HL Type I Criterion Criterion Type 1 A

Use of notation and terminology Achievement

Descriptor
The student does not use appropriate notation and terminology. The student uses some appropriate notation and/or terminology. The student uses appropriate notation and terminology in a consistent manner and does so throughout the work, The student neither provides explanations nor uses appropriate forms of representation (eg. Symbols, tables, graphs and/or diagrams). The student attempts to provide explanations or uses some appropriate forms of representation. The student provides adequate explanations or arguments, and communicates them using appropriate forms of representation. The student provides complete, coherent explanations or arguments, and communicates them clearly using appropriate forms of representation. The student does not attempt to use a mathematical strategy. The student uses a mathematical strategy to produce data. The student organizes the data generated. The student attempts to analyse data to enable the formulation of a general statement. The student successfully analyses the correct data to enable the formulation of a general statement. The student tests the validity of the general statement by considering further examples.

Remarks
You need to carefully introduce all notation, letters, symbols, units, definitions, theorems etc that are used in your work, regardless how simple it may seem to be. In particular, please pay attention to details such as declaring degrees or radians, units, legends on graphs, symbols and units on graphs, tables etc. Using clear notations, you need to study your sets of data/examples and observe a pattern or a rule. All these must be clearly illustrated through graphs, diagrams or tables. (Please bear in mind that the reader must understand your work!) You then state as precisely as possible, your rule, and test it for a few more data/examples, covering all possibilities. (the test should only include data/examples that you have not used before) Next, you check for possible exceptions or limitations to your rule. Finally, once you are sure that your rule is correct, you attempt to prove it. Your mathematical strategy can be derived by observing the patterns in your data. You need to organize your data in a way that highlights the patterns or observations you want your reader to read. Analysis of data means to systematically come up with a rule that works for your set of data. If a rule is wrong, you may need to explain why it is wrong. To obtain 4, you must analyse the correct set of data to form a correct general statement (not that the statement can magically appear from nowhere or your analysis obviously does not lead to the formulation of the general statement). Remember to test your statement by considering further examples not used before.

0 1 2 0 1

B
Communication

2 3 0 1

C
Mathematical Process Searching for patterns

2 3 4 5

HL Type I Criterion
The student does not produce any general statement consistent with the patterns and/or structures generated. The student attempts to produce a general statement that is consistent with the patterns and/or structures generated. The student correctly produces a general statement that is consistent with the patterns and/or structures generated. The student expresses the correct general statement in appropriate mathematical terminology. The student correctly states the scope or limitations of the general statement. The student gives a correct, formal proof of the general statement. The student uses a calculator or computer for only routine calculations. The student attempts to use a calculator or computer in a manner that could enhance the development of the task. The student makes limited use of a calculator or computer in manner that enhances the development of the task. The student makes full and resourceful use of a calculator or computer in a manner that significantly enhances the development of the task. The student has shown a poor quality of work. The student has shown a satisfactory quality of work. The student has shown an outstanding quality of work. As long as you produce a general statement from your data, using a mathematical strategy, you would obtain at least a 1. Notice that you only obtain a 3 when you give the correct statement in appropriate mathematical terminology, ie. Statement must be expressed using maths notations, not laymen English! The scope or limitations must also be stated clearly, not implied somewhere in your work! Only when a correct proof is given will 5 be awarded.

0 1 D
Results generalisations

2 3 4 5 0 1

E
Use of technology

2 3 0 1 2

F
Quality of work

If you only use GDC or computer to generate graphs/tables or just to decorate your work, you would not be awarded full marks. You must demonstrate how your technology has helped you to enhance and develop your work. For eg. Can you use excel to generate a nice list of examples, then I use it to observe patterns and formulate my general statement? Can I use graphmatica, autograph etc to generate graphs, and use them to observe patterns and formulate my general statement? Did you use technology to test your general statement? You must always use your graphs/tables/diagrams to clearly explain how you come up with your conclusions. All work (and only those work) that shows precision, insight and a sophisticated level of mathematical understanding will be awarded full marks here, whether typed or handwritten. There is no basis to award a 2 merely because a student has typed the work neatly! A student who has typed the work may be awarded 0 if the work is of poor quality!

HL Type I Criterion