CRITERION

1. COMMUNICATE
MATHEMATICAL
IDEAS AND
INFORMATION

2. ANALYSIS:
DEMONSTRATE
MATHEMATICAL
REASONING,
ANALYSIS AND
STRATEGY IN
PROBLEM SOLVING
SITUATIONS

A
A student:
consistently presents
work that follows
mathematical
conventions, and
consistently uses
mathematical symbols
correctly
presents work with
the final answer
clearly identified and
articulated in terms of
the question as
required
consistently presents
the final answer with
correct units when
required
presents detailed
tables, graphs and
diagrams that convey
accurate meaning and
precise information
adds a detailed
diagram to illustrate
and explain a solution.
A student:
selects and applies an
appropriate strategy,
where several may
exist, to solve
complex problems in
unfamiliar contexts

B
A student:
generally presents
work that follows
mathematical
conventions and uses
mathematical symbols
correctly
presents work with
the final answer
clearly identified
consistently presents
the final answer with
correct units when
required
presents detailed
tables, graphs and
diagrams that convey
clear meaning
adds a diagram to
illustrate a solution.

C
A student:
generally presents
work that follows
mathematical
conventions, and uses
mathematical
symbols correctly
presents work with
the final answer
apparent
generally presents the
final answer with
correct units as
required
presents tables,
graphs and diagrams
that include some
suitable annotations
adds a diagram to a
solution.

t
A t notation must be
used where a student
demonstrates any
achievement against a
criterion less than the
standard specified for
the C rating.

z
A z notation is to be
used where a student
provides no evidence of
achievement at all.

A student:
selects and applies an
appropriate strategy to
solve routine and
simple non-routine
problems

A student:
selects and follows an
appropriate strategy
to solve routine
problems
describes solutions to
routine problems

A t notation must be
used where a student
demonstrates any
achievement against a
criterion less than the
standard specified for
the C rating.

A z notation is to be
used where a student
provides no evidence of
achievement at all.

 interprets solutions to
routine and nonroutine problems in a
variety of contexts

interprets solutions to
routine and simple
non-routine problems

3. PLAN, ORGANISE
AND COMPLETE
MATHEMATICAL
TASKS

A student:
assists others to
divide a task into subtasks
selects strategies and
formulae to
successfully complete
straight forward and
complex problems

A student:
divides a task into
appropriate sub-tasks
selects from a range
of strategies and
formulae to
successfully complete
straight forward and
complex problems

A student:
divides a task into
sub-tasks as directed
selects from a range
of strategies and
formulae to
successfully complete
straight forward
problems

A t notation must be
used where a student
demonstrates any
achievement against a
criterion less than the
standard specified for
the C rating.

A z notation is to be
used where a student
provides no evidence of
achievement at all.

6. USE DIFFERENTIAL
CALCULUS IN THE STUDY
OF FUNCTIONS

In addition to the
standards for a C and B
rating, a student:
establishes a function
in one variable using
given information,
finds and justifies its
stationary points and
interprets the results.

In addition to the
standards for a C
rating, a student:
finds and justify
stationary points of
known functions and
interpret the results.

A Student:
sketches gradient
functions for
continuous functions
and states the domain
applies differentiation
rules to differentiate
xn , ex , lnx , sinx ,
cosx , tanx and linear
combinations thereof
finds and classifies
stationary points of
known functions.

A t notation must be
used where a student
demonstrates any
achievement against a
criterion less thanthe
standard specified for
the C rating.

A z notation is to be
used where a student
provides no evidence of
achievement at all.