About the Book
The second publication in the MYP Assessment Task series,this comprehensive collection of assessments for MYP Year 2 provides students with 57 engaging, challenging, and diverse investigative tasks to further develop their mathematical skills and understanding.
Designed as a companion digital resource to the Haese Mathematics, Mathematics 7MYP 2third edition textbook, students and teachers familiar with the Haese MYP textbooks will find these assessments a seamless and highly rewarding addition to their current learning tools. Furthermore, students who use other resources as their main learning tool will also benefit from these tasks, whether they complete them as formative or summative assessments, or individual or group activities.
The Mathematics 7(MYP 2) Assessment Taskswill encouragestudents to:
- Check their understanding of mathematical skills and concepts through the MYP Assessment Criteria,
- Discover new but related mathematical concepts on their own, while working through both familiar and unfamiliar mathematics,
- Develop and practice critical thinking and problem-solving skills necessary for MYP criterion-based summative assessments
The MYP Assessment Tasks are written and developed by experienced MYP mathematic educators and contain:
- Assessment Tasks to address all four MYP Assessment Criteria,
- Task-specific Assessment Criteria descriptors,
- Challenging and diverse assessment and investigative tasks that can be easily adapted to enrich any mathematics curriculum
- Multiple levels of difficulty and length allowing for differentiated assessment
- Interesting and engaging authentic assessment tasks to motivate and encourage students.
Created using the MYP Mathematics Framework, Assessment Criteria, Key Concepts, Approaches to Learning, and Global Contexts, thesetasks can also be used effectively by schools not enrolled in the IB Middle Years Programme, as they address all of the common fundamental topics of mathematics at this grade level.
To preserve the integrity of the Assessment Tasks as a true evaluation tool, answers will only be allocated to users with Teacher access via Snowflake. (If you are using this title under other circ*mstances and require access to the answers, please contact our team atinfo@haesemathematics.com)
This product has been developed independently from and is not endorsed by the International Baccalaureate Organization. International Baccalaureate, Baccalaureát International, Bachillerato Internacional, and IB are registered trademarks owned by the International Baccalaureate Organization.
Year Published: 2023
Page Count: 414
Online ISBN: 978-1-922416-64-3 (9781922416643)
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View table of contents
Table of Contents
Mathematics 7 (MYP 2) Assessment Tasks
| 1 | WHOLE NUMBERS | 5 | |
| Criterion A: The number one | 8 | ||
| Criterion B: Sums in multiplication tables | 13 | ||
| Criteria C, D: Place value in different number bases | 18 | ||
| 2 | NUMBER PROPERTIES | 25 | |
| Criteria A, C: Prime factorisation and finding factor pairs | 28 | ||
| Criteria B, C: The largest products | 33 | ||
| Criterion D: ISBN: How does it work? | 41 | ||
| 3 | LINES AND ANGLES | 47 | |
| Criterion A: Polygons and polygrams | 51 | ||
| Criterion B: Dividing up a notebook page | 56 | ||
| Criterion D: The mathematics behind the periscope | 62 | ||
| 4 | NUMBER STRATEGIES AND ORDER OF OPERATIONS | 67 | |
| Criteria A, C: Multiplication magic squares | 70 | ||
| Criteria B, C: Picture puzzle BEDMAS | 75 | ||
| Criterion D: The broken calculator | 83 | ||
| 5 | POSITIVE AND NEGATIVE NUMBERS | 89 | |
| Criterion A: Mathematical centrifuges | 92 | ||
| Criterion B: Pairs and squares | 99 | ||
| Criterion D: Using a check register | 104 | ||
| 6 | FRACTIONS | 110 | |
| Criterion A: Safety First® | 113 | ||
| Criterion B: What is a Farey sequence? | 119 | ||
| Criteria C, D: The Maximum Chocolate Party | 124 | ||
| 7 | DECIMALS | 132 | |
| Criterion A: Circle puzzles | 135 | ||
| Criteria B, C: Decimal rings | 141 | ||
| Criterion D: How realistic is Barbie? | 149 | ||
| 8 | ALGEBRA | 154 | |
| Criteria A, C: Problem solving using tape diagrams | 157 | ||
| Criteria B, C: Investigating Pythagorean triples | 163 | ||
| Criterion D: Trading crypto | 169 | ||
| 9 | PERCENTAGE | 175 | |
| Criteria A, C: Calculating percentage change from data | 177 | ||
| Criterion B: Reversing discounts | 183 | ||
| Criteria C, D: My dream car | 188 | ||
| 10 | EQUATIONS | 196 | |
| Criteria A, C: Writing equations | 199 | ||
| Criterion B: Algebraic flowcharts | 204 | ||
| Criterion D: The strawberry vendor’s weekend sales | 210 | ||
| 11 | POLYGONS | 214 | |
| Criterion A: The making of .... | 217 | ||
| Criterion B: The star of all polygons | 224 | ||
| Criteria C, D: The Crazy Baker | 230 | ||
| 12 | MEASUREMENT: LENGTH AND AREA | 239 | |
| Criteria A, C: Tilted triangles | 242 | ||
| Criterion B: Halving a square | 250 | ||
| Criterion D: Dividing the Centennial State | 256 | ||
| 13 | SOLIDS | 262 | |
| Criterion A: Isometric projections of prisms | 264 | ||
| Criteria B, C: Skeleton towers | 270 | ||
| Criterion D: Drawing 3D solids | 277 | ||
| 14 | MEASUREMENT: VOLUME, CAPACITY, AND MASS | 283 | |
| Criterion A: The largest capacity | 286 | ||
| Criteria B, C: The surface area of a prism | 292 | ||
| Criteria C, D: Estimating volumes of objects | 297 | ||
| 15 | COORDINATE GEOMETRY | 304 | |
| Criterion A: Taxicab Geometry | 306 | ||
| Criterion B: Exploring taxicab circles | 314 | ||
| Criteria C, D: Drinking fountains in Grid City | 322 | ||
| 16 | RATIO AND RATES | 329 | |
| Criterion A: Cuisenaire rods and walls | 331 | ||
| Criterion B: Patterns in the "A" series | 338 | ||
| Criteria C, D: Finding sizes in scale images | 343 | ||
| 17 | PROBABILITY | 350 | |
| Criterion A: Dodgy dice | 353 | ||
| Criteria B, C: Mini lottery | 359 | ||
| Criterion D: The pinball machine | 366 | ||
| 18 | STATISTICS | 374 | |
| Criterion A: ESP: Is it real? | 377 | ||
| Criterion B: M&m sequences | 382 | ||
| Criteria C, D: Zombie epidemic | 387 | ||
| 19 | TRANSFORMATIONS | 394 | |
| Criteria A, C: Farey sunbursts | 396 | ||
| Criterion B: Mandalas | 403 | ||
| Criterion D: Enlargements and reductions | 409 | ||
Authors
- Denes Tilistyak
- Bob Peterman
- Michael Tarnow
- Mark Humphries
Author
Denes Tilistyak
Author
Bob Peterman
Author
Michael Tarnow
Author
Mark Humphries
Mark has a Bachelor of Science (Honours), majoring in Pure Mathematics, and a Bachelor of Economics, both of which were completed at the University of Adelaide. He studied public key cryptography for his Honours in Pure Mathematics. He started with the company in 2006, and is currently the writing manager for Haese Mathematics.
What got you interested in mathematics? How did that lead to working at Haese Mathematics?
I have always enjoyed the structure and style of mathematics. It has a precision that I enjoy. I spend an inordinate amount of my leisure time reading about mathematics, in fact! To be fair, I tend to do more reading about the history of mathematics and how various mathematical and logic puzzles work, so it is somewhat different from what I do at work.
How did I end up at Haese Mathematics?
I was undertaking a PhD, and I realised that what I really wanted to do was put my knowledge to use. I wanted to pass on to others all this interesting stuff about mathematics. I emailed Haese Mathematics (Haese and Harris Publications as they were known back then), stating that I was interested in working for them. As it happened, their success with the first series of International Baccalaureate books meant that they were looking to hire more people at the time. I consider myself quite lucky!
What are some interesting things that you get to do at work?
On an everyday basis, it’s a challenge (but a fun one!) to devise interesting questions for the books. I want students to have questions that pique their curiosity and get them thinking about mathematics in a different way. I prefer to write questions that require students to demonstrate that they understand a concept, rather than relying on rote memorisation.
When a new or revised syllabus is released for a curriculum that we write for, a lot of work goes into devising a structure for the book that addresses the syllabus. The process of identifying what concepts need to be taught, organising those concepts into an order that makes sense from a teaching standpoint, and finally sourcing and writing the material that addresses those concepts is very involved – but so rewarding when you hold the finished product in your hands, straight from the printer.
What interests you outside mathematics?
Apart from the aforementioned recreational mathematics activities, I play a little guitar, and I enjoy playing badminton and basketball on a social level.
