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Students can paint walls in their communities or school bulletin boards using geometic elements. Students can design shapes and decide colors using proportions, ratios, contruction tools.

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Community service projects are important at MYP so every once in a while a group of DP students will invite groups of MYP students to help run CAS projects where the MYP students focus on the service portion and the DP students focus on creativity and activity portion so that they can write up reflections to link with maths aim 6 (profit/loss of fundraising, etc.) and various language a&b aims.

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Focusing group on IA or AA contents where students struggle or recall the importance of practicing and use the material given.

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-Promoting math is fun activities vertically in the school.
- After school activities which focused on mathematics
- Introducing coding (linking with STEM lessons).

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Prior to the COVID pandemic, our grade 11 (year 12) IB students would need to create a game (or puzzle). They generally worked with a partner. Time was designated in class to develop these games. During the Pi Day Celebration, they would run the fair and their particular "booth", where they would introduce their games to the younger year level students that would attend, and supervise while the students played the game. Both the IB students enjoyed this activity, and it was a success with the younger year level students (and teachers who were also allowed to participate). The aim/goal was to promote a love of/passion for mathematics.

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This could be used at the start of a new unit, along with showing a Mind Map of the unit (from IB resources site) and mathematicians that have contributed to the topics students will be studying can be introduced. Or for specific sub-topics, the mathematicians relevant to the specific sub-top could be introduced.

It could also be used when there is an odd day here and there, for example right before a holiday, after an assessment, etc. and presented to the students. The students could select one mathematicians, have 10 minutes to find out as much interesting information as possible about that mathematicians, and then need to present what they learned to their classmates in a 2 minute presentation.

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Great idea on peer marking. Thank you. I will use this.

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Our IB students have also tutored struggling students in younger grade levels for CAS and run "student-led" extracurricular math clubs for gifted younger students and also for struggling students.

I've designated class time for peer feedback on their IAs but have also encouraged them to get feedback and give feedback to classmates outside of the classroom. Since the target audience is their peer group, I've tried to emphasize the value of getting/giving feedback to their peers.

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Trends: challenging based on two samples (Paper 3)

Findings:
1. derivatives, functions, and geometry types of questions
2. derivatives are integrated in both questions.
3. substantial amount of algebra work required by the student
4. require careful reading to dissect the meaning of each question
5. Questions are longer (more FT questions)
6. More ways to answer the questions than Paper 2 (more open ended)
7. Marks distribution: typically 1 or 2 per sub question
8. lots of hints to continue working on the next questions (i.e. show that x = a; then can use this information for the next question)

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- Change the function to trigonometric or logarithmic function.
-Change the power to m and n, include the concept of odd-even function
- Ask whether the function is increasing, decreasing function.
- Can include point of inflexion
- Include Maclurin's series.

https://docs.google.com/document/d/1p8llprBXQyB64mC3U50IeAxIFvDva0dDrM7yZjifpkU/edit
question is still being done

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1. STEM / STEAM activities for MYP students
2. use of code.org to make apps using math concepts
3. students creating puzzles from MYP years
4. Math club activities using math in real life

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Topic: Stat
Modified from HP3 Nov2018
Combine Q3,4
- modify whole question to fit a normal distribution
- keep questions where students have to explain a result
- start with a simple normal pd / inv norm applied problem
- end with an area under curve based on distribution
- may have to change data given

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1. Math tutors in afterschool homework clubs
2. Teach financial literacy to younger students (i.e. savings, credit card debts, etc.)
3. Coding workshops for younger students (i.e. using Microbit or other robotic/stem resources provided by the school)
4. Set up Math Trivia Club/Math Puzzles Club/Math Contest Club

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TZ1
Q.1 - Functions and Calculus - the use of GDC was required for most parts of the question
Q.2 - Trigonometry and Calculus - calculator use was not needed so much
Both questions allowed for FT opportunities
Both questions were set out in such way that the difficulty was progressing
Other skills that were required: algebraic manipulation, graphs transformations, pattern recognition

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1. Topics covered are Functions, Calculus, Geometry/Trigonometry and Numbers (complex numbers)
2. Question 1 is straight forward compared to question 2 in both papers. Question 2 requires more independent reasoning capabilities compared to question 1.
3. Use of technology is a few parts of Question 1 while Question 2 in both papers does not require technology.