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Year 11 Mathematics (MYP 5)

The course for 2026–27. Every topic is marked Standard, Extended or Enrichment.

Units

11.1 Functions and Algebra - under construction

11.1 Functions and Algebra - under construction

Standard Standard course, which Extended students also cover Extended Extended course only Enrichment for the top Extended set, not assessed

Lessons in this unit
  • 11.1.1 Functions - under construction (3 weeks)
    • Standard Prerequisite: solving linear equations
    • Standard Set notation (for domain and range)
    • Standard Definition of a function and a relation, domain, range, the vertical line test
    • Standard Function notation
    • Extended Inverse functions
    • Extended Composite functions (f∘g notation)
    • Enrichment The absolute value function and the square root function
  • 11.1.2 Solving quadratic equations - under construction (2 weeks)
    • Standard Solving by factorising: common factors, difference of two squares, product and sum, a = 1 and a ≠ 1
    • Standard The quadratic formula
    • Extended Solving by completing the square
    • Extended The discriminant
  • 11.1.3 Quadratic functions - under construction (3 weeks)
    • Standard Vertex, factorised and standard forms, converting between them and the uses of each
    • Standard Quadratic inequalities
    • Standard GDC skills: graphing, table of values, intersections and features of the graph (linking back to domain and range)
    • Standard Graphs, intercepts, axis of symmetry, vertex and optimisation
    • Standard Quadratic modelling of real-world problems
    • Standard Introduction to transformations using vertex form
    • Extended Linking the discriminant to the intercepts
  • 11.1.4 Transformations - under construction (1 week. We do not cover the general forms f(ax) and a·f(x).)
    • Standard Horizontal and vertical translations and stretches, in graphical and algebraic form
    • Extended Reflections, in graphical and algebraic form
Revise this unit:11.1.1 revision11.1.2 revision11.1.3 revision
Approaches to learning
Communication

I can show my maths thinking clearly by setting out my work neatly and using maths symbols correctly.

I can explain my ideas in different ways, not just give an answer, but also explain why it works.

Self-management

I can use my time wisely and practise independently by choosing helpful resources to support my learning of mathematics.

Community engagement
  • We build a classroom community where we help and support each other
  • We share our methods and explain our thinking to each other, so that everyone learns
  • We talk openly about maths anxiety and encourage each other to keep trying
  • We learn from other students, and we can help others through peer tutoring
11.2 Probability and Venn diagrams - under construction

11.2 Probability and Venn diagrams - under construction

Standard Standard course, which Extended students also cover Enrichment for the top Extended set, not assessed

Lessons in this unit
  • 11.2.1 Sets and Venn diagrams - under construction (3 weeks)
    • Standard Number sets, interval notation, subsets and complement
    • Standard Venn diagrams, union and intersection, and solving problems
    • Enrichment Factorial notation, permutations and combinations
  • 11.2.2 Probability - under construction (3 weeks)
    • Standard Experimental probability, table data, sample space and theoretical probability
    • Standard Compound events: tree diagrams, Venn diagrams and outcome grids
    • Standard Two-way tables
    • Standard Conditional probability, mutually exclusive and independent events, and testing for them
Approaches to learning
Communication

I can show my maths thinking clearly by setting out my work neatly and using maths symbols correctly.

I can explain my ideas in different ways, not just give an answer, but also explain why it works.

Self-management

I can use my time wisely and practise independently by choosing helpful resources to support my learning of mathematics.

Community engagement
  • We build a classroom community where we help and support each other
  • We share our methods and explain our thinking to each other, so that everyone learns
  • We talk openly about maths anxiety and encourage each other to keep trying
  • We learn from other students, and we can help others through peer tutoring
11.3 Exponential growth and decay - under construction

11.3 Exponential growth and decay - under construction

Standard Standard course, which Extended students also cover Extended Extended course only Enrichment for the top Extended set, not assessed

Lessons in this unit
  • 11.3.1 Exponential and logarithmic functions - under construction (5 weeks)
    • Standard Prerequisite: index laws for integer indices
    • Extended Index laws for rational indices
    • Standard Shape of an exponential graph, its intercept and asymptote, and exponential graph transformations
    • Standard Real-life growth and decay, depreciation and compound interest, and the meaning of the parameters in context
    • Standard Basic exponential equations using technology
    • Extended Introduction to logarithms and basic logarithmic equations
    • Extended The logarithmic function and the log laws
    • Enrichment The constant e and more advanced exponential equations
Approaches to learning
Communication

I can show my maths thinking clearly by setting out my work neatly and using maths symbols correctly.

I can explain my ideas in different ways, not just give an answer, but also explain why it works.

Self-management

I can use my time wisely and practise independently by choosing helpful resources to support my learning of mathematics.

Community engagement
  • We build a classroom community where we help and support each other
  • We share our methods and explain our thinking to each other, so that everyone learns
  • We talk openly about maths anxiety and encourage each other to keep trying
  • We learn from other students, and we can help others through peer tutoring
11.4 Surveying and navigation - under construction

11.4 Surveying and navigation - under construction

Standard Standard course, which Extended students also cover Extended Extended course only Enrichment for the top Extended set, not assessed

Lessons in this unit
  • 11.4.0 Prerequisites - under construction
    • Standard Angles and lines
    • Standard Right-angled trigonometry and Pythagoras, including problem solving and the converse
    • Standard Bearings, area of a triangle and problem solving, including 3D
  • 11.4.1 Non-right-angled trigonometry - under construction (Standard 4 weeks, Extended 3 weeks)
    • Standard The sine rule, the cosine rule and the area of a triangle
    • Extended The ambiguous case of the sine rule
    • Enrichment Proofs of the rules
  • 11.4.2 The unit circle - under construction (Standard 2 weeks, Extended 3 weeks)
    • Extended Radian measure, arc length, sector and segment area
    • Extended The full unit circle
    • Extended Negative and complementary angle identities, the Pythagorean identity and sin x ÷ cos x = tan x
    • Extended Special triangles and exact values of multiples of π
    • Extended Trigonometric equations involving sin, cos and tan
  • 11.4.3 Trigonometric modelling - under construction (2 weeks)
    • Standard Periodic behaviour: the sine and cosine functions
    • Standard Modelling periodic behaviour, fitting models to data and using trigonometric models
    • Enrichment The tangent function
Approaches to learning
Communication

I can show my maths thinking clearly by setting out my work neatly and using maths symbols correctly.

I can explain my ideas in different ways, not just give an answer, but also explain why it works.

Self-management

I can use my time wisely and practise independently by choosing helpful resources to support my learning of mathematics.

Community engagement
  • We build a classroom community where we help and support each other
  • We share our methods and explain our thinking to each other, so that everyone learns
  • We talk openly about maths anxiety and encourage each other to keep trying
  • We learn from other students, and we can help others through peer tutoring
11.5 Diploma course taster - under construction

11.5 Diploma course taster - under construction

Standard Standard course, which Extended students also cover

Lessons in this unit
  • 11.5.1 Systems of equations - under construction (1 week)
    • Standard Topics to be confirmed
    • Standard Applying systems of equations to fit model coefficients using technology
  • 11.5.2 Algebra - under construction (1 week)
    • Standard Topics to be confirmed
    • Standard Algebraic simplification, solving linear equations and algebraic fractions
  • 11.5.3 Mini-IA - under construction (2 weeks)
    • Standard A short investigation, for example fitting curves to basketball shots and bouncing balls
Approaches to learning
Communication

I can show my maths thinking clearly by setting out my work neatly and using maths symbols correctly.

I can explain my ideas in different ways, not just give an answer, but also explain why it works.

Self-management

I can use my time wisely and practise independently by choosing helpful resources to support my learning of mathematics.

Community engagement
  • We build a classroom community where we help and support each other
  • We share our methods and explain our thinking to each other, so that everyone learns
  • We talk openly about maths anxiety and encourage each other to keep trying
  • We learn from other students, and we can help others through peer tutoring

MYP assessment criteria

How assessment works

  • There are 4 assessment criteria in the MYP
  • Assessment dates are shared on ManageBac with at least 1 week's notice
  • Assessments are marked and given back within 2 weeks
  • You take your assessment home, complete an error analysis in green pen, get it signed by a parent or guardian and return it to your teacher
  • You are assessed at least twice on each criterion during the year

Criterion marking

  • Each criterion has 2 to 5 strands. You must meet each strand to reach a level
  • To reach a level, you must also have met ALL the levels before it

The levels are shown at the start of each line. Level 1 is the lowest and level 8 is the highest

ACriterion A: Knowing and understandingKnow it and use it

Criterion A is usually given as a traditional maths test. You are assessed on 3 strands

You should be able to

  1. select appropriate mathematics when solving problems in both familiar and unfamiliar situations
  2. apply the selected mathematics successfully when solving problems
  3. solve problems correctly in a variety of contexts

Strand i The student is able to select appropriate mathematics when solving …

Levels 1–2simple problemsinfamiliar situations
Levels 3–4more complex problemsinfamiliar situations
Levels 5–6challenging problemsinfamiliar situations
Levels 7–8challenging problemsin bothfamiliar and unfamiliar situations

Strands ii and iii are the same at every level, because strand i is about how complex and how familiar the problems are

Strand ii The student is able to apply the selected mathematics successfully when solving these problems

Strand iii The student is able to generally solve these problems correctly in a variety of contexts

BCriterion B: Investigating patternsSpot it and explain it

Criterion B is usually an investigation that you are guided through, to explore a new pattern or idea. You are assessed on 3 strands, but strand iii is only assessed at levels 5 to 8

You should be able to

  1. select and apply mathematical problem-solving techniques to discover complex patterns
  2. describe patterns as general rules consistent with findings
  3. prove, or verify and justify, general rules

Strand i The student is able to …

Levels 1–2apply, with teacher support,mathematical problem-solving techniques to discoversimple patterns
Levels 3–4applymathematical problem-solving techniques to discoversimple patterns
Levels 5–6select and applymathematical problem-solving techniques to discovercomplex patterns
Levels 7–8select and applymathematical problem-solving techniques to discovercomplex patterns

Strand ii The student is able to …

Levels 1–2state predictions consistent with patterns
Levels 3–4suggest general rules consistent with findings
Levels 5–6describe patterns as general rules consistent with findings
Levels 7–8describe patterns as general rules consistent with correct findings

Strand iii The student is able to …

Levels 5–6verify the validity of these general rules
Levels 7–8prove, or verify and justify, these general rules
CCriterion C: CommunicatingSay it clearly

Criterion C is usually assessed together with another criterion. You are assessed on 5 strands, but strand iii is only assessed at levels 5 to 8 and strand v is not assessed at levels 1 to 2

You should be able to

  1. use appropriate mathematical language (notation, symbols and terminology) in both oral and written explanations
  2. use appropriate forms of mathematical representation to present information
  3. move between different forms of mathematical representation
  4. communicate complete, coherent and concise mathematical lines of reasoning
  5. organise information using a logical structure

Strand i The student is able to …

Levels 1–2use limitedmathematical language
Levels 3–4use some appropriatemathematical language
Levels 5–6usually use appropriatemathematical language
Levels 7–8consistently use appropriatemathematical language

Strand ii The student is able to …

Levels 1–2use limited forms of mathematical representation to present information
Levels 3–4use appropriate forms of mathematical representation to present information adequately
Levels 5–6usually use appropriate forms of mathematical representation to present information correctly
Levels 7–8use appropriate forms of mathematical representation to consistently present information correctly

Strand iii The student is able to …

Levels 5–6usually move between different forms of mathematical representation
Levels 7–8move effectively between different forms of mathematical representation

Strand iv The student is able to …

Levels 1–2communicate through lines of reasoning that are difficult to interpret
Levels 3–4communicate through lines of reasoning that are complete
Levels 5–6communicate through lines of reasoning that are complete and coherent
Levels 7–8communicate through lines of reasoning that are complete, coherent and concise

Strand v The student is able to …

Levels 3–4adequately organise information using a logical structure
Levels 5–6present work that is usually organised using a logical structure
Levels 7–8present work that is consistently organised using a logical structure
DCriterion D: Applying mathematics in real-life contextsUse it in real life

Criterion D is usually a problem to be solved using maths set in a real-world context. You think about both the maths and the context, with analysis. You are assessed on 5 strands, but strands iii, iv and v are not assessed at every level

You should be able to

  1. identify relevant elements of authentic real-life situations
  2. select appropriate mathematical strategies when solving authentic real-life situations
  3. apply the selected mathematical strategies successfully to reach a solution
  4. justify the degree of accuracy of a solution
  5. justify whether a solution makes sense in the context of the authentic real-life situation

Strand i The student is able to …

Levels 1–2identify some of the elements of the authentic real-life situation
Levels 3–4identify the relevant elements of the authentic real-life situation
Levels 5–6identify the relevant elements of the authentic real-life situation
Levels 7–8identify the relevant elements of the authentic real-life situation

Strand ii The student is able to …

Levels 1–2apply mathematical strategies to find a solution to the authentic real-life situation, with limited success
Levels 3–4select, with some success, adequate mathematical strategies to model the authentic real-life situation
Levels 5–6select adequate mathematical strategies to model the authentic real-life situation
Levels 7–8select appropriate mathematical strategies to model the authentic real-life situation

Strand iii The student is able to …

Levels 3–4apply mathematical strategies to reach a solution to the authentic real-life situation
Levels 5–6apply the selected mathematical strategies to reach a valid solution to the authentic real-life situation
Levels 7–8apply the selected mathematical strategies to reach a correct solution to the authentic real-life situation

Strand iv The student is able to …

Levels 5–6explain the degree of accuracy of the solution
Levels 7–8justify the degree of accuracy of the solution

Strand v The student is able to …

Levels 3–4discuss whether the solution makes sense in the context of the authentic real-life situation
Levels 5–6explain whether the solution makes sense in the context of the authentic real-life situation
Levels 7–8justify whether the solution makes sense in the context of the authentic real-life situation

Approaches to learning

Approaches to learning (ATL) are the skills that help you learn anything, in maths and everywhere else. The MYP groups them into five categories, and we practise them in every unit.

Thinking

Ask what if

Critical thinking, creative thinking and transfer.

Spot patterns and connections, ask what if, and use an idea you learned in one place to solve a problem somewhere new.

Communication

Share your ideas

Sharing ideas clearly, in different ways.

Show your maths thinking clearly by setting out your work neatly and using maths symbols correctly. Explain your ideas in different ways, not just the answer but why it works.

Social

Work with others

Working well with others.

Work with a partner or group, listen to other methods, and explain your thinking to help someone else.

Self-management

Keep going, reflect

Organisation, staying positive and reflecting.

Use your time wisely and practise independently by choosing helpful resources, such as videos and worked examples. Keep going when it is hard, and reflect on what to do differently.

Research

Find and check

Finding and using information well.

Find useful examples and explanations, check where they come from, and decide whether they are reliable.

The IB learner profile

IB learners strive to be:

Inquirers

We nurture our curiosity, developing skills for inquiry and research. We know how to learn independently and with others. We learn with enthusiasm and sustain our love of learning throughout life.

Knowledgeable

We develop and use conceptual understanding, exploring knowledge across a range of disciplines. We engage with issues and ideas that have local and global significance.

Thinkers

We use critical and creative thinking skills to analyse and take responsible action on complex problems. We exercise initiative in making reasoned, ethical decisions.

Communicators

We express ourselves confidently and creatively in more than one language and in many ways. We collaborate effectively, listening carefully to the perspectives of other individuals and groups.

Principled

We act with integrity and honesty, with a strong sense of fairness and justice, and with respect for the dignity and rights of people everywhere. We take responsibility for our actions and their consequences.

Open-minded

We critically appreciate our own cultures and personal histories, as well as the values and traditions of others. We seek and evaluate a range of points of view, and we are willing to grow from the experience.

Caring

We show empathy, compassion and respect. We have a commitment to service, and we act to make a positive difference in the lives of others and in the world around us.

Risk-takers

We approach uncertainty with forethought and determination; we work independently and cooperatively to explore new ideas and innovative strategies. We are resourceful and resilient in the face of challenges and change.

Balanced

We understand the importance of balancing different aspects of our lives (intellectual, physical and emotional) to achieve well-being for ourselves and others. We recognise our interdependence with other people and with the world in which we live.

Reflective

We thoughtfully consider the world and our own ideas and experience. We work to understand our strengths and weaknesses in order to support our learning and personal development.

Useful links