MYP2 Assessment Task Sheet

Year 2019-20

Class: MYP Year 2 Date: 12th March 2020

Subject: Mathematics Unit: Statistics

Date of Submission: 24th March 2020 Name:

_____________________________
Objectives
B: Investigating patterns
C: Communicating
D: Applying mathematics in real-life contexts
Statement of Inquiry:

Patterns of probability play a significant role in predicting what will happen.

Summative Assessment Task:

Goal: To create Ordered stem-and-leaf display of related data.

Role: You are an event manager who take care of costumes and required supporting rental things.

Audience: You have to give your structured data form to the shopkeeper for bulk order and record.

Situation: You have 30 performers for dance and drama event and you have to provide them their costumes of
proper size including shoes.

Product: An ordered stem-and-leaf display of data having their height(in cm), mass(kg), and shoe size (cm).

Standards and Criteria: As given in the rubrics on the following pages

ATL:
 Standardization:
 
Teacher Level of achievement Level of achievement Level of achievement
(Criterion B) (Criterion C) (Criterion D)

Final Level of
achievement
 Criterion B: Investigating patterns

Achiev Level descriptor TASK SPECIFIC DESCRIPTOR

ement
level
The student does not reach a standard The student does not reach a standard
0
described by any of the descriptors below. described by any of the descriptors
below.
The student is able to: The student is able to:
i. apply, with teacher support, i. apply, with teacher support,
1–2
mathematical problem-solving techniques mathematical problem-solving
to recognize simple data techniques to recognize simple data
ii. state predictions consistent with simple ii. state predictions consistent with simple
patterns. pattern of data
The student is able to: The student is able to:
3–4 i. apply mathematical problem-solving i. apply mathematical problem-solving
techniques to recognize data type techniques to recognize category
ii. suggest how these grouped data work. ii. suggest how these patterns work in
drawing the steam-and-leaf graph.

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

i. apply mathematical problem-solving
5–6 techniques to recognize numbers
ii. suggest relationships or general rules
consistent with findings
iii. verify whether patterns work for another
example.
The student is able to:
i. select and apply mathematical problem-
solving techniques to recognize
7–8
correct data classification method.
ii. describe patterns as relationships or
general rules consistent with
correct findings
iii. verify whether patterns work for other
examples.
i. apply mathematical problem-solving
techniques to recognize digits
ii. suggest relationships or general rules
consistent with findings
iii. verify whether plotting works for another
example.
The student is able to:
i. select and apply mathematical problem
solving techniques to recognize
correct data patterns
ii. describe patterns as relationships or
general rules consistent with correct
findings
iii. verify whether patterns work for other
examples.
 Mathematics assessment criteria: Year 2
Criterion C: Communicating
Achiev Level descriptor
ement
level
The student does not reach a standard
0
described by any of the descriptors below.
The student is able to:
i. use limited mathematical language
1–2
ii. use limited forms of mathematical
representation to present information
iii. communicate through lines of reasoning
that are difficult to understand.
The student is able to:
i. use some appropriate mathematical
language
3–4 ii. use appropriate forms of
mathematical representation to
present information adequately
iii. communicate through lines of reasoning
that are able to be understood, although
these are not always coherent
The student is able to:
i. usually use appropriate mathematical
language
5–6
ii. usually use appropriate forms of
mathematical representation to
present information correctly
iii. communicate through lines of reasoning
that are usually coherent
The student is able to:
i. consistently use appropriate
mathematical language
7–8
ii. consistently use appropriate forms of
mathematical representation to present
information correctly
iii. communicate clearly through coherent
lines of reasoning
TASK SPECIFIC DESCRIPTOR
The student does not reach a standard
described by any of the descriptors
below.
The student is able to:
i. use limited mathematical language
ii. use limited forms of mathematical
representation to present information
iii. communicate through lines of reasoning
that are difficult to understand.
The student is able to:
i. use some appropriate mathematical
language
ii. use appropriate forms of
mathematical representation to
present information adequately
while making a Graph plot.
iii. communicate through lines of reasoning
that are able to be understood,
although these are not always
coherent
iv. adequately organize information using
a
logical structure while making data
colections
The student is able to:
i. usually use appropriate mathematical
language
ii. usually use appropriate forms
of mathematical representation to
present information correctly
while collecting data
iii. communicate through lines of reasoning
that are usually coherent
iv. present work that is usually organized
using a logical structure of data handling.
The student is able to:
i. consistently use appropriate
mathematical language
ii. consistently use appropriate forms
of mathematical representation to
present information correctly while
making a plot.
iii. communicate clearly through coherent
lines of reasoning.
iv. present work that is consistently
organized using a logical structure of
statistical patterns.
 CRITERION D: APPLYING MATHEMATICS IN REAL-LIFE CONTEXTS
LEVEL MYP DESCRIPTOR
The student does not reach a standard
0
described by any of the descriptors below.
The student is able to:
i. identify some of the elements of the
1-2 authentic real-life situation
ii. apply mathematical strategies to find a
solution to the authentic real-life situation,
with limited success.
The student is able to:
ii. identify the relevant elements of the
authentic real-life situation
3-4 iii. apply mathematical strategies to reach a
solution to the authentic real-life situation
v. state, but not always correctly, whether
the solution makes sense in the context of the
authentic real-life situation.
The student is able to:
ii. select adequate mathematical strategies to
model the authentic real-life situation
iii. apply the selected mathematical strategies
5-6
to reach a valid solution to the authentic
real-life situation
v. state correctly whether the solution makes
sense in the context of the authentic real-life
situation
The student is able to:
ii. identify the relevant elements of the
authentic real-life situation
iii. select adequate mathematical strategies
7-8
to model the authentic real-life situation
v . apply the selected mathematical strategies
to reach a correct solution to the authentic
real-life situation
TASK SPECIFIC DESCRIPTOR
The student does not reach a standard described
by any of the descriptors below.
The student is able to:
i. identify some of the elements of the authentic
real-life situation
ii. apply mathematical strategies of percentage
to find a solution to the authentic real-life
situation, with limited success.
The student is able to:
i. identify the relevant elements of the authentic
real-life situation
ii. apply mathematical strategies of calculation to
reach a solution to the authentic real-life situation
iii. state, but not always correctly, whether the
solution makes sense for a event manager in the
context of the authentic real-life situation.
The student is able to:
ii. select adequate mathematical strategies to
model the authentic real-life situation
iii. apply the selected mathematical strategies of
patterns to reach a valid solution to the authentic
real-life situation
v. state correctly whether the solution makes
sense.
The student is able to:
ii. select adequate mathematical strategies to
model the authentic real-life situation
iii. apply the selected mathematical strategies of
patterns and algebra to reach a correct solution to
the authentic real-life situation
v. describe correctly whether the solution makes
sense in the context of designing mathematical
data handling table.
5
 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 Turnitin. 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.

6
I pledge to adhere to the rules and regulations of my classroom and of our
School.
This means that:
1. 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
2. I am expected to review my work before submission to identify any
passages, computer programmes, data, photographs and other
material which require acknowledgement.
3. I will fully and correctly acknowledge the work and ideas of others
4. Additionally, I will not assist any fellow student(s) by providing test
information or answers before, during or after the testing session.
5. I have thoroughly prepared for this assignment and am proud of the
work that I am presenting.
6. 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.
7. 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
8. 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.
9. It is my responsibility, if academic dishonesty is suspected, to prove
that all pieces of work are mine own, and have not been plagiarised.
10. I pledge to earn my own grades based upon my own efforts.
11. I pledge that I will be responsible for my own actions and will accept
appropriate consequences for my actions, for any violation of this
Honor Code.

Student Name: ___________________

Grade:__________________________

Signature: _______________________

7
ATL Skills descriptors

Task – specific
ATL skills Level Achieved and Teacher’s
Strands description/
and cluster Reflection
expectation

Apply your The student is able to

Social Skills communication and convince others to get
interaction skills to data of their
deal with society. measurements.

Student’s Reflection

ATL skills addressed in the How well did you master the skills in this
unit unit?

BE AE ME EE

Social 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

8
Learner profile Reflect on the importance of the attribute for our
attribute(s): learning in this unit

Student’s reflection:

9
Peer’s reflection:

Teacher’s comment/ Feed Forward:

TASK IN DETAIL

The task for the students

Students have to collect 30 measurements of height(cm), weight(kg), shoe size

(cm) and prepare 3 different steam-and-leaf plots.

There is one more task sheet of data handing including Percentage and
calculations.

You have to solve it separately. Score of that task ,overall VIVA and your
research based task will sum up to final grading.

10
Suggestions for an effective task

1. Cite the references.

2. Submit your draft before final submission.

11