Please firstly look at

the
“MYP Assessment”
Presentation

MATH
GRASPS
G.R.A.S.P.S G Goal
R Role
A Audience
S Situation
P Product/Performance of learning
S Standards (objectives)
 Purpose of Grasps for MATH
GRASPS can simulate or provide real-life experiences. It gives the students a purpose,
audience and a scenario to work within.

Math Benefits:

● Students have an audience (imagined or real) which is more than just their math
teacher. They might be presenting to an audience who is not a math expert, which
can be less intimidating for them, for example.This motivates them.
● If you use GRASPS regularly, you will no longer hear the common complaint
“When will I use this in the real world anyway?”
● GRASPS turns them into mathematicians, or people using math, such as
architects, engineers, politicians, doctors, etc, instead of them just ‘doing math’.
● It helps teachers move away from just doing timed-tests for math assessment, and
more onto project based learning.
 Task Today
We have access to many great assessments form the Oxford math books.
Let’s see if we can adapt them to GRASPS tasks, to make them more
meaningful and engaging for our students!

Photo by Barna Bartis on Unsplash

 The Following GRASPS activities are based
on activities, discussion or themes of
chapters from two of the MYP Math
(Oxford publishing) books you are using.

They were written by Ms Dutton (NOT A MATH

TEACHER)...so go easy!
 Yummy Insects
G: To convince your school to put insects on the school lunch
menu!
Page 146/147
R: A student member of the eco-committee.
A: School leadership, and catering staff. You may wish to speak to
other stakeholders to gather information before your final
presentation, for example, those who eat in the school canteen!
S: Your school wants to make more ethical choices when it comes
to the food they serve. You need to show why insects are a good
option for the school menu. You may wish to focus on the
digital footprint of different types of food, the cost of different
ingredients, and/or the nutritional benefits. Most importantly you
must show how the introduction of insects will change/improve the
school (environmentally, financially, health…)
P: A three-five minute presentation Possible IDU with science or
language and literature
 Rad-Games Product Pitch
Page 12/
13 G: You are a designing a game, inspired by "The Tower of
Hanoi", which has a low probability of the player winning.
R: Independent game designer
A: Owners of a large educational game company, “Rad-Games”
S: “Rad-Games” want to make the new hit game (the Rubik’s
cube of 2020). It must have different levels of complexities,
controlled by a variable of your choosing. They are taking
pitches for new games.
P: A prototype of the game, along with simplified instructions
for players, and information for Rad-Games about the
complexity of the game (probability of winning, number of
moves needed etc)
S: Criterion Ai, Aii, B i, ii and iii - Criterion Ci, iv and v
Possible IDU with design
 Are triangles the most beautiful
shape?
G: To curate an exhibition of 5-10 artworks, on the theme of
triangles in art!
R: Gallery curator / art critic
Page 48
A: Art lovers, tourists
S: You are curating an exhibition of famous artworks, which use
triangles in their composition. Before the exhibition you will
gather data by having people vote on which of your exhibited
artworks they think are the most beautiful, then you will
investigate if the type of triangle or relationship between the
angles has any impact on how beautiful the artwork is!
P: A brochure for your exhibition!

Edvard Munch’s Scream S: Criterion Ai, Aii, B ii and Ci, ii, iv, v
Possible IDU with art
Page 192
Museum Architects
G: Design the building for the new “Museum of Numbers”
R: Architect
A: City planners
S: You will design a new museum using SketchUp. You must
use a a variety of shapes. You will be given a budget, and a
materials list. Make sure you use the materials list and the area
of different shapes to calculator the cost of different elements,
such as bricks, windows, paint. You can generalize/round-up,
but you must not go over budget - this will be made using
taxpayers money!
P: Your 3D design, along with a break down of costs,
including calculations.
S: Criterion Ai, ii, Ci, v, Di and iii.
Possible IDU with design
Use Google Earth to find the altitude of a
ny place. Expedition Explorer
G: To plan a hiking route for students completing the Duke of
Edinburgh Expedition.
R: Expedition planner . Duke Leader
A: 1. High school Duke students 2. School leadership
S: You have been asked to plan an expedition for Duke students. Your
brochure should include a map (including distance, altitude, longitude,
Page 96/97, latitude and any other information that will help students prepare and
136/137
navigate, such as access to water, types of terrain covered…). Make sure
information is represented so it is easy to understand, for example, use
comparisons, illustrations or icons to help.
P: 1. Brochure/Hike Guide for students
2. Breakdown of your calculations for school leadership.
S: Criterion Ai, ii, Ci, ii, iv, v and Di, ii, iii, v

Possible IDU with individuals and societies

Now it’s time to
make your own!
Find an activity/idea from one of
the chapters you are currently
working on. Rewrite the project
using GRASPS.
 LINKS
● Constructing a Task Scenario (G.R.A.S.P.S. - mathematics example)

● GRASPS: A Model for Meaningful Assessment

● Grasps for assessment design

● Minds in Bloom (primary examples)

GRASPS Assessment Design and Student Metacognition