About the Book

The Mathematics 8 (MYP 3) Assessment Tasks are a comprehensive collection of assessments for MYP Year 3, providing students with 63 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 8 MYP 3 third 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 8 (MYP 3) Assessment Tasks will encourage students 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, these tasks 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 explore an example from the Assessment Tasks, please click here. 

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 circumstances and require access to the answers, please contact our team at info@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: 2024
Page Count: 433
Online ISBN: 978-1-922416-65-0 (9781922416650)

Table of Contents

Mathematics 8 (MYP 3) Assessment Tasks

1 NUMBER 5
    Criterion A: Positive and negative consecutive integers 8
    Criterion B: Sums of perfect squares 13
    Criterion D: The product of three numbers 18
2 SETS AND VENN DIAGRAMS 23
    Criterion A: Murder mystery 26
    Criterion B: Unions, intersections, and complements 32
    Criterion D: Logic and Venn diagrams 37
3 REAL NUMBERS 42
    Criterion A: Adding and subtracting fractions 46
    Criterion B: Curious squares 50
    Criteria C, D: Round and round 55
4 ALGEBRAIC EXPRESSIONS 61
    Criterion A: Crypto maths 64
    Criteria B, C: The Tower of Hanoi 69
    Criterion D: Nature’s musical thermometer 76
5 PERCENTAGE 81
    Criterion A: Equivalent percentages 84
    Criteria B, C: Algae on a pond 89
    Criterion D: Calories in.... calories out.... 96
6 LAWS OF ALGEBRA 102
    Criteria A, C: Let’s hype it up! 104
    Criteria B, C: "Top down" or "bottom up"? 111
    Criterion D: Number line algebra 117
7 EQUATIONS 123
    Criterion A: Scales and levers 126
    Criterion B: Polygon patterns 132
    Criterion D: Creating an algorithm 139
8 LINES AND ANGLES 144
    Criterion A: The crazy professor 147
    Criterion B: Line crossings 152
    Criterion D: Diagramming the city expansion 157
9 PLANE GEOMETRY 161
    Criterion A: The art of mathematics 165
    Criterion B: Rectilinear polygons 170
    Criterion D: Cubist-style painting 175
10 ALGEBRA: FORMULAE 180
    Criteria A, C: Number puzzles 182
    Criterion B: Who’s left standing? 189
    Criterion D: Please help! 195
11 MEASUREMENT: LENGTH AND AREA 200
    Criterion A: Our first home 203
    Criterion B: Shaded strips 207
    Criteria C, D: Olympic track 212
12 MEASUREMENT: SURFACE AREA, VOLUME, AND CAPACITY 221
    Criterion A: The Orion Crew Module 224
    Criteria B, C: Painted faces 228
    Criterion D: Water containers 235
13 TIME 240
    Criterion A: Around the globe 242
    Criterion B: The Chinese Remainder Clock 248
    Criteria C, D: French decimal time 256
14 COORDINATE GEOMETRY 263
    Criterion A: Creating mountains 266
    Criterion B: Reflecting lines on a coordinate plane 272
    Criteria C, D: Enzo’s pizza revenge 277
15 RATIO 285
    Criterion A: Ratios in the Nordic flags 287
    Criterion B: Splitting rectangles 292
    Criterion D: Modelling the solar system 297
16 RATES AND LINE GRAPHS 302
    Criterion A: Filling containers 304
    Criteria B, C: Linear relationships 309
    Criterion D: Leaky faucets 316
17 PROBABILITY 321
    Criterion A: Spinner Bingo 324
    Criterion B: Odds and evens 329
    Criteria C, D: A game at a charity fair 335
18 STATISTICS 342
    Criterion A: Sweet surveys 345
    Criterion B: What is skewed data? 351
    Criteria C, D: Analysing world data 356
19 CONGRUENCE AND SIMILARITY 367
    Criterion A: Creating your choice-o-gram 370
    Criteria B, C: Square under the hypotenuse 376
    Criteria C, D: Ratios of similar figures 383
20 PYTHAGORAS’ THEOREM 391
    Criterion A: Hank’s hiking trip 393
    Criterion B: Liethagoras’ theorem 399
    Criteria C, D: Demonstrating Pythagoras’ theorem 404
21 PROBLEM SOLVING 413
    Criterion A: Folding napkins 415
    Criteria B, C: Two squares into one 420
    Criterion D: Holiday in Mallorca 428

Authors

Author

Denes Tilistyak

Author

Bob Peterman

Author

Michael Tarnow

Author
Mark2

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.