Unit 3: Functions

Explore Unit 3 Functions for MYP Maths Year 5. Covers Standard and Extended topics including linear, quadratic, and transformation functions with MYP criteria guidance.

Topics in this Unit

Want help mastering this topic?
Work 1-on-1 with an IB expert tutor.
Book a session →

What Is Unit 3 About?

Unit 3 Functions is one of the core units in MYP Mathematics Year 5. It builds the algebraic and graphical reasoning skills students need for both the MYP eAssessment and DP Mathematics. Whether you are studying Standard or Extended, this unit develops your ability to model real-world situations, analyse graphs, and solve equations systematically.

Standard vs Extended

The Standard pathway covers the foundations: functions as mappings, linear and quadratic functions, simultaneous equations, and applying these in context. The Extended pathway goes further, introducing transformations of functions, rational functions, linear programming, networks, and a more formal treatment of domain and range.

MYP Criteria in This Unit

How to Use These Pages

Navigate to your level — Standard or Extended — and then select individual topic pages. Each page explains what you need to know, common mistakes to avoid, and how to practise effectively for MYP assessments.

Syllabus

Frequently asked questions

Unit 3 covers linear functions and systems, quadratic equations and functions (1D and 2D), composite and transformation functions, rational functions, linear programming, networks, and domain and range. These ideas are the backbone of DP Maths AA and AI: function notation, graph behaviour, and transformations reappear in calculus, modelling, and statistics. Building fluency now makes Paper 2 modelling questions and DP curve-sketching far less intimidating.
Criterion C checks whether you label axes, state domain and range, use correct function notation like f(x) and f compose g, and justify each transformation step. Criterion D usually appears as a linear programming or rational-function context (cost, profit, mixtures, networks). You must define variables, set up the system or function, solve, then interpret the answer in context and discuss limitations of the model. Marks are lost when interpretation is skipped.
Students reverse the order of transformations, especially when combining a horizontal shift with a stretch — for example treating f(2x - 6) as a shift of 6 then a stretch, instead of stretch by factor 1/2 then shift right by 3. Tip: always factorise inside the bracket first, so f(2(x - 3)) makes the order obvious. Apply inside-the-bracket changes (horizontal) in reverse, and outside changes (vertical) in normal order.
Ready to start?
Book a free diagnostic.
Get started →

Related