{"product_id":"ib-myp-year-9-maths-surds-criterion-c-communicating-worksheet-myp-3","title":"IB MYP Year 9 Maths Surds – Criterion C Communicating Worksheet | MYP 3","description":"\u003cdiv class=\"cat4-spatial-wrapper\"\u003e\n\n  \u003ch1\u003eIB MYP Year 9 Maths Surds – Criterion C Communicating\u003c\/h1\u003e\n\n  \u003cp\u003e\u003cstrong\u003eKnowing the Answer Is Only Part of Mathematics. Can You Communicate It Clearly?\u003c\/strong\u003e\u003c\/p\u003e\n\n  \u003cp\u003e\n    This \u003cstrong\u003eIB MYP Year 9 Mathematics Criterion C Communicating Worksheet\u003c\/strong\u003e is designed to help MYP 3 students develop the mathematical communication skills needed to present solutions clearly, accurately and logically.\n  \u003c\/p\u003e\n\n  \u003cp\u003e\n    Based on \u003cstrong\u003eNumber \u0026amp; Algebra: Indices, Roots \u0026amp; Surds\u003c\/strong\u003e, this Higher Level practice resource focuses not only on finding the correct answer, but also on how students communicate mathematical thinking using precise vocabulary, notation, representations and structured reasoning.\n  \u003c\/p\u003e\n\n  \u003cdiv class=\"instant-download-box\"\u003e\n    \u003ch2\u003eInstant Digital Download\u003c\/h2\u003e\n    \u003cp\u003e\n      A ready-to-use digital worksheet for \u003cstrong\u003eIB MYP Year 9 \/ MYP 3 Mathematics\u003c\/strong\u003e. This is a digital educational resource; no physical product will be shipped.\n    \u003c\/p\u003e\n  \u003c\/div\u003e\n\n  \u003cdiv class=\"love-grid\"\u003e\n    \u003cdiv\u003e\n      \u003ch3\u003eCriterion C Focus\u003c\/h3\u003e\n      \u003cp\u003ePractise communicating mathematical ideas clearly and logically.\u003c\/p\u003e\n    \u003c\/div\u003e\n\n \n\u003cdiv\u003e\n  \u003ch3\u003eHigher Level\u003c\/h3\u003e\n  \u003cp\u003eDesigned for MYP 3 \/ Year 9 Higher Level Mathematics practice.\u003c\/p\u003e\n\u003c\/div\u003e\n\n\u003cdiv\u003e\n  \u003ch3\u003e44 Marks\u003c\/h3\u003e\n  \u003cp\u003eA complete Criterion C practice resource with 44 marks.\u003c\/p\u003e\n\u003c\/div\u003e\n\n\u003cdiv\u003e\n  \u003ch3\u003e70 Minutes\u003c\/h3\u003e\n  \u003cp\u003eStructured as a focused Criterion C practice session.\u003c\/p\u003e\n\u003c\/div\u003e\n \n\n  \u003c\/div\u003e\n\n  \u003cdiv class=\"highlight-grid\"\u003e\n    \u003cdiv\u003e\n      \u003ch3\u003eWhy This Resource?\u003c\/h3\u003e\n      \u003cp\u003e\n        In IB MYP Mathematics, getting the answer right is only part of the task. Students also need to demonstrate that they can communicate their mathematical thinking using appropriate language, notation, representations and logical reasoning.\n      \u003c\/p\u003e\n    \u003c\/div\u003e\n\n \n\u003cdiv\u003e\n  \u003ch3\u003eWhat Students Practise\u003c\/h3\u003e\n  \u003cp\u003e\n    Students analyse mathematical errors, move between different representations, explain rules, complete “show that” solutions, compare methods and organise written mathematical explanations.\n  \u003c\/p\u003e\n\u003c\/div\u003e\n \n\n  \u003c\/div\u003e\n\n  \u003ch2\u003eWhat This Criterion C Worksheet Covers\u003c\/h2\u003e\n\n  \u003cdiv class=\"topics-grid\"\u003e\n\n \n\u003cdiv\u003e\n  \u003ch3\u003eMathematical Vocabulary \u0026amp; Notation\u003c\/h3\u003e\n  \u003cp\u003e\n    Use precise mathematical terminology and appropriate notation when working with surds.\n  \u003c\/p\u003e\n\u003c\/div\u003e\n\n\u003cdiv\u003e\n  \u003ch3\u003eError Analysis\u003c\/h3\u003e\n  \u003cp\u003e\n    Identify mathematical errors, explain why they occurred and rebuild solutions correctly.\n  \u003c\/p\u003e\n\u003c\/div\u003e\n\n\u003cdiv\u003e\n  \u003ch3\u003eMathematical Representations\u003c\/h3\u003e\n  \u003cp\u003e\n    Move between surd, index, decimal, geometric and number-line representations.\n  \u003c\/p\u003e\n\u003c\/div\u003e\n\n\u003cdiv\u003e\n  \u003ch3\u003eShow That Solutions\u003c\/h3\u003e\n  \u003cp\u003e\n    Develop complete, coherent and logically structured solutions for “show that” questions.\n  \u003c\/p\u003e\n\u003c\/div\u003e\n\n\u003cdiv\u003e\n  \u003ch3\u003eComparing Methods\u003c\/h3\u003e\n  \u003cp\u003e\n    Compare different mathematical approaches and evaluate their effectiveness.\n  \u003c\/p\u003e\n\u003c\/div\u003e\n\n\u003cdiv\u003e\n  \u003ch3\u003eWritten Communication\u003c\/h3\u003e\n  \u003cp\u003e\n    Organise mathematical explanations using clear sentences, appropriate terminology and logical structure.\n  \u003c\/p\u003e\n\u003c\/div\u003e\n \n\n  \u003c\/div\u003e\n\n  \u003ch2\u003eCriterion C Skills Students Develop\u003c\/h2\u003e\n\n  \u003cdiv class=\"skills-grid\"\u003e\n\n \n\u003cdiv\u003e\n  \u003ch3\u003eUse Appropriate Mathematical Language\u003c\/h3\u003e\n  \u003cp\u003e\n    Use terms such as surd, radicand, coefficient, conjugate, exact form and rationalise accurately.\n  \u003c\/p\u003e\n\u003c\/div\u003e\n\n\u003cdiv\u003e\n  \u003ch3\u003eUse Appropriate Representations\u003c\/h3\u003e\n  \u003cp\u003e\n    Represent mathematical ideas using appropriate forms and move effectively between representations.\n  \u003c\/p\u003e\n\u003c\/div\u003e\n\n\u003cdiv\u003e\n  \u003ch3\u003eExplain Mathematical Thinking\u003c\/h3\u003e\n  \u003cp\u003e\n    Communicate reasoning rather than simply providing a numerical answer.\n  \u003c\/p\u003e\n\u003c\/div\u003e\n\n\u003cdiv\u003e\n  \u003ch3\u003eStructure Solutions Logically\u003c\/h3\u003e\n  \u003cp\u003e\n    Present complete, coherent and concise reasoning in a logical order.\n  \u003c\/p\u003e\n\u003c\/div\u003e\n\n\u003cdiv\u003e\n  \u003ch3\u003eUse Precise Notation\u003c\/h3\u003e\n  \u003cp\u003e\n    Avoid ambiguous notation and distinguish clearly between exact and approximate values.\n  \u003c\/p\u003e\n\u003c\/div\u003e\n\n\u003cdiv\u003e\n  \u003ch3\u003eEvaluate Mathematical Work\u003c\/h3\u003e\n  \u003cp\u003e\n    Identify weaknesses in mathematical communication and improve the presentation of solutions.\n  \u003c\/p\u003e\n\u003c\/div\u003e\n \n\n  \u003c\/div\u003e\n\n  \u003ch2\u003eWhat Students Will Practise\u003c\/h2\u003e\n\n  \u003ctable class=\"custom-table\"\u003e\n    \u003cthead\u003e\n      \u003ctr\u003e\n        \u003cth\u003eTask\u003c\/th\u003e\n        \u003cth\u003eFocus\u003c\/th\u003e\n        \u003cth\u003eMarks\u003c\/th\u003e\n      \u003c\/tr\u003e\n    \u003c\/thead\u003e\n    \u003ctbody\u003e\n      \u003ctr\u003e\n        \u003ctd\u003eC1\u003c\/td\u003e\n        \u003ctd\u003eError Analysis\u003c\/td\u003e\n        \u003ctd\u003e4\u003c\/td\u003e\n      \u003c\/tr\u003e\n      \u003ctr\u003e\n        \u003ctd\u003eC2\u003c\/td\u003e\n        \u003ctd\u003eError Analysis \u0026amp; Rebuilding a Solution\u003c\/td\u003e\n        \u003ctd\u003e5\u003c\/td\u003e\n      \u003c\/tr\u003e\n      \u003ctr\u003e\n        \u003ctd\u003eC3\u003c\/td\u003e\n        \u003ctd\u003eMathematical Representations\u003c\/td\u003e\n        \u003ctd\u003e8\u003c\/td\u003e\n      \u003c\/tr\u003e\n      \u003ctr\u003e\n        \u003ctd\u003eC4\u003c\/td\u003e\n        \u003ctd\u003eExplaining a Mathematical Rule\u003c\/td\u003e\n        \u003ctd\u003e4\u003c\/td\u003e\n      \u003c\/tr\u003e\n      \u003ctr\u003e\n        \u003ctd\u003eC5\u003c\/td\u003e\n        \u003ctd\u003eShow That\u003c\/td\u003e\n        \u003ctd\u003e5\u003c\/td\u003e\n      \u003c\/tr\u003e\n      \u003ctr\u003e\n        \u003ctd\u003eC6\u003c\/td\u003e\n        \u003ctd\u003eComparing Methods\u003c\/td\u003e\n        \u003ctd\u003e5\u003c\/td\u003e\n      \u003c\/tr\u003e\n      \u003ctr\u003e\n        \u003ctd\u003eC7\u003c\/td\u003e\n        \u003ctd\u003eExplaining Mathematics to Others\u003c\/td\u003e\n        \u003ctd\u003e4\u003c\/td\u003e\n      \u003c\/tr\u003e\n      \u003ctr\u003e\n        \u003ctd\u003eC8\u003c\/td\u003e\n        \u003ctd\u003eNotation Clinic\u003c\/td\u003e\n        \u003ctd\u003e4\u003c\/td\u003e\n      \u003c\/tr\u003e\n      \u003ctr\u003e\n        \u003ctd\u003eC9\u003c\/td\u003e\n        \u003ctd\u003eOrganising a Written Explanation\u003c\/td\u003e\n        \u003ctd\u003e5\u003c\/td\u003e\n      \u003c\/tr\u003e\n      \u003ctr\u003e\n        \u003cth colspan=\"2\"\u003eTotal\u003c\/th\u003e\n        \u003cth\u003e44\u003c\/th\u003e\n      \u003c\/tr\u003e\n    \u003c\/tbody\u003e\n  \u003c\/table\u003e\n\n  \u003ch2\u003eKey Mathematical Vocabulary\u003c\/h2\u003e\n\n  \u003cdiv class=\"included-grid\"\u003e\n\n \n\u003cdiv\u003e\n  \u003ch3\u003eSurd\u003c\/h3\u003e\n  \u003cp\u003eAn exact irrational expression involving a root.\u003c\/p\u003e\n\u003c\/div\u003e\n\n\u003cdiv\u003e\n  \u003ch3\u003eRadicand\u003c\/h3\u003e\n  \u003cp\u003eThe number or expression contained inside a radical sign.\u003c\/p\u003e\n\u003c\/div\u003e\n\n\u003cdiv\u003e\n  \u003ch3\u003eCoefficient\u003c\/h3\u003e\n  \u003cp\u003eThe numerical factor multiplying a mathematical term.\u003c\/p\u003e\n\u003c\/div\u003e\n\n\u003cdiv\u003e\n  \u003ch3\u003eLike Surds\u003c\/h3\u003e\n  \u003cp\u003eSurd terms with the same irrational part that can be combined.\u003c\/p\u003e\n\u003c\/div\u003e\n\n\u003cdiv\u003e\n  \u003ch3\u003eRational \/ Irrational\u003c\/h3\u003e\n  \u003cp\u003eDistinguish between exact rational and irrational values.\u003c\/p\u003e\n\u003c\/div\u003e\n\n\u003cdiv\u003e\n  \u003ch3\u003eConjugate\u003c\/h3\u003e\n  \u003cp\u003eAn expression used when rationalising certain surd denominators.\u003c\/p\u003e\n\u003c\/div\u003e\n\n\u003cdiv\u003e\n  \u003ch3\u003eExact Form\u003c\/h3\u003e\n  \u003cp\u003eA value expressed without rounding or approximation.\u003c\/p\u003e\n\u003c\/div\u003e\n\n\u003cdiv\u003e\n  \u003ch3\u003eRationalise\u003c\/h3\u003e\n  \u003cp\u003eRewrite an expression so that the denominator is rational.\u003c\/p\u003e\n\u003c\/div\u003e\n \n\n  \u003c\/div\u003e\n\n  \u003ch2\u003eIB MYP Criterion C Level Guidance\u003c\/h2\u003e\n\n  \u003ctable class=\"custom-table\"\u003e\n    \u003cthead\u003e\n      \u003ctr\u003e\n        \u003cth\u003eLevel\u003c\/th\u003e\n        \u003cth\u003eGeneral Communication Focus\u003c\/th\u003e\n      \u003c\/tr\u003e\n    \u003c\/thead\u003e\n    \u003ctbody\u003e\n      \u003ctr\u003e\n        \u003ctd\u003e0\u003c\/td\u003e\n        \u003ctd\u003eDoes not reach a standard described by the other levels.\u003c\/td\u003e\n      \u003c\/tr\u003e\n      \u003ctr\u003e\n        \u003ctd\u003e1–2\u003c\/td\u003e\n        \u003ctd\u003eLimited use of appropriate mathematical language, forms and organisation.\u003c\/td\u003e\n      \u003c\/tr\u003e\n      \u003ctr\u003e\n        \u003ctd\u003e3–4\u003c\/td\u003e\n        \u003ctd\u003eSome appropriate mathematical language, representations and reasoning are demonstrated.\u003c\/td\u003e\n      \u003c\/tr\u003e\n      \u003ctr\u003e\n        \u003ctd\u003e5–6\u003c\/td\u003e\n        \u003ctd\u003eGenerally appropriate communication, representations and logical reasoning are demonstrated.\u003c\/td\u003e\n      \u003c\/tr\u003e\n      \u003ctr\u003e\n        \u003ctd\u003e7–8\u003c\/td\u003e\n        \u003ctd\u003eConsistently appropriate mathematical language and forms are used, with effective movement between representations and complete, coherent, concise reasoning.\u003c\/td\u003e\n      \u003c\/tr\u003e\n    \u003c\/tbody\u003e\n  \u003c\/table\u003e\n\n  \u003ch2\u003eLearn to Communicate Mathematics at a Higher Level\u003c\/h2\u003e\n\n  \u003cdiv class=\"highlight-grid\"\u003e\n\n \n\u003cdiv\u003e\n  \u003ch3\u003eOne Step Per Line\u003c\/h3\u003e\n  \u003cp\u003e\n    Students practise presenting working clearly instead of compressing several mathematical steps into one line.\n  \u003c\/p\u003e\n\u003c\/div\u003e\n\n\u003cdiv\u003e\n  \u003ch3\u003eUse Correct Mathematical Terms\u003c\/h3\u003e\n  \u003cp\u003e\n    Mathematical vocabulary is treated as part of the solution rather than an optional addition.\n  \u003c\/p\u003e\n\u003c\/div\u003e\n\n\u003cdiv\u003e\n  \u003ch3\u003eShow the Method\u003c\/h3\u003e\n  \u003cp\u003e\n    Students are encouraged to explain how and why they reached a result.\n  \u003c\/p\u003e\n\u003c\/div\u003e\n\n\u003cdiv\u003e\n  \u003ch3\u003eWrite Clear Conclusions\u003c\/h3\u003e\n  \u003cp\u003e\n    Solutions should finish with a clear mathematical conclusion rather than stopping at an unexplained calculation.\n  \u003c\/p\u003e\n\u003c\/div\u003e\n \n\n  \u003c\/div\u003e\n\n  \u003ch2\u003eCommon Communication Mistakes Addressed\u003c\/h2\u003e\n\n  \u003cdiv class=\"topics-grid\"\u003e\n\n \n\u003cdiv\u003e\n  \u003ch3\u003eAmbiguous Notation\u003c\/h3\u003e\n  \u003cp\u003e\n    Practise writing expressions clearly so that their mathematical meaning is unambiguous.\n  \u003c\/p\u003e\n\u003c\/div\u003e\n\n\u003cdiv\u003e\n  \u003ch3\u003eRunning Equals Signs\u003c\/h3\u003e\n  \u003cp\u003e\n    Avoid using equals signs incorrectly when a sequence of mathematical steps is not equivalent.\n  \u003c\/p\u003e\n\u003c\/div\u003e\n\n\u003cdiv\u003e\n  \u003ch3\u003eExact vs Decimal\u003c\/h3\u003e\n  \u003cp\u003e\n    Keep exact forms and approximate decimal values clearly distinguished.\n  \u003c\/p\u003e\n\u003c\/div\u003e\n\n\u003cdiv\u003e\n  \u003ch3\u003eVague Explanations\u003c\/h3\u003e\n  \u003cp\u003e\n    Replace vague statements with precise mathematical reasoning.\n  \u003c\/p\u003e\n\u003c\/div\u003e\n \n\n  \u003c\/div\u003e\n\n  \u003ch2\u003eIdeal For\u003c\/h2\u003e\n\n  \u003cdiv class=\"who-grid\"\u003e\n\n \n\u003cdiv\u003e\n  \u003ch3\u003eIB MYP Students\u003c\/h3\u003e\n  \u003cp\u003e\n    Year 9 \/ MYP 3 students studying Number \u0026amp; Algebra, Indices, Roots \u0026amp; Surds.\n  \u003c\/p\u003e\n\u003c\/div\u003e\n\n\u003cdiv\u003e\n  \u003ch3\u003eHigher Level Mathematics\u003c\/h3\u003e\n  \u003cp\u003e\n    Students preparing for Higher Level MYP Mathematics practice involving surds and mathematical communication.\n  \u003c\/p\u003e\n\u003c\/div\u003e\n\n\u003cdiv\u003e\n  \u003ch3\u003eTeachers\u003c\/h3\u003e\n  \u003cp\u003e\n    Useful as classroom practice, independent work, homework, revision or Criterion C preparation.\n  \u003c\/p\u003e\n\u003c\/div\u003e\n\n\u003cdiv\u003e\n  \u003ch3\u003eParents \u0026amp; Tutors\u003c\/h3\u003e\n  \u003cp\u003e\n    A structured resource for additional practice in mathematical reasoning and written communication.\n  \u003c\/p\u003e\n\u003c\/div\u003e\n \n\n  \u003c\/div\u003e\n\n  \u003ch2\u003eWhat Is Included?\u003c\/h2\u003e\n\n  \u003cdiv class=\"included-grid\"\u003e\n\n \n\u003cdiv\u003e\n  \u003ch3\u003eCriterion C Worksheet\u003c\/h3\u003e\n  \u003cp\u003eComplete 44-mark practice worksheet focused on Communicating.\u003c\/p\u003e\n\u003c\/div\u003e\n\n\u003cdiv\u003e\n  \u003ch3\u003eSurds Practice\u003c\/h3\u003e\n  \u003cp\u003eQuestions covering notation, representations, reasoning and exact forms.\u003c\/p\u003e\n\u003c\/div\u003e\n\n\u003cdiv\u003e\n  \u003ch3\u003eError Analysis\u003c\/h3\u003e\n  \u003cp\u003eTasks requiring students to identify and correct mathematical errors.\u003c\/p\u003e\n\u003c\/div\u003e\n\n\u003cdiv\u003e\n  \u003ch3\u003eShow-That Practice\u003c\/h3\u003e\n  \u003cp\u003eStructured mathematical communication and reasoning practice.\u003c\/p\u003e\n\u003c\/div\u003e\n\n\u003cdiv\u003e\n  \u003ch3\u003eComparison Tasks\u003c\/h3\u003e\n  \u003cp\u003eCompare mathematical methods and communicate which approach is effective.\u003c\/p\u003e\n\u003c\/div\u003e\n\n\u003cdiv\u003e\n  \u003ch3\u003eSelf-Assessment\u003c\/h3\u003e\n  \u003cp\u003eReview progress across error analysis, representations, explanations, reasoning, notation and structure.\u003c\/p\u003e\n\u003c\/div\u003e\n \n\n  \u003c\/div\u003e\n\n  \u003ch2\u003eSelf-Assessment Areas\u003c\/h2\u003e\n\n  \u003ctable class=\"custom-table\"\u003e\n    \u003cthead\u003e\n      \u003ctr\u003e\n        \u003cth\u003eSkill Area\u003c\/th\u003e\n        \u003cth\u003eMaximum Marks\u003c\/th\u003e\n      \u003c\/tr\u003e\n    \u003c\/thead\u003e\n    \u003ctbody\u003e\n      \u003ctr\u003e\n        \u003ctd\u003eError Analysis\u003c\/td\u003e\n        \u003ctd\u003e9\u003c\/td\u003e\n      \u003c\/tr\u003e\n      \u003ctr\u003e\n        \u003ctd\u003eRepresentations\u003c\/td\u003e\n        \u003ctd\u003e8\u003c\/td\u003e\n      \u003c\/tr\u003e\n      \u003ctr\u003e\n        \u003ctd\u003eWritten Explanations\u003c\/td\u003e\n        \u003ctd\u003e8\u003c\/td\u003e\n      \u003c\/tr\u003e\n      \u003ctr\u003e\n        \u003ctd\u003eLines of Reasoning\u003c\/td\u003e\n        \u003ctd\u003e10\u003c\/td\u003e\n      \u003c\/tr\u003e\n      \u003ctr\u003e\n        \u003ctd\u003eNotation \u0026amp; Structure\u003c\/td\u003e\n        \u003ctd\u003e9\u003c\/td\u003e\n      \u003c\/tr\u003e\n      \u003ctr\u003e\n        \u003cth\u003eTotal\u003c\/th\u003e\n        \u003cth\u003e44\u003c\/th\u003e\n      \u003c\/tr\u003e\n    \u003c\/tbody\u003e\n  \u003c\/table\u003e\n\n  \u003ch2\u003eFrequently Asked Questions\u003c\/h2\u003e\n\n  \u003cdiv class=\"mfaq-list\"\u003e\n\n \n\u003cdiv class=\"mfaq-item\"\u003e\n  \u003cbutton class=\"mfaq-btn\" type=\"button\"\u003e\n    \u003cspan class=\"mfaq-q-text\"\u003eWhat grade is this worksheet for?\u003c\/span\u003e\n    \u003cspan class=\"mfaq-icon\"\u003e+\u003c\/span\u003e\n  \u003c\/button\u003e\n  \u003cdiv class=\"mfaq-body\"\u003e\n    \u003cdiv class=\"mfaq-answer\"\u003e\n      This resource is designed for \u003cstrong\u003eIB MYP Year 9 \/ MYP 3 Mathematics\u003c\/strong\u003e, with a Higher Level focus.\n    \u003c\/div\u003e\n  \u003c\/div\u003e\n\u003c\/div\u003e\n\n\u003cdiv class=\"mfaq-item\"\u003e\n  \u003cbutton class=\"mfaq-btn\" type=\"button\"\u003e\n    \u003cspan class=\"mfaq-q-text\"\u003eWhich IB MYP criterion does this resource focus on?\u003c\/span\u003e\n    \u003cspan class=\"mfaq-icon\"\u003e+\u003c\/span\u003e\n  \u003c\/button\u003e\n  \u003cdiv class=\"mfaq-body\"\u003e\n    \u003cdiv class=\"mfaq-answer\"\u003e\n      The worksheet focuses on \u003cstrong\u003eIB MYP Mathematics Criterion C: Communicating\u003c\/strong\u003e.\n    \u003c\/div\u003e\n  \u003c\/div\u003e\n\u003c\/div\u003e\n\n\u003cdiv class=\"mfaq-item\"\u003e\n  \u003cbutton class=\"mfaq-btn\" type=\"button\"\u003e\n    \u003cspan class=\"mfaq-q-text\"\u003eWhat maths topic is covered?\u003c\/span\u003e\n    \u003cspan class=\"mfaq-icon\"\u003e+\u003c\/span\u003e\n  \u003c\/button\u003e\n  \u003cdiv class=\"mfaq-body\"\u003e\n    \u003cdiv class=\"mfaq-answer\"\u003e\n      The resource focuses on \u003cstrong\u003eIndices, Roots \u0026amp; Surds\u003c\/strong\u003e within Number \u0026amp; Algebra.\n    \u003c\/div\u003e\n  \u003c\/div\u003e\n\u003c\/div\u003e\n\n\u003cdiv class=\"mfaq-item\"\u003e\n  \u003cbutton class=\"mfaq-btn\" type=\"button\"\u003e\n    \u003cspan class=\"mfaq-q-text\"\u003eHow many marks does the worksheet have?\u003c\/span\u003e\n    \u003cspan class=\"mfaq-icon\"\u003e+\u003c\/span\u003e\n  \u003c\/button\u003e\n  \u003cdiv class=\"mfaq-body\"\u003e\n    \u003cdiv class=\"mfaq-answer\"\u003e\n      The complete Criterion C worksheet is worth \u003cstrong\u003e44 marks\u003c\/strong\u003e.\n    \u003c\/div\u003e\n  \u003c\/div\u003e\n\u003c\/div\u003e\n\n\u003cdiv class=\"mfaq-item\"\u003e\n  \u003cbutton class=\"mfaq-btn\" type=\"button\"\u003e\n    \u003cspan class=\"mfaq-q-text\"\u003eHow long is the recommended practice time?\u003c\/span\u003e\n    \u003cspan class=\"mfaq-icon\"\u003e+\u003c\/span\u003e\n  \u003c\/button\u003e\n  \u003cdiv class=\"mfaq-body\"\u003e\n    \u003cdiv class=\"mfaq-answer\"\u003e\n      The worksheet is structured for approximately \u003cstrong\u003e70 minutes\u003c\/strong\u003e of practice.\n    \u003c\/div\u003e\n  \u003c\/div\u003e\n\u003c\/div\u003e\n\n\u003cdiv class=\"mfaq-item\"\u003e\n  \u003cbutton class=\"mfaq-btn\" type=\"button\"\u003e\n    \u003cspan class=\"mfaq-q-text\"\u003eIs this a physical workbook?\u003c\/span\u003e\n    \u003cspan class=\"mfaq-icon\"\u003e+\u003c\/span\u003e\n  \u003c\/button\u003e\n  \u003cdiv class=\"mfaq-body\"\u003e\n    \u003cdiv class=\"mfaq-answer\"\u003e\n      No. This is a \u003cstrong\u003edigital educational resource\u003c\/strong\u003e intended for download and use on a suitable device or for printing.\n    \u003c\/div\u003e\n  \u003c\/div\u003e\n\u003c\/div\u003e\n\n\u003cdiv class=\"mfaq-item\"\u003e\n  \u003cbutton class=\"mfaq-btn\" type=\"button\"\u003e\n    \u003cspan class=\"mfaq-q-text\"\u003eDoes the resource include answer guidance?\u003c\/span\u003e\n    \u003cspan class=\"mfaq-icon\"\u003e+\u003c\/span\u003e\n  \u003c\/button\u003e\n  \u003cdiv class=\"mfaq-body\"\u003e\n    \u003cdiv class=\"mfaq-answer\"\u003e\n      The resource is accompanied by answer guidance covering the Criterion C tasks and expected mathematical communication.\n    \u003c\/div\u003e\n  \u003c\/div\u003e\n\u003c\/div\u003e\n\n\u003cdiv class=\"mfaq-item\"\u003e\n  \u003cbutton class=\"mfaq-btn\" type=\"button\"\u003e\n    \u003cspan class=\"mfaq-q-text\"\u003eWhat skills does Criterion C assess?\u003c\/span\u003e\n    \u003cspan class=\"mfaq-icon\"\u003e+\u003c\/span\u003e\n  \u003c\/button\u003e\n  \u003cdiv class=\"mfaq-body\"\u003e\n    \u003cdiv class=\"mfaq-answer\"\u003e\n      Students practise using appropriate mathematical language and forms, using appropriate representations, moving between representations, communicating complete and coherent reasoning, and organising mathematical work logically.\n    \u003c\/div\u003e\n  \u003c\/div\u003e\n\u003c\/div\u003e\n \n\n  \u003c\/div\u003e\n\n  \u003cdiv class=\"instant-download-box\"\u003e\n    \u003ch2\u003eBuild Stronger IB MYP Maths Communication Skills\u003c\/h2\u003e\n    \u003cp\u003e\n      Use this Criterion C resource alongside your other \u003cstrong\u003eIB MYP Mathematics worksheets\u003c\/strong\u003e to give students structured practice with mathematical vocabulary, notation, representations and written reasoning.\n    \u003c\/p\u003e\n    \u003cp\u003e\n      The goal is not simply to reach the correct answer, but to communicate the mathematics clearly, accurately and logically.\n    \u003c\/p\u003e\n  \u003c\/div\u003e\n\n  \u003cdiv class=\"instant-download-box\"\u003e\n    \u003ch2\u003eImportant\u003c\/h2\u003e\n    \u003cp\u003e\n      This is a digital educational resource created for learning and practice purposes. It is intended to support students and educators working with the IB MYP Mathematics framework and is not an official IB publication.\n    \u003c\/p\u003e\n  \u003c\/div\u003e\n\n\u003c\/div\u003e","brand":"Little Edventure","offers":[{"title":"Default Title","offer_id":67675405549757,"sku":null,"price":1.0,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0594\/3276\/3581\/files\/LE_IB_MYP_Y9_Maths_Surds_Criterion_C_Worksheet-01.png?v=1791373899","url":"https:\/\/littleedventure.com\/products\/ib-myp-year-9-maths-surds-criterion-c-communicating-worksheet-myp-3","provider":"Little Edventure","version":"1.0","type":"link"}