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IB Maths IA criteria A to E: checklist, self-grade sheet and examples

Your exploration is marked out of 20 on five criteria. Below: the descriptors for each band, my practical checklist for each criterion, a self-grade sheet you can print or save, and short annotated examples of what a top-band and a mid-band paragraph look like. — Pete Bromfield, IB examiner and founder

Checklist & self-grade Annotated examples Compare with AI feedback

The five criteria at a glance

CriterionMarksIn one line
A Presentation4Can a classmate follow it from start to finish, and does every page earn its place?
B Mathematical communication4Is the mathematics written the way a mathematician would write it, consistently?
C Personal engagement3Is it clearly YOUR exploration — in the mathematics, not only in the introduction?
D Reflection3Do you stop and question what the mathematics is telling you — throughout?
E Use of mathematics6Is the mathematics relevant, correct, at the level of the course, and understood?
Total2020% of the final grade at both SL and HL; 20 marks in total; recommended length 12 to 20 pages, double-spaced; about 15 hours of class time.

Teacher feedback: Teachers read and comment on ONE draft of the exploration; the next version handed in is the final one. Teachers must not edit the work.

New courses from 2027: New courses: first teaching August 2027, first assessment May 2029. The exploration stays, but the five criteria A to E are replaced by four inquiry criteria (problem specification, abstraction, computation, interpretation), the same at SL and HL, still out of 20. Students sitting exams in 2028 or earlier use the criteria in this file.

Descriptors: Mathematics: analysis and approaches guide / Mathematics: applications and interpretation guide (first assessment 2021), Internal assessment criteria. Checklist items are our practical guidance, not IB wording.

Checklist and self-grade sheet

Name: ______________________   Draft date: ____________   Course: SL / HL, AA / AI

Tick what your draft already does, then choose the band whose descriptor fits best. Your self-grades are saved in this browser and shown next to the AI's bands on the feedback page.

A · Presentation0–4

Organisation, coherence and concision. A coherent exploration is logically developed, easy to follow and meets its aim. A well-organised one has an introduction, a rationale, a clear aim and a conclusion. A concise one leaves out anything that does not serve the aim; graphs, tables and appendices are relevant and not repetitive.

0The exploration does not reach the standard described by the descriptors below.
1The exploration has some coherence or some organization.
2The exploration has some coherence and shows some organization.
3The exploration is coherent and well organized.
4The exploration is coherent, well organized, and concise.
Checklist

Common ways to lose marks: An aim that only appears on page 4. A 'history of the topic' page that nothing later uses.

/ 4

B · Mathematical communication0–4

Appropriate mathematical language (notation, symbols, terminology), key terms and variables defined, multiple forms of representation (formulae, diagrams, tables, charts, graphs, models) where appropriate, and a deductive method set out clearly. Calculator or computer notation (for example 2^x, *, E-3) is not appropriate mathematical notation. Results should be given to an appropriate degree of accuracy.

0The exploration does not reach the standard described by the descriptors below.
1The exploration contains some relevant mathematical communication which is partially appropriate.
2The exploration contains some relevant appropriate mathematical communication.
3The mathematical communication is relevant, appropriate and is mostly consistent.
4The mathematical communication is relevant, appropriate and is consistent throughout.
Checklist

Common ways to lose marks: Unlabelled axes. Diagrams dropped in with no sentence explaining them.

/ 4

C · Personal engagement0–3

How far the student engages with the exploration and makes it their own: thinking independently or creatively, presenting mathematical ideas in their own way, exploring the topic from different perspectives, making and testing predictions, collecting or generating their own data. It is about engagement with the mathematics, not a statement of interest in the topic and not effort.

0The exploration does not reach the standard described by the descriptors below.
1There is evidence of some personal engagement.
2There is evidence of significant personal engagement.
3There is evidence of outstanding personal engagement.
Checklist

Common ways to lose marks: 'I have always loved basketball' followed by a textbook exercise. Confusing effort with engagement: hours spent are not marked.

/ 3

D · Reflection0–3

How the student reviews, analyses and evaluates the exploration: discussing implications and significance of results, limitations, strengths, possible extensions, and linking these to the mathematics used. Reflection can appear throughout, not only in the conclusion. Critical reflection questions the method and results and considers alternatives.

0The exploration does not reach the standard described by the descriptors below.
1There is evidence of limited reflection.
2There is evidence of meaningful reflection.
3There is substantial evidence of critical reflection.
Checklist

Common ways to lose marks: Reflection that only describes ('this worked well'). Limitations that could apply to any IA ('I could have collected more data').

/ 3

E · Use of mathematics0–6

Relevance, correctness and level of the mathematics, and the understanding shown. Commensurate with the level of the course means mathematics from the syllabus or beyond, not only prior-learning work. At HL, sophistication means challenging concepts, different perspectives, linking areas of mathematics; rigour means clarity of logic and language and justified claims; precise means error-free with appropriate accuracy throughout.

0The exploration does not reach the standard described by the descriptors below.
1Some relevant mathematics is used.
2Some relevant mathematics is used. Limited understanding is demonstrated.
3Relevant mathematics commensurate with the level of the course is used. Limited understanding is demonstrated.
4Relevant mathematics commensurate with the level of the course is used. The mathematics explored is partially correct. Some knowledge and understanding are demonstrated.
5Relevant mathematics commensurate with the level of the course is used. The mathematics explored is mostly correct. Good knowledge and understanding are demonstrated.
6Relevant mathematics commensurate with the level of the course is used. The mathematics explored is correct and reflects the sophistication expected. Thorough knowledge and understanding are demonstrated.
Checklist

Common ways to lose marks: A correct answer with no reasoning. A regression line drawn with no justification that a linear model is appropriate.

/ 6
Self-grade total: –/20Indicative only. Your teacher marks the final IA and the IB moderates it.

Annotated examples: top band vs mid band

These fragments were written by IB Math Revision for teaching. They come from a fictional exploration (how high a ball bounces after each bounce), are not from any real student or IB material, and must not be copied into your IA. Use them to see the difference, then write your own.

Context: A student drops a tennis ball from 1.20 m and films it, reading the height of each bounce from a metre rule behind it.

A · Presentation

Mid band · band about 2

Tennis was invented in the 12th century in France, where it was played with the palm of the hand. Modern tennis balls are made of rubber and felt. In this IA I will look at bouncing balls and do some calculations. I filmed a ball bouncing and wrote down the heights, which are in the table below. Then I will find an equation. My aim is to see if the bounces follow a pattern.

  • The history does not serve the aim, so the exploration is not concise.
  • The aim arrives last and is vague ('a pattern'), so the reader cannot tell where the work is going.
  • No sense of structure: what comes after 'find an equation'?
Top band · band 4

Aim: to find a model for the height of a tennis ball after n bounces, and to use it to predict when the bounces become too small to see. Section 2 describes how I measured the bounces; Section 3 fits and tests two models; Section 4 uses the better model to answer the aim; Section 5 evaluates it. Full measurements are in Appendix A.

  • The aim is precise and stated first.
  • The reader knows the route through the exploration.
  • Raw data is in an appendix, so the body stays concise.

B · Mathematical communication

Mid band · band about 2

Using my calculator the equation is h=1.2*0.72^n and the r value is 0.9934567. The graph is below. [unlabelled graph]

  • Calculator notation (* and ^) is not appropriate mathematical notation.
  • h and n are never defined, and there are no units.
  • r is given to 7 decimal places with no reason; the graph has no axis labels or figure number.
Top band · band 4

Let n be the bounce number (n = 0 is the drop) and hₙ the maximum height, in metres, after the nth bounce. The fitted model is hₙ ≈ 1.24 × 0.720ⁿ (parameters to 3 s.f., consistent with heights read to the nearest centimetre). Figure 2 shows the measured heights with the model; for ln hₙ against n the correlation coefficient is r ≈ −0.999.

  • Variables are defined with units before use.
  • ≈ and 3 s.f. are used and justified by the measurement accuracy.
  • The graph is numbered and referred to in the text.

C · Personal engagement

Mid band · band about 1

I chose this topic because I have played tennis since I was six and I love the sport. I found a formula for bouncing balls online and used it.

  • Interest in the topic is not engagement with the mathematics.
  • Using a formula found online, unexplained, shows no independent thinking.
Top band · band 3

Before fitting anything I predicted that each bounce would keep the same fraction of the previous height, because the ball and the floor do not change between bounces. If that is true, the ratio hₙ₊₁/hₙ should be constant, so I calculated it for each bounce (Table 2). It was not quite constant: it fell from 0.74 to 0.69. This made me wonder whether a new ball behaves differently, so I repeated the experiment with a ball from a new tin and compared the two sets of ratios.

  • A prediction is made and then tested with the student's own data.
  • A surprise leads to a new question the student follows up themselves.
  • The engagement drives the mathematics forward, not just the introduction.

D · Reflection

Mid band · band about 1

The model worked well because the line was close to the points. A limitation is that I could have collected more data.

  • Descriptive only: it says what happened, not what it means.
  • The limitation could be written about any IA; it is not linked to this result.
Top band · band 3

The residuals of the exponential model are negative at the drop, positive for bounces 2 to 4 and negative again from bounce 6, so the model overestimates the later bounces. That matches the falling ratios in Table 2: the ball seems to lose a slightly larger fraction of its energy on low bounces, perhaps because the felt absorbs relatively more of a small impact. For my aim this matters: the model predicts a visible bounce (above 1 cm) up to n = 14, but if the ratio keeps falling the real answer is nearer n = 12. A model in which the ratio depends on the height would be the natural next step.

  • Reflection interprets a specific feature of the results (the residual pattern).
  • It links back to the aim and says how the limitation changes the answer.
  • The extension follows from what was found, not from a generic list.

E · Use of mathematics

Mid band · band SL about 3–4

I put the data into my GDC and chose exponential regression. It gave h = 1.2(0.72)ⁿ. So after 10 bounces h = 1.2 × 0.72¹⁰ = 0.045 m. This is correct because the calculator worked it out.

  • Relevant mathematics, but no reasoning for choosing an exponential model.
  • Understanding is not demonstrated: the regression is a button press and 'the calculator worked it out' is not a justification.
  • No test of the model against the data.
Top band · band SL 6

If each bounce keeps a fraction k of the previous height, then hₙ = h₀kⁿ, so ln hₙ = ln h₀ + n ln k: a graph of ln hₙ against n should be linear. The least-squares line through bounces 0 to 6 has gradient −0.328 and intercept 0.214, so k = e^−0.328 ≈ 0.720 and h₀ ≈ 1.24 m, close to the 1.20 m drop (the gap is a clue I return to in Section 5). Testing on bounce 7, which I did not use for the fit, the model gives 0.124 m against a measured 0.115 m.

  • The model is derived from an assumption, not just chosen.
  • Linearising with logarithms shows understanding of why the fit works.
  • The model is tested on data not used to fit it.
Top band (HL) · band HL 6

Measuring from the 1.20 m drop, the total distance travelled is D = h₀ + 2h₀(k + k² + …) = h₀ + 2h₀k/(1 − k) for 0 < k < 1, so D ≈ 7.37 m. A fall from height h takes √(2h/g), so the times between bounces also form a geometric series, with ratio √k; the total time T = √(2h₀/g)(1 + 2√k/(1 − √k)) ≈ 6.0 s is finite even though the number of bounces is not. My video shows the ball at rest after about 4.9 s, which suggests the constant-k model fails for very small bounces, consistent with the residuals in Section 4.

  • Sophistication: links sequences, series and kinematics.
  • Rigour: the convergence condition is stated and the result justified.
  • Precise: the prediction is checked against evidence and the discrepancy explained.