• B: Investigating patterns
• ii. describe patterns as general rules consistent with findings
• C: Communicating
• 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 • D: Applying mathematics in real-life contexts
• 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
Criterion A: Knowing and understanding
Achievement level ii. apply the selected mathematics
Level descriptor Task Specific descriptor successfully when solving these
problems
0 The student does not reach a standard
described by any of the 5-6 The student is able to:
descriptors i. select appropriate mathematics
Below. when solving challenging problems
in
1-2 The student is able to: familiar situations
i. select appropriate mathematics ii. apply the selected mathematics
when solving simple problems in successfully when solving these
familiar situations problems
ii. apply the selected mathematics The student does not reach a standard
successfully when solving these described by any of the descriptors
problems Below.

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

i. select appropriate mathematics • Selection of banks. • Selection of proper
when solving more complex policies.
problems
in familiar situations
The student is able to: The student is able to:
• Comparing different rates. • Find the preferable instalments amount.
• Comparing different interests. • Compare instalments amount.

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

i. select appropriate • Compare all the data
mathematics when solving with all aspects.
challenging problems in • Present the data
both familiar and unfamiliar properly.
situations
ii. apply the selected
mathematics successfully
when solving these
problems

Criterion B: Investigating patterns

Achievement level 5-6 The student is able to:
Level descriptor Task Specific descriptor ii. suggest relationships or general rules
0 The student does not reach a standard consistent
described by any of the descriptors with findings
Below.

1-2 The student is able to:

ii. State predictions consistent with simple
patterns.
3–4 The student is able to:
ii. Suggest how these patterns work.
Students should be able to predict the
standard loans
policies.
Students have to show the calculation or
formula used fot it. Students will suggest the
proper approach to compare the policies.

7-8 The student is able to: Students will

ii. describe patterns as relationships or show the
general rules consistent with calculation with
correct findings one example
and
mention the
formula.

Criterion C: Communicating
Achievement level
Level descriptor Task Specific 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 present information correctly
representation
to present information

3–4 The student is able to:

i. use some appropriate mathematical
language
ii. use appropriate forms of mathematical
representation to present
information adequately
5-6 The student is able to:
i. usually use appropriate mathematical
language
ii. usually use appropriate forms of
mathematical
representation to
Basic mathematical language should be
used.
Proper presentation of data and formula is
required.
Detailed explanation of chosen method and
proper comparison is needed. Overall
presentation should be having easy, simple
language and proper manner.

7-8 The student is able to: Overall

i. consistently use appropriate mathematical presentation
language ii. consistently use appropriate forms should be
of mathematical representation to having
present information correctly easy, simple
language and
proper manner.

Criterion D: Applying mathematics in real-life contexts

Achievement level life situation
Level descriptor Task Specific descriptor ii. apply mathematical strategies to reach a
0 The student does not reach a standard solution to
described by any of the descriptors the authentic real-life
below. situation
iii. state, but not always correctly, whether the
1-2 The student is able to: solution makes sense in the
i. identify some of the elements of the Context of the authentic real-life situation.
authentic real
life situation 5-6 The student is able to:
ii. apply mathematical strategies to find a i. identify the relevant elements of the
solution to authentic real
the authentic real-life life situation
Situation, with limited success. ii. select adequate mathematical strategies to
model
3–4 The student is able to: the authentic real-life
i. identify the relevant elements of the situation
authentic real iii. apply the selected mathematical strategies
to reach On the basis of the selection of banks and
a valid solution to time duration and different rates of interests.
the authentic real-life situation

On the basis of your concept of loan. Write your judgement and justify it.

7-8 The student is able to: On the basis of

i. identify the relevant elements of the report and
authentic real life situation conclusion.
ii. select adequate 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

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 and
cluster Strands
Inquire in different
context to gain a
different perspective.
Change the context of Analyse and evaluate information
an inquiry to gain to make scientifically
supported judgments.
Task – specific Explain scientific (logical)
knowledge.
description/
expectation
Level Achieved and Teacher’s
Reflection

Transfer skills Apply scientific knowledge and

understanding to solve problems
set in familiar and
unfamiliar situations. .

The student
maintains focus and finishes the
task in time

The student
researches through a large number
of resources; finds and writes
appropriate essay

The student submits drafts and

works on the suggested
corrections

Self –
Management skills (Affective
skills)
different perspective.

Combine knowledge,
understanding and skills to create
products or solutions.

Practice strategies to overcome

distractions

Demonstrate
persistence and perseverance

Practice “bouncing back” after

adversity, mistakes and
failures
 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)
Transfer of knowledge
(Information Literacy 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 attribute(s): for our learning in this unit

Reflect on the importance of the attribute

Student’s reflection:
Peer’s reflection:
Teacher’s comment/ Feed Forward: