Command terms are the instruction words in MYP and DP maths questions, such as justify, verify and investigate. Each one tells your child what kind of answer is expected. “Justify” needs reasons, for example, while “state” needs only the answer.
Most commonly searched terms
Command terms in MYP maths
The criterion tag shows where each term most often appears. Explanations are our own plain-English versions. Your child’s teacher may use the IB’s exact wording.
- AnalyseCriterion D
Break information into parts to find the structure or relationships in it.
Example: Analyse the table to see how the cost changes as the number of tickets increases.
- CalculateCriterion A
Work out a numerical answer, showing the working.
Example: Calculate the area of the triangle.
- CommentCriterion D
Give a judgement based on a result, such as whether it makes sense.
Example: Comment on whether your model is realistic for 100 people.
- ConstructCriterion A
Draw or build something accurately, often with a ruler, compass or software.
Example: Construct a triangle with sides 5 cm, 6 cm and 7 cm.
- DescribeCriterion B
Give a detailed account in words, without needing to explain why.
Example: Describe the pattern in the number of squares.
- DetermineCriterion A
Find the only possible answer.
Example: Determine the value of x.
- DrawCriterion C
Show something accurately with a labelled diagram or graph.
Example: Draw the graph of y = 2x + 1 for −3 ≤ x ≤ 3.
- EstimateCriterion A
Find an approximate value, usually by rounding first.
Example: Estimate 49 × 21 by rounding to 50 × 20.
- ExplainCriterion C
Give reasons or causes, not just the answer.
Example: Explain why the sum of two odd numbers is always even.
- FindCriterion A
Get an answer, which may take several steps.
Example: Find the gradient of the line.
- GeneralizeCriterion B
Turn a pattern you have spotted into a rule that works for every case, often written with a letter such as n.
Example: The number of matches for n squares is 3n + 1.
- IdentifyCriterion A
Pick out the answer from a set of possibilities or information.
Example: Identify the outlier in the data.
- InterpretCriterion D
Explain what a result means in the real-life situation.
Example: The gradient of 12 means the plant grows 12 mm per week.
- InvestigateCriterion B
Explore a problem systematically to find out what happens and why.
Example: Investigate how the number of diagonals changes as a polygon gains sides.
- JustifyCriterion B
Give valid reasons or evidence that support your answer or rule.
Example: Justify why your rule works, using the structure of the pattern.
- LabelCriterion C
Add names or values to a diagram or graph.
Example: Label the axes and the point of intersection.
- MeasureCriterion A
Find a value using an instrument, such as a ruler or protractor.
Example: Measure angle ABC.
- OrganizeCriterion B
Arrange information in a clear, logical way, such as a table.
Example: Organize your results in a table of n and the number of dots.
- PlotCriterion C
Mark points accurately on a graph.
Example: Plot the data on a scatter graph.
- PredictCriterion B
Say what will happen next, based on a pattern or model.
Example: Predict the number of tiles in the 20th design.
- ProveCriterion B
Show with a logical argument that a statement is always true.
Example: Prove that the angles in a triangle add up to 180°.
- SelectCriterion A
Choose the best option or method from several.
Example: Select an appropriate method to solve the equation.
- ShowCriterion C
Give the steps that lead to a result you have been given.
Example: Show that the area is 24 cm².
- SketchCriterion C
Draw a rough diagram or graph that shows the key features, not an exact plot.
Example: Sketch the graph of y = x², showing the vertex.
- SolveCriterion A
Find the answer or answers, often to an equation.
Example: Solve 3x − 4 = 11.
- StateCriterion A
Give a short answer without explanation.
Example: State the coordinates of the vertex.
- SuggestCriterion D
Propose a possible answer or improvement.
Example: Suggest one way to make your model more accurate.
- TestCriterion B
Try a rule with new values to check that it works.
Example: Test your rule for n = 6, then draw the 6th pattern to check.
- UseCriterion A
Apply a given method, formula or piece of information.
Example: Use Pythagoras’ theorem to find the missing side.
- VerifyCriterion B
Check that a rule or answer is correct, usually by testing new cases.
Example: Verify your rule for n = 10 by drawing or counting.
MYP assessment words, explained
- ATL skills
Approaches to learning: the thinking, communication, social, self-management and research skills the MYP teaches in every subject.
- Best-fit judgement
How a teacher decides a final criterion level: by looking at the pattern of a student’s work, not by averaging marks.
- Criterion (plural: criteria)
One of the four areas maths is assessed on: A Knowing and understanding, B Investigating patterns, C Communicating, D Applying mathematics in real-life contexts.
- Criteria total
The four final criterion levels added together, out of 32. It is converted to an MYP grade from 1 to 7.
- Extended mathematics
A more demanding MYP 4–5 course with extra topics and depth, often recommended before DP Analysis and Approaches at Higher Level.
- Formative assessment
Practice tasks and feedback during a unit that help learning but don’t count towards the final grade.
- Global context
The real-world theme a unit is framed around, such as “Scientific and technical innovation”.
- Grade boundaries
The ranges that convert a criteria total into an MYP grade. For example, 24–27 is a grade 6.
- Key concept
A big idea a unit explores. The key concepts for MYP maths are form, logic and relationships.
- Level descriptor
The description of what a student must show to reach a level band, for example 5–6, on a criterion.
- Standard mathematics
The core MYP 4–5 maths course, covering the framework every student needs.
- Statement of inquiry
A sentence that combines a unit’s key concept, related concepts and global context into the idea students explore.
- Strand
One of the smaller parts of a criterion. Each strand describes one thing a student should show, such as “verify the general rule”.
- Summative assessment
The end-of-unit tests and tasks that count towards the final criterion levels.
- Task-specific clarification
A version of the level descriptors that a teacher rewrites for one particular task, showing exactly what each level looks like.
Next, see how these fit together in How is Mathematics assessed in the MYP?, or try our MYP grade calculator.
