1. IB Mathematical Studies Internal Assessment Criterion A: Introduction A guide by Felipe Cieza, Laura Portuondo, Vanessa Perez, Abigale Santiago, and Diana Valcarcel

2. 1. Intro What you should definitely have to score a 3. ➔ Title Is it meaningful? ➔ Clear Statement of the Task Is it explicit? Does it describe what you’re researching/answering? ➔ Detailed Plan Is it very specific? Does it describe HOW data was obtained and HOW it will be analyzed? ➔ Background Info. and why

3. Components of a Topic Vanessa Perez Hardest part for students In choosing a topic remember to: identify an appropriate central idea develop an idea or interest into a specific question choose a task that is focused express the task clearly

4. ● Should be a teaching and learning experience ● Students should develop ability to relate mathematics to the real world ● Students should develop personal insight into the nature of mathematics ● Students should develop ability to ask and answer their own questions related to mathematics Introduction

6. What makes a good title? Felipe Cieza T he student should produce a title that includes a clear statement of the task along with a description of the plan. It should be tied in to his/her investigation. Readers should be able to look at a student’s title and gather 3 things: Variable 1 Variable 2 The student’s prediction on whether or not they’re related

7. Examples · Colour preferences · Shadows and height · A comparison between calorie intake and gender · Dine in or dine out? · High school lunches · Breakfast and school grades · Breast and cervical cancer—ethnic comparison · Infant mortality · Investigating reaction times · A comparison between lung capacity, age, weight and body fat · Gender based discrimination · Perception of time · The psychology of memory · Voter turnout · Alcohol consumption and teenagers · Girls’ sport and grades · Left-handed students · Performance of local students compared with foreign students · Searching for the ideal sound · Sport and nationality · Height, weight and swimming performance · Air travel—distance compared with price · Colour of words · Video games and response times

8. Clear Statement of the Task Vanessa Perez Formulate a Plan identify clear boundaries identify variables construct a model or from an outline A task can be stated in terms of “how can this question be answered” Explicit, clear, outline what you are going to do with the 100 numbers Know 4 things: Both of your variables, a small prediction, and the math you plan to do to it.

9. Task Continuation Good Practice ● Student produces a written plan that is clear, and explains in detail what is intended to be done ● Student has produced a plan that is set out to include all components ● Students have thoroughly discussed the results obtained ● Students discussed the results obtained and has attempted to discuss the validity of the processes used ● Students discussed possible extensions of the project

10. Plan Description Where can data be collected? Students need to be made aware of the sources of data available. ● take measurements using a whole range of measuring instruments, such as rulers, tape measures, compasses, protractors, scales and electronic devices ● collect data through surveys and questionnaires ● obtain information from published tables, such as timetables and loan-repayment schedules ● search the Internet ● refer to sources that publish statistical data ● take photographs ● generate data by investigating different situations, such as the construction of geometrical shapes ● carry out experiments Where can data be collected? Students need to be made aware of the sources of data available. For example, students can: ● take measurements using a whole range of measuring instruments, such as rulers, tape measures, compasses, protractors, scales and electronic devices ● collect data through surveys and questionnaires ● obtain information from published tables, such as timetables and loan-repayment schedules ● search the Internet ● refer to sources that publish statistical data ● take photographs ● generate data by investigating different situations, such as the construction of geometrical shapes ● carry out experiments. Diana Valcarcel ● Formulating a plan ● Identifying clear boundaries for the task ● Identifying the variables related to the task ● Constructing a model of the plan for undertaking the task, or forming an outline of it.

11. Background Knowledge and Your Topic of Choice Make an introduction. Make it like a story. Is there a reason why you chose these variables? Are you interested in something about them? Also you can give a brief explanation of WHY you think they should be related. You're testing this after all, always fun to start with a guess and be proved wrong Past studies, past experiences, provide the reader with a kind of necessary knowledge to understand the IA itself.

12. Why? Laura Portuondo

13. Continuation Laura Portuondo Real World Applications Society Past Event: Experiences that led to the topic, such as lack of sleep causing you to be less alert throughout the day. Everyday Life: Amount of hours slept every night. Future Events: How you would use the results to your advantage. Ex: the study of the effect of deprivation of sleep could help us manage our time in order to avoid this.

14. Examples Abigale Santiago Grade : 3 pointsGrade: 1 point

15. Good luck! We hope you’ll use these tips to go out and deliver a memorable Achievement Level 3 Introduction on your IB Math Studies IA!