NAVRACHANA INTERNATIONAL SCHOOL, VADODARA

IB – MYP MATHEMATICS ASSESSMENT COVERSHEET

Name: YEAR: SECTION: DATE:

TOPIC: Numbers

Outline of Assessment Task:

This is a summative assessment based on criteria A for the above topic which will enable students to
demonstrate their knowledge and understanding & critical - transfer thinking skills.

Global Context: Orientation in Time and Space

Key Concepts: Form
Related Concepts: Representation and Measurement
Statement of inquiry: Representing the relationship between variety of forms of numbers is
developed over time and transferred to equivalent situations

Approaches to Learning Skill and Learner Profile

ATL Skill Skill Cluster Explanation BE/AE/ME/EE Learner
Profile
Thinking Critical To use mathematical skills and knowledge Thinker
Transfer to solve problems.

ATL Level Descriptor

Below Expectation (BE) - Insufficient evidence of the development, implementation and
understanding of the skill
Approaching Expectation (AE) - Inconsistent evidence of the development, implementation
and partial understanding of the skill.
Meeting Expectation (ME) - Consistent evidence of the development, implementation and
sufficient understanding of the skill
Exceeding Expectation (EE) - Explicit and consistent evidence of the development,
implementation and full understanding of the skill
Command Terms

Select: Choose from a list or a group

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.
Solve: Obtain the answer(s) using algebraic and/or numerical and/or graphical methods.

Pg 1
 Understanding Academic Misconduct
The IB defines academic misconduct as behavior that results in, or may result in, the student or any other
student gaining an unfair advantage in one or more assessment component.
Academic misconduct includes:
 plagiarism—the representation, intentionally or unwittingly, of the ideas, words or work of another
person without proper, clear and explicit acknowledgment
 collusion—supporting academic misconduct by another student, as in allowing one’s work to be
copied or submitted for assessment by another
 duplication of work—the presentation of the same work for different assessment components
 any other behaviour that gives an unfair advantage to a student or that affects the results of another
student (falsifying data, misconduct during an examination, creating spurious reflections).

Criterion A: Knowing and understanding

Achie Level Descriptor(Task Specific)
veme Level
nt Level descriptor (Original)
Obtained
level
The student does not reach a standard The student does not reach a standard described by any
0 described by any of the descriptors below. of the descriptors below.

The student is able to: The student is able to:

i. select appropriate mathematics when
solving simple problems in familiar situations
ii. apply the selected mathematics
1–2 successfully when solving these problems
iii. generally solve these problems correctly
i. select appropriate mathematics when solving
Section A of the summative assessment
ii. apply the selected mathematics successfully when
solving the Section A of the summative assessment
iii. generally solve Section A of the summative
assessment correctly in the summative assessment

The student is able to:
i. select appropriate mathematics when
solving more complex problems in familiar
situations
3–4 ii. apply the selected mathematics
successfully when solving these problems
iii. generally solve these problems correctly.
The student reaches the above standard and is able to:
i. select appropriate mathematics when Section B of the
summative assessment
ii. apply the selected mathematics
successfully when solving Section B of the summative
assessment
iii. generally solve Section B of the summative
assessment correctly.

The student is able to:
i. select appropriate mathematics when
solving challenging problems in familiar
situations
5–6 ii. apply the selected mathematics
successfully when solving these problems
iii. generally solve these problems correctly.
The student reaches the above standards and is able to:
i. select appropriate mathematics when solving Section C
of the summative assessment
ii. apply the selected mathematics successfully when
solving Section C of the summative assessment
iii. generally solve Section C of the summative
assessment correctly

The student is able to:
i. select appropriate mathematics when
solving challenging problems in both familiar
and unfamiliar situations
7–8 ii. apply the selected mathematics
successfully when solving these problems
iii. generally solve these problems correctly.
The student reaches the above standards and is able to:
i. select appropriate mathematics when solving
Section D of the summative assessment
ii. apply the selected mathematics successfully when
solving Section D of the summative assessment
iii. generally solve Section D of the summative
assessment correctly

Pg 2
 SECTION A: LEVEL (1-2)
(Simple problems in familiar contexts)
1. Write your answer for the number twenty thousand three hundred and seventy six
correct to the nearest hundred

2. Find p when

3. Write 16460000 in standard form

4. The mass of a ten-pin bowling ball is 7 kg to the nearest kilogram.

Write down the lower bound of the mass of the ball.

5. A train leaves Barcelona at 21 28 and takes 10 hours and 33 minutes to reach Paris.

6. One square number between 50 and 100 is also a cube number. Write down this
number.

7. Rewrite this calculation with all the numbers rounded to 1 significant figure.

8. Insert < or > or = in the spaces provided to make correct statements.

a) b)

9. Write 0.003040506 correct to 3 significant figures.

10. Calculate 60% of 200.

 SECTION B: LEVEL (3-4)
(More - complex problems in familiar contexts)
1. A lake has an area of 63 800 000 000 square metres.
Write this area in square kilometres, correct to 2 significant figures.

2.

3. In grid throws a javelin a distance of 58.3 metres, correct to 1 decimal place.

Complete the statement about the distance, d metres, and the javelin is thrown.

…………….≤d < …………….

4. A meal on a boat costs 6 euros (€) or 11.5 Brunei dollars ($).

In which currency does the meal cost less, on a day when the exchange rate is €1 =
$1.9037?
Write down all the steps in your working.

5. The mass of grain in a sack is 35 kg. The grain is divided equally into 140 bags.
Calculate the mass of grain in each bag. Give your answer in grams.

6. Work out the highest common factor (HCF) and lowest common multiple (LCM) of 48
and 60.
7. Write the following in order of size, smallest first.

8. The ferry from Helsinki to Travemunde leaves Helsinki at 17 30 on a Tuesday.

The journey takes 28 hours 45 minutes. Work out the day and time that the ferry
arrives in Travemunde.

Day …………….. Time………………..

9.

10. Shade the required region in each of the Venn diagrams.

 SECTION C: LEVEL (5-6)
(Challenging problems in a variety of familiar contexts)
1. a)

2.

3. Paulo bought a car on January 1st 2010.

By January 1st 2011 the value of the car had reduced by 20%.
By January 1st 2012 the value of the car had reduced by a further 15%.
The value of the car on January 1st 2012 was $18
700.
(a) Find how much Paulo paid for the car.
 (b) The value of the car reduces by 15% every year from 2012.
Find the year in which the value of the car will first be below 25% of the price Paulo
paid in 2010.

4. A large water bottle holds 25 litres of water correct to the nearest litre.
A drinking glass holds 0.3 litres correct to the nearest 0.1 litre.
Calculate the lower bound for the number of glasses of water which can be filled from
the bottle.

5.
A quadratic sequence starts: -8, 2, 16, 34,…

a. Show that the nth term is 2n² +4n -14

b. Hence find the term that has value 272

 SECTION D: LEVEL (7-8)
(Problems in a variety of contexts including unfamiliar situations)
1. 90 students are asked which school clubs they attend.
D = {students who attend drama club}
M = {students who attend music club}
S = { students who attend sports club}
39 students attend music club.
26 students attend exactly two clubs.
35 students attend drama club.
(a) Write the four missing values in the Venn diagram.

(b) How many students attend

(i) all three clubs _____________

(ii) one club only? _____________

(c) Find

(i) n(D ∩ M ) = _________

(ii) n ((D ∩ M ) ∩ S' ). = _________

2.
Daniel wants to invest $25 000 for a total of three years. There are three
investment options.

Option One pays simple interest at an annual rate of interest of 6 %.

Option Two pays compound interest at a nominal annual rate of

interest of 5 %, compounded annually.

Option Three pays compound interest at a nominal annual rate of

interest of 4.8 %, compounded monthly.
 (a) Calculate the value of his investment at the end of the third year for
each investment option, correct to two decimal places.

(b) Determine Daniel’s best investment option.

3.
Mr Tan invested 5000 Swiss Francs (CHF) in Bank A at an annual simple
interest rate of r %, for four years. The total interest he received was 568
CHF.

(a) Calculate the value of r.

Mr Black invested 5000 CHF in Bank B at a nominal annual interest rate of

3.6 %, compounded quarterly for four years.

(b) Calculate the total interest he received at the end of the four years.
Give your answer correct to two decimal places.
4. Work out the formula for the nth term of these quadratic sequences:

(a) 5, 11, 19, 29…

(b) 19, 15, 9, 1,…