MYP 3 Mathematics – Criterion A
Unit: Numbers
Statement of Inquiry: Representing and simplifying quantities in different forms can help explore
remarkable discoveries and developments.
Criterion A: Knowing and Understanding
i. select appropriate mathematics
ii. apply the selected mathematics successfully
iii. solve problems correctly in a variety of contexts
1. Determine whether the following numbers are rational or irrational.
Justify your answers:
7
a) √16, b) π, c) , d) √50
9
2. Convert the following fractions to recurring decimals:
2 7
a) b)
3 12
3. Write the following in index notation:
a) 2 × 2 × 2 × 2 × 2, b) 5 × 5 × 5, c) 10⁴ ÷ 10².
4. Simplify using the laws of indices:
a) a³ × a⁵ b) b⁷ ÷ b² c) (x²)³
5. Express the following numbers in scientific notation:
a) 3 570 000, b) 0.000042.
6. Perform the operations with numbers in scientific notation (express answers in scientific
notation):
a) (3.5 × 10⁵) + (2.1 × 10⁵),
b) (6.0 × 10⁶) ÷ (2.0 × 10³).
7. Simplify the following surds:
a) √72 b) √200.
8. Simplify:
a) 2√18 + 3√2 b) 4√50 – √8.
9. Simplify:
a) (2√3)(√12) b) (6√8) ÷ (2√2).
10. A scientist uses a very sensitive microscope.
The wavelength of visible light is approximately 0.00000055 m.
a) Write this in scientific notation.
b) Another scientist discovers a wavelength 4.2 × 10⁻⁷ m.
Which wavelength is smaller? Explain your reasoning.
Achievement Level descritptor Task-Specific Clarification
Level
0 The student does not reach a standard The student does not reach a standard described by
described by any of the descriptors below. any of the descriptors below.
1–2 The student is able to: You are able to:
i. select appropriate mathematics when i. select obvious mathematics only in very familiar
solving simple problems in items (e.g., recognize √16 as a perfect square in Q1a;
familiar situations write repeated multiplication as a power in Q3a–b;
attempt standard form for a large whole number in
ii. apply the selected mathematics Q5a). Need prompts for π, √50, surds, operations in
successfully when solving these problems scientific notation, or word problems (Q1b–d, Q6–10).
iii. generally solve these problems correctly ii. apply steps with support: partial conversion of 2/3
in a variety of contexts. to a recurring decimal (Q2a); isolated correct use of a
basic index law (Q4a); begin to place the decimal for 3
570 000 (Q5a). Often do not align powers when
adding in scientific notation (Q6a).
iii. produce few correct final answers; success limited
to the simplest familiar cases (e.g., Q1a, Q3a, Q5a)
with minimal or missing explanations.
3–4 The student is able to: i. select appropriate approaches for familiar problems:
i. select appropriate mathematics when classifies √50 as irrational (Q1d); chooses
solving more complex problems in factorization to simplify surds (Q7); chooses correct
familiar situations index laws for Q3–4; recognize what like powers are
needed to do with in scientific notation (Q6a).
ii. apply the selected mathematics
successfully when solving these problems ii. apply procedures mostly correctly for Q1, Q2a–b,
Q3, Q4a–b, Q5a–b; can carry out addition in scientific
iii. generally solve these problems notation when powers match (Q6a). Occasional slips
correctly in a variety of contexts. in multi-step or less familiar items such as division
with scientific notation and combined surd operations
(Q6b, Q8–9).
iii. generally solve correct in familiar contexts; errors
appear in more complex or multi-step items (Q6b, Q7–
9). Working may lack clarity in places.
5–6 The student is able to: i. select efficient strategies in challenging but familiar
i. select appropriate mathematics when contexts: break surds into square factors before
solving challenging problems in simplifying (Q7); simplifies before combining like
familiar situations surds (Q8); rewrite scientific notation to common
ii. apply the selected mathematics powers when needed (Q6a); use quotient and power
successfully when solving these problems rules appropriately (Q4b–c).
iii. generally solve these problems correctly
in a variety of contexts. ii. apply procedures accurately across most tasks:
consistent fraction→recurring decimal conversions
(Q2); accurate index operations (Q3–4); correct
operations in scientific notation including division
(Q6a–b); multiply/divide surds correctly (Q9). Show
notations and steps clearly.
iii. generally solve these problems correctly across the
paper, including the word problem: write 0.00000055
m in scientific notation (Q10a) and compares
wavelengths with valid reasoning (Q10b). Minor slips
may occur but do not detract from overall correctness.
7–8 The student is able to: i. select and justifies the most appropriate mathematics
i. select appropriate mathematics when in both familiar and unfamiliar contexts: gives clear
solving challenging problems in both justification for rational/irrational classifications (Q1);
familiar and unfamiliar situations uses index laws strategically (simplify before
operating) (Q3–4); optimally manipulates scientific
notation for comparison and operations (Q5–6); plans
ii. apply the selected mathematics structured surd strategies for simplification and
successfully when solving these problems operations (Q7–9).
ii. apply chosen mathematics efficiently and accurately
iii. generally solve these problems correctly throughout: error-free conversions and operations;
in a variety of contexts. maintains precise algebraic and numerical work; uses
units and notation consistently; explains comparisons
in Q10b using exponent reasoning or place-value
arguments.
iii. consistently provide correct solutions for all items
with clear reasoning and sense-checking (e.g.,
comparing magnitudes in Q6/Q10). Answers are
presented in required forms (simplest surd/standard
form) with appropriate units where relevant.
