MYP Mathematics is assessed against four criteria, each scored 0–8 by the IB rubric. The four criterion levels are added (max 32) and converted to a final MYP grade from 1 to 7. This page lays out the official descriptors, translates them into plain language, and shows a worked mathematics example for each band so the wording maps to something concrete.
Every assessed task is judged against one or more of these. By the end of MYP your child will have been assessed against all four. Each criterion has its own 0–8 descriptor (the official IB wording is summarised below).
“Select appropriate mathematics when solving problems in both familiar and unfamiliar situations; apply the selected mathematics successfully; solve correctly in a variety of contexts.”
Picking the right tool from your kit and using it correctly. Most often assessed in classroom tests.
“Apply problem-solving techniques to discover patterns; describe patterns as general rules; verify and (in later years) prove or justify the rules.”
Spotting a pattern, writing it as a rule, and showing the rule actually works. Assessed through investigations.
“Use appropriate mathematical language and notation; choose the right form of representation; communicate a coherent line of reasoning; organise work using a logical structure.”
Writing maths clearly. Notation, labelled diagrams, working that another person can follow without guessing.
“Identify the relevant elements of an authentic situation; select strategies to model it; apply them to reach a solution; explain accuracy and judge whether the answer makes sense in context.”
Picking maths to fit a real situation, applying it, and saying honestly how good the answer is. Assessed through modelling tasks.
The IB descriptor for Criterion A turns on three words — simple, more complex, challenging — and on whether the situation is familiar or unfamiliar. These words decide whether a student is sitting in the 1–2, 3–4, 5–6 or 7–8 band.
A problem framed close to what your child has practised in lessons. Same shape, same wording style, same approach. The work is in carrying out the technique correctly, not in deciding which technique to use.
A context not directly drilled, or wording that asks the student to choose which mathematics applies. The work is partly in recognising what to do — algebra? geometry? proportion? — before any calculation begins.
Reaching the 7–8 band on Criterion A requires success on the unfamiliar version. A student who can do every familiar example perfectly will sit at 5–6 until they show that flexibility.
The descriptors below come from the official IB Mathematics guide; we've added a plain-English summary and a Y7-style example per band. Criteria B, C, D follow the same shape (simple → more complex → challenging → unfamiliar) — descriptors in §below.
“The student does not reach a standard described by any of the descriptors below.”
Either the question wasn't attempted or what was attempted didn't produce evidence to assess.
“Selects appropriate mathematics when solving simple problems in familiar situations; applies it successfully; generally solves correctly across a variety of contexts.”
Uses the right approach on routine, single-step problems that closely match practice work.
“Selects appropriate mathematics when solving more complex problems in familiar situations; applies it successfully; generally solves correctly.”
Strings together two or three steps on a problem styled like classroom practice.
“Selects appropriate mathematics when solving challenging problems in familiar situations; applies it successfully; generally solves correctly.”
Handles multi-step problems in contexts the class has practised — chooses well between known techniques and chains them together.
“Selects appropriate mathematics when solving challenging problems in both familiar and unfamiliar situations; applies it successfully; generally solves correctly.”
Confidently picks a method even when the problem is framed in a context the class hasn't drilled — including transferring techniques across topics.
These follow the same broad shape as Criterion A — early bands describe simple work with teacher support, later bands describe student-led, justified, well-presented mathematics. Below is the plain-English summary per criterion.
| Crit. | 1–2 | 3–4 | 5–6 | 7–8 |
|---|---|---|---|---|
| B | Spots a simple pattern with teacher prompting; states a prediction. | Spots patterns and suggests general rules. | Discovers complex patterns; states rules consistent with findings; tests with another example. | Discovers complex patterns; states rules; verifies and (in Y10–Y11) proves or justifies them. |
| C | Limited mathematical language; reasoning hard to follow. | Some mathematical language; reasoning understandable but not always coherent; adequate organisation. | Usually correct language and notation; usually coherent reasoning; usually well-organised work. | Consistent correct notation; clearly coherent reasoning; consistently well-organised. |
| D | Identifies some elements of the real-life situation; finds a partial solution. | Identifies relevant elements; reaches a solution; states (with mistakes) whether it makes sense. | Models the situation; reaches a valid solution; describes accuracy; discusses whether it makes sense. | Models the situation; reaches a correct solution; explains accuracy; explains whether it makes sense. |
The four criterion levels (each 0–8) are added to give a total out of 32. The total is mapped to the final MYP grade using the IB grade boundaries below.
| Total (out of 32) | MYP grade |
|---|---|
| 0–4 | 1 |
| 5–9 | 2 |
| 10–14 | 3 |
| 15–18 | 4 |
| 19–23 | 5 |
| 24–27 | 6 |
| 28–32 | 7 |
Indicative pathway expectations from MYP into the four IB Diploma Mathematics courses. These are typical thresholds. The Head of Mathematics confirms each placement individually based on pathway (Standard / Extended), trajectory across Y10–Y11, and intended university route.
Indicative — confirm with the Head of Mathematics.Modelling, statistics, real-world data. Suits social sciences, business, design, arts.
Modelling at greater depth. Suits some economics, computer science, applied science routes.
Algebra, functions, calculus. Default for STEM-leaning students.
Demanding pure-mathematics route. Suits engineering, mathematics, theoretical physics.
| MYP grade (Year 11) | Likely pathway | Notes |
|---|---|---|
| 1–3 (Standard) | Foundation work first | Closing gaps in number, algebra, and geometry before any DP course will reduce the risk of a difficult Year 12. |
| 4 (Standard) | AISL with strong work ethic | "Applications and Interpretation — Standard". The mathematics is approachable but rewards consistent practice. |
| 5+ (Standard) | AISL · sometimes AASL | AASL ("Analysis and Approaches") may be open with strong algebra; AISL is usually the right fit. |
| 4 (Extended) | AISL or AASL | AISL is the safer choice; AASL is open if the student is comfortable with algebraic manipulation. |
| 5–6 (Extended) | AASL · AISL | Strong fit for AASL. AIHL is an option for students drawn to applied modelling. |
| 7 (Extended) | AAHL preferred | Especially for engineering, mathematics, theoretical physics, or computer science routes. AISL/AASL also options. |
If a grade is lower than expected, look at which of the four criteria the gap sits in. Sometimes it's the calculation work itself (A); sometimes it's the discipline of writing maths clearly (C); sometimes it's choosing a method when the problem isn't drilled — the 'unfamiliar' half of A, which is often what separates a 6 from a 7. The unit-page checklists help locate which specific objectives or skills need work; your child's teacher can confirm what to focus on.
Curriculum overview →The descriptors above summarise the four criteria. For a fuller explanation of what each criterion really tests — including what markers look for at each level and sample assessment tasks — see the dedicated criteria page.
→ See the four MYP criteria explained