2022-2023 academic year

End of Unit summative assessment task

Subject: Mathematics Teacher: Tamari Chirgadze

Grade: 8A (MYP3) Student: Mark Baichukov

Date: 23/16/2023 Duration: 3 days.

Form: Investigation
Title: "Why do we See Things Differently from Different Positions”
Criterion B/Investigating patterns (maximum 8)
The The student is able to: The student is able to: The student is able The student is able
student • apply, with • apply to: to:
does not teacher mathematicalproblem- • select and • select and
reach a support, mathematical solving techniques to apply apply
standard problem-solving discover simple patterns mathematical mathematical
described techniques to • suggest general problem-solving problem-solving
by any of discover simple rulesconsistent with techniques to techniques to
the patterns findings. discover complex discover complex
descriptors • state patterns patterns
below. predictionsconsistent • describe • describe
with patterns. patterns as patterns as
generalrules generalrules
consistent with consistent with
findings iii. correct findings
verify the validity • prove, or
of these general verify and
rules. justify,these
general rules.

Criterion C/Communicating(maximum 8)

The The student is The student is able The student is able The student is able
student able to: to: to: to:
does not i. use limited i. use some i. usually use i. consistently use
appropriate
reach a mathematical appropriate appropriate
mathematical
standard language mathematical mathematical
described ii. use limited language language language
by any of forms of ii. use appropriate ii. usually use ii. use appropriate
the mathematical forms of appropriate forms forms of
mathematical
descriptors representation to of mathematical mathematical
representation to
below. present present representation to representation to
information information present consistently
iii. communicate adequately information present
through lines of iii. communicate correctly information
reasoning that through lines of iii. move between correctly
are difficult to reasoning that are different forms of iii. move effectively
able to be
interpret. understood, mathematical between different
although these are representation forms of
not always clear with some success mathematical
iv. adequately iv. communicate representation
organize through lines of iv. communicate
information using a reasoning that are through lines of
logical structure.
clear although not reasoning that are
always coherent or complete and
complete coherent
v. present work v. present work
that is usually that is consistently
organized using a organized using a
logical structure. logical structure.

Criterion D/Applying mathematics in real-life contexts (maximum 8)

The The student is The student is able

student able to: The student is able The student is able to:
does not i. identify some of to: to: i. identify the
i. identify the i. identify the
reach a the elements of relevant elements
relevant elements relevant elements
standard the authentic of the authentic of the authentic of the authentic
described real-life situation real-life situation real-life situation real-life situation
by any of ii. apply ii. select, with some ii. select adequate ii. select
the mathematical success, adequate mathematical appropriate
descriptors strategies to find mathematical strategies to model mathematical
below. a solution to the strategies to model the authentic real- strategies to model
the authentic real- life situation
authentic real-life life situation iii. apply the the authentic real-
situation, with iii. apply selected life situation
limited success. mathematical mathematical iii. apply the
strategies to reach strategies to reach selected
a solution to the a valid solution to mathematical
authentic real- life the authentic real- strategies to reach
situation life situation
a correct solution
 iv. describe iv. describe the iv. explain the
whether the degree of accuracy degree of accuracy
solution makes of the solution of the solution
sense in the context v. discuss whether
v. explain whether
of the authentic the solution makes
real-life situation. sense in the context the solution makes
of the authentic sense in the context
real-life situation. of the authentic
real-life situation.

We studied the unit: Pythagoras' theorem, Geometric regular shapes, perimeter, area and
surface areas. The global context is Orientation in space and time. The key concept is Form. The
statement of inquiry is “Logic is an effective means for assessing the validity of what we
discover through measurement and observation of objects in space.”

You are given the opportunity to demonstrate conceptual understanding of the statement of inquiry
while completing this task. You will demonstrate ATL skills: Self-management and thinking and IB
learner Profile attributes: Knowledgeable, Thinkers, Communicators.

Instructions:

This paper will be assessed against criterions B,C,D all strands. Please see assessment rubric
in this task and on ManageBac.

Maximum: 8 At the end of year 3,

students should be able to:

• select and apply mathematical problem-solving techniques to discover

complex patterns ii. describe patterns as general rules consistent with
findings iii. prove, or verify and justify, general rules.

• i. use appropriate mathematical language (notation, symbols and terminology) in both

oral and written explanations
• ii. use appropriate forms of mathematical representation to present information
• iii. move between different forms of mathematical representation
• iv. communicate complete and coherent mathematical lines of reasoning
• v. organize information using a logical structure
• i. identify relevant elements of authentic real-life situations
• ii. select appropriate mathematical strategies when solving authentic real-life situations
• iii. apply the selected mathematical strategies successfully to reach a solution
• iv. explain the degree of accuracy of a solution
• v. explain whether a solution makes sense in the context of the authentic real-life
situation
Task:
Description:
 • Name the document according to your name and surname.
• Show all the work you will do. If you need extra paper or extra sheet, insert photos of them.
• At the end of project, insert Bibliography. (What you used. For example: Video links, Book name,
Calculator and etc.)

Deadline of this project is 17th of December, Sunday, 10:00 p.m.