MYP Mathematics is marked against four criteria, each out of 8. Here is what each criterion actually requires and the specific writing patterns that consistently score in the 7-8 band.
Velocity Tuition Academy · IB MYP · Maths Strategy
Updated May 2026·Written by Velocity Tuition Academy·Reviewed by experienced MYP Mathematics teachers
MYP Mathematics is graded against four criteria, each marked out of 8. The criteria are: A Knowing and understanding, B Investigating patterns, C Communicating, D Applying mathematics in real-life contexts. The total out of 32 converts to a final 1-7 grade. Students who score in the 7-8 band on every criterion consistently earn a grade 7 in MYP Maths; those who score 5-6 across criteria earn a 6. This guide explains exactly what each criterion demands and the writing patterns that consistently push work into the top band.
Criterion A assesses the student's ability to apply mathematical procedures correctly. The IB-published descriptors:
0: does not meet any of the descriptors.
1-2: selects appropriate mathematics when solving simple problems in familiar situations; applies the selected mathematics successfully when solving simple problems.
3-4: selects appropriate mathematics when solving more complex problems in familiar situations; applies the selected mathematics successfully when solving more complex problems.
5-6: selects appropriate mathematics when solving challenging problems in familiar situations; applies the selected mathematics successfully when solving challenging problems.
7-8: selects appropriate mathematics when solving challenging problems in a variety of contexts, including unfamiliar ones; applies the selected mathematics successfully when solving challenging problems in a variety of contexts, including unfamiliar ones.
The key word is "unfamiliar contexts." A student scoring 5-6 can solve textbook problems on a known topic. A student scoring 7-8 can apply the same maths to a context they've never seen before — finding the right tool from their full toolkit, not just the one their textbook chapter suggests.
How to push to 7-8: solve problems from a wider range than the current syllabus topic. Practice questions that don't say "use trigonometry" — questions that require the student to recognise that trigonometry is the right approach.
Criterion B — Investigating Patterns
Criterion B assesses the student's ability to identify patterns, suggest general rules, and verify them. This is the most distinctively-MYP criterion.
1-2: applies, with teacher support, mathematical problem-solving techniques to recognise simple patterns; states predictions consistent with patterns.
3-4: applies mathematical problem-solving techniques to recognise patterns; describes patterns as relationships and/or general rules.
5-6: selects and applies mathematical problem-solving techniques to recognise correct patterns; describes patterns as relationships and/or general rules consistent with findings; verifies these.
7-8: selects and applies mathematical problem-solving techniques to discover complex patterns; describes patterns as general rules consistent with findings; proves, or verifies and justifies, these rules.
The key word at 7-8 is "proves." Most students reach 5-6 by describing patterns and verifying them with further examples. Reaching 7-8 requires moving from verification (checking) to proof (showing why the rule must hold).
How to push to 7-8: when investigating a pattern, don't stop at "this works for n=5 and n=10." Continue to "and here is the algebraic argument showing it must work for all n." Even informal proof — showing why the structure forces the pattern — distinguishes 7-8 from 5-6.
Criterion C — Communicating
Criterion C assesses how clearly the student communicates mathematical solutions:
1-2: uses limited mathematical language; uses limited forms of mathematical representation to present information.
3-4: uses some appropriate mathematical language; uses appropriate forms of mathematical representation to present information adequately; communicates through lines of reasoning that are complete; adequately organizes information using a logical structure.
5-6: usually uses appropriate mathematical language; usually uses appropriate forms of mathematical representation; communicates through lines of reasoning that are complete and coherent; presents work that is usually organized.
7-8: consistently uses appropriate mathematical language; consistently uses appropriate forms of mathematical representation; communicates through lines of reasoning that are complete, coherent and concise; organizes information into a complete, coherent and logical structure.
The key words at 7-8 are "consistently" and "concise." 5-6 work is generally clear but has lapses. 7-8 work is uniformly clear and avoids unnecessary length.
How to push to 7-8: define every variable used; use proper mathematical notation (no x*x instead of x²); separate algebraic working into clear logical lines; use diagrams when they aid understanding; cut unnecessary prose. A 5-page solution to a 2-page problem loses Criterion C marks.
Criterion D — Applying Mathematics in Real-Life Contexts
Criterion D assesses the student's ability to use mathematics in real-world contexts:
1-2: identifies some of the elements of the authentic real-life situation; applies mathematical strategies to find a solution with limited success.
3-4: identifies the relevant elements; selects, adequately, mathematical strategies to model the situation; applies the strategies to reach a solution to the authentic situation; describes the degree of accuracy of the solution; discusses whether the solution makes sense.
5-6: identifies the relevant elements; selects, appropriately, mathematical strategies; applies the selected strategies successfully; explains the degree of accuracy; explains whether the solution makes sense.
7-8: identifies the relevant elements; selects appropriate mathematical strategies; applies the strategies effectively to reach a correct solution; justifies the degree of accuracy; justifies whether the solution makes sense in the context of the authentic real-life situation.
The key word at 7-8 is "justifies." 5-6 work explains; 7-8 work justifies — gives reasons that anchor the explanation in the context.
How to push to 7-8: identify the limitations of the mathematical model — what assumptions were made, what was simplified, what real-world factors were ignored. Justify why the model is still useful despite the simplifications. End with "in the context of [the real-world situation], this solution is reasonable because..." not just "the answer is X."
Common Mistakes That Cap Marks at 5-6
Pattern investigations stop at verification. Push to proof.
Real-life applications give a number with no reasonableness check. Always justify whether the answer makes sense.
Long solutions for short problems. Conciseness is a Criterion C requirement.
Variables not defined. "Let x be the number of apples" matters; "x = 5" by itself doesn't.
Diagrams without labels. The diagram needs to communicate independently of the prose.
Procedure correct but presentation chaotic. Logical organisation is half of Criterion C.
How To Hit 7-8 Consistently
For students aiming at MYP Maths 7 (the highest final grade, requiring strong scores across all four criteria):
Read the criteria before every major task. Print them out. Reference them while writing.
Identify which criteria each task targets. Most major tasks emphasise specific criteria — be aware which.
Self-assess against the criteria. Before handing work in, score yourself out of 8 on each criterion. Identify where you're losing marks and revise.
Get focused feedback. Ask the teacher specifically which criterion descriptor was missed for any 5-6 work. Use that to fix the next task.
Our 1-on-1 MYP Maths tutors teach to the four published criteria — Knowledge, Investigating Patterns, Communicating, Applying. Diagnostic-first approach maps current criterion-by-criterion performance. Free trial.
MYP Mathematics is assessed against four criteria, each scored out of 8: Criterion A Knowing and understanding (applying procedures), Criterion B Investigating patterns (identifying and proving general rules), Criterion C Communicating (mathematical language, notation, organisation), Criterion D Applying mathematics in real-life contexts (modelling, evaluating accuracy and reasonableness). The total out of 32 converts to a final 1-7 grade.
Criterion A 7-8 requires applying mathematics successfully to challenging problems in a variety of contexts, including unfamiliar ones. The shift from 5-6 to 7-8 is the ability to apply mathematics to contexts the student has not seen before — recognising the right tool from a full toolkit rather than from the current topic.
Criterion B 7-8 requires moving from verifying patterns (checking that they work for more examples) to proving them (showing why the pattern must hold). Even informal proof — an algebraic argument showing why the structure forces the pattern — distinguishes 7-8 from 5-6.
Criterion C 7-8 requires consistent use of appropriate mathematical language and notation, plus reasoning that is complete, coherent AND concise. Defining variables, using proper notation, organising work logically, and avoiding unnecessary length are the key habits. A 5-page solution to a 2-page problem loses Criterion C marks.
Criterion D 7-8 requires justifying the degree of accuracy and whether the solution makes sense in the real-world context. The shift from 5-6 (which explains) to 7-8 (which justifies) requires identifying the model's assumptions and limitations and explaining why the solution remains useful despite the simplifications.
Each of the four criteria contributes equally to the final 1-7 grade. The total out of 32 (4 criteria × 8) maps to a final grade via IB-published boundaries. A student scoring 8/8 on Criterion A but 4/4-equivalent on the others will not achieve a final 7 — strong performance across all four criteria is needed.
