RUNGTA INTERNATIONAL SCHOOL

Middle Years Programme

Summative Assessment 2020- 2021

Name: ___________________
Subject: Mathematics Grade: MYP Year2
Date: ____________
Statement of inquiry – Firstly humans observed phenomena and relationships. Then they measured
quantities. Soon they could create general rules and formulae which could be justified. All these ways of
knowing come together to give us our Mathematical body of knowledge.

Instructions to the student:

Write in dark blue or black pen.
Do not use glue or correction fluid.
Answer all questions.
Evaluation will be criteria based.

MYP Criteria to be assessed Highest Level

level achieved
✔ Criterion A : Knowledge and 8
understanding
Criterion B : Investigating patterns 8

Criterion C : Communicating 8

✔ Criterion D: Applying mathematics in 8

real life contexts

Parent’s Signature Teacher’s Signature

 Criterion A: Knowing and Understanding
Students should be able to:
● Select appropriate mathematics when solving problems in both familiar and unfamiliar situations.
● apply the selected mathematics successfully when solving problem
● solve problems correctly in a variety of contexts
Achievement Level Description
level
1-2 The student is able to:
select appropriate mathematics when solving
simple problems in familiar situations
Apply the selected mathematics successfully
when solving these problems
generally solve these problems correctly
3-4 The student is able to:
select appropriate mathematics when solving
more complex problems in familiar situations
apply the selected mathematics successfully when
solving these problems
Generally solve these problems correctly.
5-6 The student is able to:
select appropriate mathematics when solving
challenging problems in familiar situations
apply the selected mathematics successfully
when solving these problems
generally solve these problems correctly
7-8 The student is able to:
select appropriate mathematics when solving
challenging problems in both familiar and
unfamiliar situations
apply the selected mathematics successfully when
solving these problems
generally solve these problems correctly
Task Specific Clarification
Reflect your learning
Appropriately select and identify the
mathematical formulae to calculate the
fraction and identify the inequality using
symbols in café crème
Started with the accurate step to solve
fraction problem
Attempt to obtain the final answer
Reflect your learning
Appropriately select and identify the
mathematical formulae to calculate
percentage of the ingredients and ratio of
ingredients
Started with the right step to obtain final
answer
Tried to obtain the correct answer
Reflect your learning
Appropriately select and identify the
mathematical formulae to scale a new ratio
of ingredients to ensure you have enough of
each to make all the three drinks properly.
describe all the steps to solve the problem
with limited success
Finally, obtained the correct answer
Reflect your learning
Appropriately select and identify the
mathematical formulae to make 2 latte
minis using the above measurement.
successfully describe all the steps to solve
the problem with justified reasoning
Finally, obtained the correct answer
 D: Applying mathematics in real life contexts
● Identify relevant elements of authentic real-life situations.
● Select appropriate mathematical strategies when solving authentic real life situations.
● Apply the selected mathematical strategies successfully to reach a solution
● Explain the degree of accuracy of a solution.
● Describe whether a solution makes sense in the context of the authentic real life situations.
Achievement Level Description
level
1-2
The student is able to:
identify some of the elements of the
authentic real-life situation
Apply mathematical strategies to find a
solution to the authentic real-life situation,
with limited success.
3-4
The student is able to:
identify the relevant elements of the
authentic real-life situation
apply mathematical strategies to reach a
solution to the authentic real-life situation
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:
identify the relevant elements of the
authentic real-life situation
select adequate mathematical strategies to
model the authentic real-life situation
apply the selected mathematical strategies
to reach a valid solution to the authentic
real-life situation
describe the degree of accuracy of the
solution
state correctly whether the solution makes
sense in the context of the authentic
real-life situation.
7-8 The student is able to:
identify the relevant elements of the
authentic real-life situation
select adequate mathematical strategies to
model the authentic real-life situation
apply the selected mathematical strategies
to reach a correct solution to the authentic
real-life situation
explain the degree of accuracy of the
solution
describe correctly whether the solution
makes sense in the context of the authentic
real-life situation.
Task Specific Clarification
The student is able to:
use his/her understanding to identify the some of the
elements of the menu to determine fraction and compare
them
Apply the concept to identify the parts of fraction with
limited success.
The student is able to:
use his/her understanding of concept to identify the
relevant elements ingredients to calculate percentage
Apply the concept of parts of hundred and ratio
State but not always correctly, the attributes of fraction
and ratio in the context of the authentic real-life situation.
The student is able to:
use his/her understanding of concept to identify the
relevant elements of ratio to scale equivalent ratio
Select adequate mathematical strategies to model
concept of equivalent in the authentic real-life situation
apply the selected mathematical strategies to convert
fraction into percentage to the authentic real-life situation
describe the degree of accuracy of the conversion with
limited success
The student is able to:
use his/her understanding of concept to identify the
relevant elements of new recipe
Select adequate mathematical strategies to model
concept equivalent s in the authentic real-life situation
explain the degree of accuracy of the conversion with
success
describe correctly the attribute numbers in the context of
the authentic real-life situation
Criterion A: Knowing and Understanding

1. Determine each of the following products:

(i) (-15) × 8

(ii) (-25) × (-9)

2. Divide

(i) 0 by -135

(ii) 17654 by -17654

3. 9. (-20) × (-1) + (-28) ÷ 7

 4. Irene bought 7 (3/8 )m of cloth. Molly bought 1/2 m less than Irene.
a. How many metres of cloth did Molly buy?

b. How many metres of cloth did they buy altogether?

5. 2^2 x 2^3x 2^3 is equal to:

6..Suzie bought 1 (1/4 )kg of lettuce and 1 (2/3 )kg of spinach. Then, she bought a bunch of bananas that was 2/3 kg
heavier than the total weight of the vegetables that she bought. What was the total weight of the bananas and
vegetables in kg?
7.Taking today as zero on the number line, if the day before yesterday is 17 January, what is the date on 3 days after
tomorrow?

8.The product of two numbers is 2.0016. If one of them is 0.72, find the other number.

D: Applying mathematics in real life contexts

Task 1 :

COFFEE CRAZE
Congratulations! You have been hired for your
part-time job at a new café in Edmonton. When
you give you the menu, you realize that you will have your handfuls getting to know all of the different espresso-based
drinks recipes.

1. In the café crème

a. Calculate the fraction of the drink that is heavy cream

b. Calculate the fraction of the drink that is espresso and convert it into decimal.

c. Identify the inequality of the fraction using symbol. ( which is larger expresso or heavy cream)
 d. Find the ratio of heavy cream to espresso and write the next 5 equivalent fractions.

2. In Mocha
a. Calculate the fraction of the drink for the three ingredients.
Task2: Write about the following points

a. 1 situation where you have experience with integers in real life.

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b. Write about 2 practical application of decimals in your daily life

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c. 3 situation where you have applied the concept of fractions to do justices

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Command terms:

Apply Use knowledge and understanding in response to a given situation or real circumstances. Use an
idea, equation, principle, theory or law in relation to a given problem or issue.

Outline Give a brief account or summary.

Summarize Abstract a general theme or major point(s).

Describe Give a detailed account or picture of a situation, event, pattern or process.

Discuss Offer a considered and balanced review that includes a range of arguments, factors or
hypotheses. Opinions or conclusions should be presented clearly and supported by appropriate
evidence.

Explain Give a detailed account including reasons and causes. (See also “Justify”.)

Evaluate Make an appraisal by weighing up the strengths and limitations.

Analyze Break down in order to bring out the essential elements or structure. (To identify parts and
relationships, and to interpret information to reach conclusions.)

Calculate Obtain a numerical answer showing the relevant stages in the working.

Classify Arrange or order by class or category.

Comment Give a judgment based on a given statement or result of a calculation.

Define Give the precise meaning of a word, phrase, concept or physical Quantity.

Demonstrate Make clear by reasoning or evidence, illustrating with examples or practical application.
Design Produce a plan, simulation or model.

Determine Obtain the only possible answer.

Document Credit sources of information used by referencing (or citing), following one recognized
referencing system. References should be included in the text and also at the end of the piece of
work in a reference list or bibliography.

Draw Represent by means of a labelled, accurate diagram or graph, using a pencil. A ruler (straight
edge) should be used for straight lines. Diagrams should be drawn to scale. Graphs should have
points correctly plotted (if appropriate) and joined in a straight line or smooth curve.

Estimate Obtain an approximate value for an unknown Quantity.

Find Obtain an answer showing relevant stages in the working.

Formulate Express precisely and systematically the relevant concept(s) or argument(s).

Identify Provide an answer from a number of possibilities. Recognize and state briefly a distinguishing
fact or feature.

Interpret Use knowledge and understanding to recognize trends and draw conclusions from given
information.

Justify Give valid reasons or evidence to support an answer or conclusion. (See also “Explain”).

Label Add title, labels or brief explanation(s) to a diagram or graph.

List Give a seQueuence of brief answers with no explanation.

Organize Put ideas and information into a proper or systematic order.

Present Offer for display, observation, examination or consideration.

Recall Remember or recognize from prior learning experiences.

Select Choose from a list or group.

Show Give the steps in a calculation or derivation.

Sketch Represent by means of a diagram or graph (labelled as appropriate). The sketch should give a
general idea of the required shape or relationship, and should include relevant features.

Solve Obtain the answer(s) using appropriate methods.

State Give a specific name, value or other brief answer without explanation or calculation.

Suggest Propose a solution, hypothesis or other possible answer.

Verify Provide evidence that validates the result.

Write down Obtain the answer(s), usually by extracting information. Little or no calculation is required.
Working does not need to be shown.