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

Your exploration is marked out of 20 on five criteria. Below: our plain-English summary of 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, founder, former Head of Maths with IB examining experience

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.

Criteria and marks: Mathematics: analysis and approaches / applications and interpretation subject guides (first assessment 2021), internal assessment criteria. The band summaries, checklists and examples on this page are our own plain-English wording, not IB text; the official descriptors are in the IB subject guide, available from your teacher.

Checklist and self-grade sheet

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

Tick what your draft already does, then choose the band whose summary fits best. Your self-grades are saved in this browser and shown next to the AI's bands on the feedback page. Not sure which band fits? The guided IA self-check suggests one from yes/partly/no questions.

A · Presentation0–4

Is the exploration easy to follow, well structured and free of padding? A strong one moves logically from a clear aim to a conclusion that answers it, has an introduction and rationale, and keeps only the graphs, tables and appendices that serve the aim.

Our summary — see the official IB guide via your teacher

0Nothing yet reaches the level 1 summary.
1Shows either a sense of direction or a visible structure, but not both; a reader struggles to follow it.
2Shows some sense of direction and some structure, but a reader still has to work to follow the thread.
3Easy to follow from aim to conclusion, with a clear structure throughout.
4Easy to follow, clearly structured and lean: every section, graph and table earns its place and nothing is padding.
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

Is the maths written the way a mathematician would write it? Define every variable, use proper notation (not calculator output such as 2^x, * or E-3), choose sensible representations (formulae, diagrams, tables, graphs), set out reasoning clearly and give results to a sensible accuracy.

Our summary — see the official IB guide via your teacher

0Nothing yet reaches the level 1 summary.
1A little relevant maths language appears, but notation and terms are often used wrongly or loosely.
2Relevant maths language is used correctly in places, with gaps such as undefined variables or calculator notation.
3Relevant notation, terms and representations are used correctly almost everywhere, with only small slips.
4Relevant notation, terms and representations are used correctly from start to finish, with no lapses.
Checklist

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

/ 4

C · Personal engagement0–3

Has the student made the maths their own? Think independent choices, their own data or approach, predictions they test and ideas presented in their own way. It rewards engagement with the mathematics, not saying the topic is interesting and not effort alone.

Our summary — see the official IB guide via your teacher

0Nothing yet reaches the level 1 summary.
1A few signs that the student is steering the work, but most of it follows a standard, textbook route.
2Clear signs throughout that the student has made the exploration their own: their own choices, data or approach.
3Exceptional ownership: independent, creative thinking shapes the mathematics from start to finish.
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

Does the student evaluate, not just describe? Look for what the results mean, how reliable they are, limitations and strengths, possible extensions and links back to the maths used. Reflection can happen throughout, not only at the end; the strongest questions its own methods and considers alternatives.

Our summary — see the official IB guide via your teacher

0Nothing yet reaches the level 1 summary.
1A few comments on the results, but mostly describing what happened rather than judging it.
2Real evaluation that links the results back to the aim, for example what they mean and where they fall short.
3Sustained, probing evaluation throughout: questioning methods, assumptions and results, and weighing alternatives.
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

Is the maths relevant, correct and at the level of the course, and does the student clearly understand it? Course level means maths from the syllabus or beyond, not only prior learning. At HL the top levels also expect demanding ideas, fully justified reasoning and error-free working with suitable accuracy.

Our summary — see the official IB guide via your teacher

0Nothing yet reaches the level 1 summary.
1Some maths that is relevant to the aim appears.
2Some relevant maths, but it shows only a shaky grasp of what is being done.
3Maths at the level of the course is used, but the grasp of it is still shaky.
4Course-level maths that is only partly correct, showing some knowledge and understanding.
5Course-level maths that is largely correct, showing good knowledge and understanding.
6Course-level maths that is correct and as demanding as an SL exploration should be, showing full knowledge and understanding.
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

⚠ Study these — do not copy them. 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 or closely paraphrased into your IA. Schools check coursework with similarity software, and copying is academic misconduct that can cost you marks, a 0 for the IA, or — in serious cases — your whole Diploma. Use these examples to see the difference, then write your own. Once you have, our AI feedback tool can check your own draft against these same bands — it coaches and questions, it never writes for you. How to use help and AI honestly.

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.

Try it in Desmos: Open desmos.com/calculator , add a table (+ → table) with x1 = 0, 1, 2, 3, 4, 5, 6, 7 and y1 = 1.2, 0.89, 0.655, 0.475, 0.34, 0.24, 0.167, 0.115, then type y₁ ~ a·e^(b·x₁) and click plot next to the residuals e1: a curved pattern in the residuals shows what the model misses.

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.

Try it in Desmos: Open desmos.com/calculator , add a table (+ → table) with x1 = 0, 1, 2, 3, 4, 5, 6, 7 and y1 = 1.2, 0.89, 0.655, 0.475, 0.34, 0.24, 0.167, 0.115, then type y=1.24·0.720^x to see the data with the model.

Each criterion in depth

What the bands look like in practice, a weak and a strong example, and the mistakes that cost marks:

For Criterion E: IA statistics, step by step · IA modelling, step by step. To see the criteria applied to a whole IA: annotated exemplars. Still choosing a topic? Maths IA ideas. HL and practising for Paper 3? Paper 3 to IA: the same investigation steps.

Frequently asked questions

What are the IB Maths IA criteria?

Five criteria, 20 marks in total: A Presentation (4), B Mathematical communication (4), C Personal engagement (3), D Reflection (3) and E Use of mathematics (6). They are the same for AA and AI; only the Criterion E levels differ between SL and HL.

How much is the Maths IA worth?

20% of your final grade, at both SL and HL. Your teacher marks it against the criteria and the IB moderates a sample from your school, so the final mark can move up or down.

Which criterion is worth the most?

Criterion E, use of mathematics, with 6 marks. It rewards relevant mathematics at the level of your course, used correctly and with understanding, so the depth of your maths matters more than the number of techniques.

Are the IA criteria changing?

Yes, for students who start the Diploma Programme in August 2027 (first exams in May 2029). The exploration stays, but criteria A–E are replaced by four inquiry criteria, the same at SL and HL and still out of 20. Students sitting exams in 2028 or earlier use the criteria on this page.

Is my self-grade my real IA mark?

No. It is a rough guide from your own judgement. Your teacher marks the final IA and the IB moderates it. Use the self-grade to find the criterion where your next hour of work earns the most.