What is Criterion B in MYP Mathematics?

Hi, I'm Shannon from MYP Math Tutor. We've put together a series of videos that explains the MYP Mathematics criteria: what they are, what they look like and how they are assessed. Next up, what is this Criterion B business?

It's a fairly unfamiliar type of assessment for students who are new to the MYP. Students are probably used to a normal test format, and this is not it. Some teachers, myself included, even say that you can't really study for a Criterion B task, but the skills students develop practising this type of task are essential to identifying relationships within and outside of math. So let's get into it.

Criterion B is investigating patterns. There are Criterion B opportunities that appear across all topics, whether it's related to number and algebra, functions, geometry, or probability and statistics. We certainly see Criterion B assessments throughout the year, but it's also really common for teachers to integrate them into their lesson planning using the inquiry-based model of learning, as students collect information to explore a relationship and then generalize that relationship using a formula. Sometimes that formula happens to be the one in their formula booklet that they might use on a Criterion A assessment. This is a different way of learning, but a really nice one for students to recognize and explore as they start the MYP.

So how do we assess Criterion B? There are three strands that we're looking for. Strand one is to select and apply mathematical strategies to collect information that follows some kind of pattern. Strand two is to describe these patterns as general rules, not just growing patterns. A rule will allow students to make predictions without needing to extend the table or write down consecutive terms. Strand three is to verify their rule with an example, or in other words, checking to see that it works. And in Grade 7 and above, students are also asked to justify, or show that their rule always works, in the beginning using words, and later on using a sophisticated algebraic approach.

Let's see what this looks like. Criterion B tasks usually start with a visual prompt or a mathematical situation. Students will need to apply mathematical strategies, often related to what they've been working on in class. By doing this, they will collect information that follows a pattern. For example, if students have been working on perimeter and area, they may need to demonstrate this skill on an assessment task. By adding up the units on each side of this rectangle, they'll find the perimeter and record it in the table. In the next shape, they will do the same thing, adding up all of the sides and recording it in the table.

Eventually, they might spot a growing pattern. This is the pattern down the table that allows you to check to see if you're collecting information correctly. Based on this, could you make a prediction about what comes next? If the answer is yes, then you're probably on the right track. A common hiccup that happens here is that the information is not correctly collected. Maybe it doesn't follow a clear pattern and the student is working really hard to try to figure out what comes next. My best piece of advice at this stage is to go back and check your work. Maybe you missed something or made a mistake.

Next is a little bit more tricky. Students need to identify a relationship, which I like to think of as the pattern or rule that goes across the table rather than down it. It would allow you to make predictions without having to continue your table for several rows. The trick is to try to figure out a rule that works for every single row. Once you've got it, you might describe it using words, and then the goal is to describe it using algebra.

Finally, students will verify and sometimes justify their rule to see if it works. For verification, they should use a value from their table that they collected and sub it into their rule to make sure it checks out. For justification, students can explain by referring to the diagram why their rule should work. In this case, even though we are adding several more blocks with each new rectangle, we are only adding four new units to the perimeter each time. Other examples might require an algebraic proof of sorts.

In some Criterion Bs, there's a second part that acts like an extension. There's a more complex rule, and usually the instructions are less scaffolded or guided. The instructions will simply be a few bullet points, but the expectation is to go through all the same steps that you did in the first part. So you can even use your work in the first part as a little guide.

So how can students actually prepare for a Criterion B assessment? Honestly, the best preparation is just being comfortable with the concepts that are covered in class. Criterion B draws on content knowledge, so the stronger the foundation is, the easier it is to collect information correctly in order to notice a pattern. Beyond that, practising guided Criterion Bs during class time or completing formative Criterion Bs outside of class really helps students get familiar with the process, so it doesn't feel unfamiliar when it's time to do it independently. My personal advice for students the day before a Criterion B is to come ready to think. Get a good sleep, eat a good breakfast, and your brain will handle the thinking more easily.

So to summarize, Criterion B is about investigating patterns. The process for these tasks is to collect information, find a general rule, and then verify and justify that rule. And how do we prepare? Become more comfortable with the concepts in class and come to school ready to think.

To close, we'd love to share a little bit more about who we are. Here at MYP Math Tutor, we're thrilled to be able to support over 150 students from more than 75 IB schools spanning over 40 countries worldwide. We work with students who attend some of the top IB schools in the world. We offer personalized support for MYP and DP mathematics through one-to-one virtual sessions. All of our tutors are experienced IB teachers with classroom expertise and a deep passion for IB education. They personalize each session to the students' needs, helping them build confidence, strengthen understanding and improve achievement in mathematics. If you'd like more info about who we are, please reach out to [email protected] or visit our website at www.mypmathtutor.com.