MYP2 Unit 5

Summative Assessment Tasks 2022/2023 - Mrs Duguet

Human and natural landscapes

Task 1 - Criterion A
In this task, students will answer a wide range of questions, from simple to complex to
challenging (in both familiar and unfamiliar situations), all related to relationships between
measurements that have been generalised (e.g. area, volume). Students will calculate the
perimeter, area and volume of a variety of shapes and apply these skills to solve rea-llife
problems. The test will be completed individually during one class period.

Concepts learned in this unit:

● unit of length conversion, unit of area conversion, unit of volume conversion,
● definition of a regular polygon,
● area of trapezoid,
● area of regular polygons,
● vocabulary of the circle,
● circumference of a circle,
● area of a circle,
● surface area of a prism whose base shape is a regular polygon,
● volume of a prism.

Task 2 - Criterion D

Summative assessment “Draw me an island” from the MYP 2 textbook, pages 222 and 223.

The Reflection questions are part of the assessment.

Your report must be typed with Microsoft word or Google doc following the summative
assessment template. It has to be uploaded on MB.

You also need to create an A3 poster with 3D views of your islands as this will be your
exhibition piece.
 The criteria specification for the tasks 1 and 2 are
below.
Criterion A: Knowing and Understanding
IB descriptor
If you do not reach a standard described by the descriptors below, you will receive a score of zero (0) for this
0 criterion.
The student is able to:
1-2 i select appropriate mathematics when
solving simple problems in familiar
situations
ii. apply the selected mathematics
successfully when solving problems
iii. generally solve these problems correctly
in a variety of contexts
The student is able to:
3–4 i Select appropriate mathematics when
solving more complex problems in familiar
situations.
ii. apply the selected mathematics
successfully when solving these problems
iii. generally solve these problems correctly
in a variety of contexts
The student is able to:
5-6 i. Select appropriate mathematics when
solving challenging problems in familiar
situations
ii. apply the selected mathematics
successfully when solving these problems
iii. generally solve these problems correctly
in a variety of contexts
The student is able to:
7-8 i. Select appropriate mathematics when
solving challenging problems in both
familiar and unfamiliar situations
ii. apply the selected mathematics
successfully when solving these problems
iii. generally solve these problems correctly
in a variety of contexts
Task-specific clarification
The student is able to:
● find the perimeter and the area of simple 2D shapes
(triangle, square, rectangle, regular polygon, circle),
● find volume and surface area of studied 3D shapes
(cuboid, triangular prism),
● round numbers as required.
The student is able to:
● find the perimeter and the area of more complex 2D
shapes (trapezoid, compound shapes),
● find volume and surface area of more complex 3D
shapes (regular prism, compound solid),
The student is able to:
● find the missing measure of a 2D shape from its
perimeter or area,
● find the missing measure of a 3D shape from its
volume.
The student is able to:
● find the perimeter and area of a complex compound
2D shape,
● find the surface area and volume of a complex
compound 3D shape,
● find the missing measure of a complex 3D shape
from its volume,
● use knowledge of 2D and 3D geometry to answer
real-life problems.
 Criterion D: Applying mathematics in real-life contexts
IB descriptor
If you do not reach a standard described by the descriptors below, you will receive a score of zero (0) for this
0 criterion.
1-2 The student is able to:
i. identify some of the elements of the authentic
real-life situation
ii. apply mathematical strategies to find a solution
to the authentic real-life situation, with limited
success.
3–4 The student is able to:
i. identify the relevant elements of the authentic
real-life situation
ii. select, with some success, adequate
mathematical strategies to model the authentic
real-life situation
iii. apply mathematical strategies to reach a
solution to the authentic real- life situation
iv. describe whether the solution makes sense in
the context of the authentic real-life situation.
5-6 The student is able to:
i. identify the relevant elements of the authentic
real-life situation
ii. select adequate mathematical strategies to
model the authentic real-life situation
iii. apply the selected mathematical strategies to
reach a valid solution to the authentic real-life
situation
iv. describe the degree of accuracy of the solution
v. discuss whether the solution makes sense in the
context of the authentic real-life situation.
Task-specific clarification
The student is able to:
● identify some of the parameters necessary to calculate
the volume of dirt and rock excavated.
● identify some of the parameters necessary to evaluate
the min or max dimensions of 3D shoes composing the
islands.
● apply a strategy to reach a solution with limited success
(volume of dirt and rock excavated and dimensions of
3D shapes composing the island).
The student is able to:
● identify the parameters necessary to calculate the
volume of dirt and rock excavated.
● identify the parameters necessary to evaluate the min
or max dimensions of 3D shoes composing the islands.
● select with some success an adequate strategy to
calculate the volume of dirt and rock excavated.
● select with some success an adequate strategy to
calculate the dimensions of the shapes composing their
islands.
● apply a strategy to reach a solution (volume of dirt and
rock excavated and dimensions of 3D shapes
composing the island).
● describe whether the dimensions of the islands make
sense in the context of this specific situation.
The student is able to:
● identify the parameters necessary to calculate the
volume of dirt and rock excavated.
● identify the parameters necessary to evaluate the min
or max dimensions of 3D shoes composing the islands.
● select an adequate strategy to calculate the volume of
dirt and rock excavated.
● select an adequate strategy to calculate the dimensions
of the shapes composing their islands.
● apply the selected strategies to reach a valid solution
(valid volume of dirt and rock excavated and valid
dimensions of 3D shapes for the islands). This means
the answers might not be correct but they could make
sense in this situation.
● describe the degree of accuracy chosen for the
dimensions of the islands.
● discuss whether the dimensions of the islands make
sense in the context of this specific situation.
 The student is able to:
7-8 i. identify the relevant elements of the authentic
real-life situation
ii. select appropriate mathematical strategies to
model the authentic real- life situation
iii. apply the selected mathematical strategies to
reach a correct solution
iv. explain the degree of accuracy of the solution
v. explain whether the solution makes sense in the
context of the authentic real-life situation.
The student is able to:
● identify the parameters necessary to calculate the
volume of dirt and rock excavated.
● identify the parameters necessary to evaluate the
min or max dimensions of 3D shoes composing the
islands.
● select an appropriate strategy to calculate the volume
of dirt and rock excavated.
● select an appropriate strategy to calculate the
dimensions of the shapes composing their islands.
● apply the selected strategies to reach a correct
solution (correct volume of dirt and rock excavated
and correct dimensions of 3D shapes for the islands).
● explain the degree of accuracy chosen for the
dimensions of the islands.
● explain whether the dimensions of the islands make
sense in the context of this specific situation.