IB MYP 2 Math Task Sheet: Order of Operations || Criterion D: Applying Mathematics in Real-Life Contexts

IB MYP 2 Mathematics – Criterion D Task

Topic: Order of Operations

Criterion D: Applying Mathematics in Real-Life Contexts

Real-Life Context: Supermarket Shopping

You have a budget of $100 for your shopping. You plan to buy the following items:

• 3 packs of juice boxes, each costing $4.50
• 2 family pizzas, on sale as Buy 1 Get 1 50% off (original price: $11.00 each)
• 4 bags of apples, each weighing 1.5 kg and costing $2.60 per kg
• A 10% discount voucher applies only after calculating total before tax
• Sales tax is 8%

Task Instructions

1. Write a single mathematical expression using numbers, operations, and brackets to calculate your total bill before tax and discount.
2. Apply the order of operations correctly to calculate the total cost after applying the 10% discount and then the 8% sales tax.
3. Show all your steps clearly, explaining why you perform each operation in that order.
4. State whether your total cost is within your $100 budget.
5. Write a brief reflection (2–3 sentences) on how using the correct order of operations helps in budgeting or real-life purchases.

Sample Expression (for reference)

For example, the expression before discount and tax could look like this:
\(3 \times 4.50 + (11 + 11 \times 0.5) + (4 \times 1.5 \times 2.60)\)
Then apply discount and tax in correct order.

Extension (Optional Challenge)

Suppose you want to buy 2 movie tickets after shopping. Each ticket costs $12.75.

1. Recalculate your total cost including movie tickets.
2. Decide if your budget is sufficient.
3. If over budget, suggest how you could adjust your shopping to stay within $100.

Assessment Rubric – Criterion D

Level	Description
0	The student does not reach a standard described by any of the descriptors below.
1–2	The student applies mathematical strategies to some extent, with limited effectiveness in a real-life situation.
3–4	The student appropriately selects and applies mathematical strategies, providing a partially accurate solution to a real-life situation.
5–6	The student effectively applies relevant mathematical strategies and gives a mostly accurate solution with some justification.
7–8	The student consistently applies relevant, sophisticated mathematical strategies to reach a valid, accurate solution and provides a clear, well-justified explanation connected to the real-life context.