About the Book

The Mathematics 9 (MYP 4) Assessment Tasks are a comprehensive digital collection of ***** engaging, challenging, and diverse investigative tasks. They are designed to help students further develop their mathematical skills, deepen their understanding, and build confidence in applying what they have learned.

Created as a companion resource to the Haese Mathematics, Mathematics 9 (MYP 4) (3rd Edition) textbook, these tasks are a natural extension of their current learning tools. Schools using other core resources can use them just as effectively, as formative or summative assessments, or as individual or group activities.

The Mathematics 9 (MYP 4) Assessment Tasks encourage students to:

  • Check their understanding of key mathematical skills and concepts using the MYP Assessment Criteria
  • Discover new, related mathematical ideas as they work through both familiar and unfamiliar problems
  • Develop and practise the critical thinking and problem-solving skills needed for criterion-based summative assessments

The tasks are written and developed by experienced MYP mathematics educators and include:

  • Assessment tasks addressing all four MYP Assessment Criteria
  • Task-specific Assessment Criteria descriptors
  • Challenging and varied assessment and investigative tasks that can be easily adapted to enrich any mathematics curriculum
  • A range of difficulty and task length, allowing for differentiated assessment
  • Interesting, authentic tasks that engage and motivate students

Developed using the MYP Mathematics Framework, Assessment Criteria, Key Concepts, Approaches to Learning, and Global Contexts, these tasks can also be used effectively by schools not enrolled in the IB Middle Years Programme. They address the core mathematical topics commonly taught at this level, making them a valuable resource for any curriculum.

To explore an example from the Assessment Tasks, please click here.********

To preserve the integrity of the Assessment Tasks as a genuine evaluation tool, answers are only available to users with Teacher access via Snowflake. If you are using this title in another context and require access to the answers, please contact our team at info@haesemathematics.com.

Year Published: 2026
Online ISBN: 978-1-922416-66-7 (9781922416667)

Table of Contents

Mathematics 9 (MYP 4) Assessment Tasks

Authors

Author

Denes Tilistyak

Author

Bob Peterman

Author

Michael Tarnow

Author

Mark Humphries

Mark has a Bachelor of Science (Honours), majoring in Pure Mathematics, and a Bachelor of Economics, both of which were completed at the University of Adelaide. He studied public key cryptography for his Honours in Pure Mathematics. He started with the company in 2006, and is currently the writing manager for Haese Mathematics.

 

What got you interested in mathematics? How did that lead to working at Haese Mathematics?

I have always enjoyed the structure and style of mathematics. It has a precision that I enjoy. I spend an inordinate amount of my leisure time reading about mathematics, in fact! To be fair, I tend to do more reading about the history of mathematics and how various mathematical and logic puzzles work, so it is somewhat different from what I do at work.

 

How did I end up at Haese Mathematics?

I was undertaking a PhD, and I realised that what I really wanted to do was put my knowledge to use. I wanted to pass on to others all this interesting stuff about mathematics. I emailed Haese Mathematics (Haese and Harris Publications as they were known back then), stating that I was interested in working for them. As it happened, their success with the first series of International Baccalaureate books meant that they were looking to hire more people at the time. I consider myself quite lucky!

 

What are some interesting things that you get to do at work?

On an everyday basis, it’s a challenge (but a fun one!) to devise interesting questions for the books. I want students to have questions that pique their curiosity and get them thinking about mathematics in a different way. I prefer to write questions that require students to demonstrate that they understand a concept, rather than relying on rote memorisation.

When a new or revised syllabus is released for a curriculum that we write for, a lot of work goes into devising a structure for the book that addresses the syllabus. The process of identifying what concepts need to be taught, organising those concepts into an order that makes sense from a teaching standpoint, and finally sourcing and writing the material that addresses those concepts is very involved – but so rewarding when you hold the finished product in your hands, straight from the printer.

 

What interests you outside mathematics?

Apart from the aforementioned recreational mathematics activities, I play a little guitar, and I enjoy playing badminton and basketball on a social level.