Sample Paper -May 2025
MYP3
Subject: Mathematics
Paper: Criteria A, B, C and D
Time: 2 hours
Candidate Name: _______________________________________
Candidate Section:____________________________________________
READ THESE INSTRUCTIONS CAREFULLY.
● Write your name in the spaces provided and your section
● Write in blue/black ink in the spaces provided on the Question Paper.
● Answer all questions.
● The paper consists of 19 printed pages.
● At the end of each question, you will find a key in square bold brackets which refers
to criterion, strand number and level for example A[ 1-2] would mean Criterion A,
question of level 1-2
● The rubrics are given for your reference.
Assessment Criteria Maximum level Level achieved
Criteria A- Knowing & understanding 8
Criterion B – Inquiring and designing 8
Criterion C – Processing and evaluation 8
Criterion D - 8
Total 4 Criteria 32
ASSESSMENT CRITERIA
Criteria A: KNOWLEDGE AND UNDERSTANDING
Maximum: 8
Standard Criteria Task Specific Clarification
0 The student does not reach a
standard described by any of the
descriptors given below.
1-2 The student is able to: Correct value of Scientific
i. select appropriate notation Q1a)
mathematics when solving
simple problems in familiar Correct simplification Q1b)
situations
ii.apply the selected
mathematics successfully
when solving these problems
iii. generally solve these
problems correctly
3-4 The student is able to: Correct ordinary value Q1c)
i. select appropriate mathematics Calculating Exact distance Q2)
when solving more complex
problems in familiar situations
ii. apply the selected mathematics
successfully when solving these
problems
iii. generally solve these problems
correctly
5-6 The student is able to: Appropriate linear equation From
i. select appropriate mathematics Q3a)
when solving challenging problems
in familiar situations Find the length of a side of
triangle using appropriate
trigonometric ratios in Q4)
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ii. apply the selected mathematics
successfully when solving these
problems
iii. generally solve these problems
correctly
7-8 The student is able to: Solving linear equation correctly
i. select appropriate mathematics with full working Q3b)
when solving challenging problems
in familiar situations and unfamiliar
situations Correct height of ceiling Q5a)
ii. apply the selected mathematics
successfully when solving these Correct angle finding Q5b)
problems
iii. generally solve these problems Find the cardinality and
correctly probability correctly in Q8
CRITERIA B: INVESTIGATING PATTERNS
MAXIMUM: 8
Standard Criteria Task Specific Clarification
0 The student does not reach a
standard described by any of the
descriptors given below.
1-2 The student is able to: Correct height of a triangle Q7a)
i. apply, with teacher support,
mathematical problem-solving
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techniques to recognize simple
patterns
ii. state predictions consistent
with simple patterns.
3-4 The student is able to: Correct missing values Q7b)
i. apply mathematical Correct testing Q7e)
problem-solving techniques to
recognize patterns
ii. suggest how these patterns
work.
5-6 The student is able to: Appropriate description of pattern Q7c)
i. apply mathematical
Appropriate general rule-height
problem-solving techniques to 7d)
recognize patterns Appropriate general rule -Area Q7g)
ii. suggest relationships or Correct verification -Area Q7h)
general rules consistent with
findings
iii. verify whether patterns work
for another example.
7-8 The student is able to: Correct missing values Q7f)
i. select and apply mathematical
Correct Justification Q7i)
problem-solving techniques to
recognize correct patterns
ii. describe patterns as
relationships or general rules
consistent with correct findings
iii. verify whether patterns work
for other examples.
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Criteria C: Communication
Standard Criteria Task Specific Clarification
0 The student does not reach a
standard described by any of the
descriptors given below.
1-2 The student is able to: Correct correlation Q6a)
Correct height of a triangle Q7a)
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.
3-4 The student is able to: Appropriate meaning of the slope Q6b)
i. use some appropriate Correct y-intercept and meaning Q6d)
mathematical language Appropriate testing General rule Q7d)
ii. use different 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
5-6 The student is able to: Appropriate meaning of the slope Q6c)
i. usually use appropriate
mathematical language
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ii. usually use different forms of
mathematical representation to
present information correctly
iii. communicate through lines of
reasoning that are usually
coherent
7-8 The student is able to: Appropriate equation Q6e)
i. consistently use appropriate Correct prediction of values Q6f)
mathematical language Finding area of triangle correctly Q7l)
ii. consistently use different Missing values corrected given Q7f)
Appropriate testing values Q7i)
forms of mathematical Appropriate verifying method Q7j)
representation to present
information correctly
iii. communicate clearly through
coherent lines of reasoning
CRITERIA D: APPLYING MATHEMATICS IN REAL LIFE
Maximum: 8
Standard Criteria Task Specific Clarification
0 The student does not reach a
standard described by any of the
descriptors given below.
1-2 The student is able to : Correct identification of correlation Q6a)
i. Identify some elements of real
life situation
ii. apply mathematical strategies
to find solutions with limited
success
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3-4 i. Identify some elements of real Appropriate description of relationship
life situation Q6b)
ii. apply mathematical strategies
to reach solutions Correct y-intercept and meaning Q6d)
iii state but not always correctly
whether the solution makes
sense in context of real life
situation
5-6 i. Identify some elements of real Appropriate meaning of the slope Q6c)
life situation
ii. apply mathematical strategies
to reach solutions
iii apply selected mathematic al
strategies to reach a valid
solution to the real life situation
iv. state whether the solution
makes sense in context of the
real life situation
7-8 i. Identify some elements of real Appropriate equation Q6d)
life situation
ii. select adequate mathematical Correct prediction of values Q6f)
strategies to reach solutions
iii apply selected mathematical
strategies to reach a valid
solution to the real life situation
iv. describe whether the solution
makes sense in context of the
real life situation
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[Link]. Question Criteria
SECTION 1 Level
1. a) Write 33 x 10-3 in scientific notation. A[1-2]
4 −3 −1 A[1-2]
b) Solve 2 𝑋 2 𝑋2
c) A calculator displays a number in a scientific notation. Write
the number in standard form.
A[3-4]
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2. Work out the distance between the coordinates A and B using the Pythagoras theorem. A[3-4]
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Q3. A family went to a circus in Noida. The cost of the circus ticket
included Rs. 3.25 service fee for the order, with the cost of the
circus ticket being 9.75 each.
A[5-6]
a) Write an equation for the total cost, T, for ‘t’ tickets. C[5-6]
b) A[7-8]
The family spend Rs. 52 for circus tickets. How many tickets did
the family buy?
The diagram shows a right-angled triangle ABC.
A[5-6]
Q4
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Airport meteorologists keep an eye on the weather to ensure the
Q5
safety of airplanes. One thing they watch is the cloud ceiling. The
cloud ceiling in the lowest altitude at which solid cloud is visible. If
the cloud ceiling is too low, the planes are not allowed to take off or
land.
A[7-8]
One process a meteorologist can use to find the cloud ceiling at night
is to shine a searchlight that is located a fixed distance from her
office vertically into the clouds. Then she measures the angle from
the office to the spot of the light on the cloud.
The searchlight is located 40m from the office.
a) If the angle to the spot of light on the cloud is 38 degrees, how high is
the cloud ceiling ?
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b)
The minimum height of the cloud ceiling for planes to safely take
off or land is 305 m. What is the angle to the spot of light on the
cloud when the cloud ceiling is at the minimum height ?
SECTION 2
Q6 Suppose the plot below shows the age (in years) and price (in
dollars) of used compact cars that were advertised in a local
newspaper.
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a)
Identify the correlation between the variables C, D[1-2]
b)
Based On the scatter plot above, describe the relationship between C[3-4]
the age and price of the used cars.
.
c) Nora drew a line she thought was close to many of the points and
found the equation of the line. She used the points (13, 6000) and
(7, 12000) on her line to find the equation
Find the slope of the line of best fit drawn by Nora. What does the
slope mean in the context of this problem? Explain. C, D[5-6]
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C, D[3, 4]
Find the y-intercept and explain what it indicates in this situation.
d)
C, D [7,8]
e) Find the equation of Nora’s line for predicting the price of a used car
given its age. Your equation should be in the form y = mx +c
Predict the cost of a 10-year-old car using equation of line found in C, D [7,8]
f) part(c)
Comment on the appropriateness of the prediction. Is this a reliable
prediction?
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SECTION 3
Q7 In the given figure you will observe 3 congruent circles touching each
other and triangles formed by joining their centers.
In the first figure, the radius of the circle is 1 unit, in the second radius
is 2 units and in the third figure, the radius of the circle is 3 units.
The line segment shows the perpendicular from the top vertex to the
base of the triangle.
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a) Show that the height of the first triangle is 3 units.
B[1-2]
C[1-2]
The table below is given with the radius of the circle, length of the
side and the height of the triangle in each stage.
Stage no. Side of the Triangle (s) Height of the Triangle (h)
(n)
1 2 3
2 4 2 3
3 6 3 3
4 8 4 3
5
6
7
Fill the missing values in the above table using the pattern you have
b) observed.]
B[3-4]
Describe one pattern of heights you have observed.
c)
B[5-6]
C[5-6]
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Write the general rule for the height (h) in terms of the stage no. (n).
d)
[C 5-6] B[5-6]
C[3-4]
e) Test the general rule obtained in part (d).
B[3-4]
The table below shows the side and area of triangles formed shown in
the earlier figures.
Side of the Area of the
Triangle (s) Triangle (A)
2 3
4 4 3
6 9 3
8 16 3
10 25 3
f) Fill the missing values in the above table for the next two rows using
the pattern you have observed. B[7-8]
C[7-8]
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g)
Write the general rule for finding the area of a triangle. B[5-6]
C[3-4]
h)
Verify your general rule for the area of the triangle. B[5-6]
C[5-6]
i)
Justify the general rule for the area of the triangle you found. B[7-8]
C[7-8]
j) C[7-8]
Find the area of the triangle thus formed when the side of the triangle
is 50 cm using your general rule.
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Q8 Some people visit the theater. The Venn diagram shows the number of people who bought A:7-8
ice cream and drinks in the interval.
Ice cream is sold for $3 and drinks are sold for $2. A total of £262 is spent.
a) How many people bought both a drink and an ice cream?
b) A person is chosen at random, what is the probability that he bought just a drink.
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