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
The five criteria at a glance
| Criterion | Marks | In one line |
|---|---|---|
| A Presentation | 4 | Can a classmate follow it from start to finish, and does every page earn its place? |
| B Mathematical communication | 4 | Is the mathematics written the way a mathematician would write it, consistently? |
| C Personal engagement | 3 | Is it clearly YOUR exploration — in the mathematics, not only in the introduction? |
| D Reflection | 3 | Do you stop and question what the mathematics is telling you — throughout? |
| E Use of mathematics | 6 | Is the mathematics relevant, correct, at the level of the course, and understood? |
| Total | 20 | 20% 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.
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.
| 0 | The exploration does not reach the standard described by the descriptors below. |
| 1 | The exploration has some coherence or some organization. |
| 2 | The exploration has some coherence and shows some organization. |
| 3 | The exploration is coherent and well organized. |
| 4 | The exploration is coherent, well organized, and concise. |
Common ways to lose marks: An aim that only appears on page 4. A 'history of the topic' page that nothing later uses.
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.
| 0 | The exploration does not reach the standard described by the descriptors below. |
| 1 | The exploration contains some relevant mathematical communication which is partially appropriate. |
| 2 | The exploration contains some relevant appropriate mathematical communication. |
| 3 | The mathematical communication is relevant, appropriate and is mostly consistent. |
| 4 | The mathematical communication is relevant, appropriate and is consistent throughout. |
Common ways to lose marks: Unlabelled axes. Diagrams dropped in with no sentence explaining them.
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.
| 0 | The exploration does not reach the standard described by the descriptors below. |
| 1 | There is evidence of some personal engagement. |
| 2 | There is evidence of significant personal engagement. |
| 3 | There is evidence of outstanding personal engagement. |
Common ways to lose marks: 'I have always loved basketball' followed by a textbook exercise. Confusing effort with engagement: hours spent are not marked.
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.
| 0 | The exploration does not reach the standard described by the descriptors below. |
| 1 | There is evidence of limited reflection. |
| 2 | There is evidence of meaningful reflection. |
| 3 | There is substantial evidence of critical reflection. |
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').
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.
| 0 | The exploration does not reach the standard described by the descriptors below. |
| 1 | Some relevant mathematics is used. |
| 2 | Some relevant mathematics is used. Limited understanding is demonstrated. |
| 3 | Relevant mathematics commensurate with the level of the course is used. Limited understanding is demonstrated. |
| 4 | Relevant mathematics commensurate with the level of the course is used. The mathematics explored is partially correct. Some knowledge and understanding are demonstrated. |
| 5 | Relevant mathematics commensurate with the level of the course is used. The mathematics explored is mostly correct. Good knowledge and understanding are demonstrated. |
| 6 | Relevant 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. |
| 0 | The exploration does not reach the standard described by the descriptors below. |
| 1 | Some relevant mathematics is used. Limited understanding is demonstrated. |
| 2 | Some relevant mathematics is used. The mathematics explored is partially correct. Some knowledge and understanding is demonstrated. |
| 3 | Relevant mathematics commensurate with the level of the course is used. The mathematics explored is correct. Good knowledge and understanding are demonstrated. |
| 4 | Relevant mathematics commensurate with the level of the course is used. The mathematics explored is correct and reflects the sophistication expected. Good knowledge and understanding are demonstrated. |
| 5 | Relevant mathematics commensurate with the level of the course is used. The mathematics explored is correct and reflects the sophistication and rigour expected. Thorough knowledge and understanding are demonstrated. |
| 6 | Relevant mathematics commensurate with the level of the course is used. The mathematics explored is precise and reflects the sophistication and rigour expected. Thorough knowledge and understanding are demonstrated. |
Common ways to lose marks: A correct answer with no reasoning. A regression line drawn with no justification that a linear model is appropriate.
Annotated examples: top band vs mid band
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
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'?
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
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.
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
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.
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
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.
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
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.
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.
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.