Standards: Mathematics (continued from previous page) A B C D The student work has the following characteristics: Accurate and concise use of Accurate use of mathematical Suitable use of mathematical Suitable use of mathematical Attempted use of mathematical mathematical language, language, representations and ICTs language, representations and ICTs language, representations and ICTs terminology or conventions in representations and ICTs in simple in simple non-routine situations to in simple routine situations to in simple rehearsed situations to simple rehearsed situations to non-routine through to complex communicate thinking, and clear communicate thinking, and the communicate thinking, and the communicate thinking and routine situations to communicate and logical justification and justification and evaluation of evaluation of reasoning reasoning thinking, and coherent and logical evaluation of reasoning and reasoning and generalisations justification and evaluation of generalisations reasoning and generalisations Organisation, presentation and Organisation, presentation and Organisation, presentation and Organisation and presentation of Organisation and presentation of analysis of information in a wide analysis of information in a variety analysis of information in a variety information in a variety of information in a variety of variety of representations and of representations and translation of of representations and translation of representations and translation of representations in simple rehearsed translation of information from one information from one representation information from one representation information from one representation situations representation to another, in simple to another, in simple non-routine to another, in simple routine to another, in simple rehearsed non-routine through to complex situations situations situations routine situations Perceptive reflection on thinking Informed reflection on thinking and Relevant reflection on thinking and Superficial reflection on thinking Cursory reflection on solutions in and reasoning processes to validate reasoning processes to validate reasoning processes to validate and reasoning or solutions in simple simple rehearsed situations appropriateness of solutions and appropriateness of solutions and solutions in simple routine situations rehearsed situations decisions relating to the contribution decisions in simple non-routine of mathematics to learning, in situations simple non-routine through to complex routine situations
Standards: Mathematics (continued from previous page) A B C D The student work has the following characteristics: Accurate and concise use of mathematical language, representations and ICTs in simple non-routine through to complex routine situations to communicate thinking, and coherent and logical justification and evaluation of reasoning and generalisations Accurate use of mathematical language, representations and ICTs in simple non-routine situations to communicate thinking, and clear and logical justification and evaluation of reasoning and generalisations Suitable use of mathematical language, representations and ICTs in simple routine situations to communicate thinking, and the justification and evaluation of reasoning and generalisations Suitable use of mathematical language, representations and ICTs in simple rehearsed situations to communicate thinking, and the evaluation of reasoning Attempted use of mathematical terminology or conventions in simple rehearsed situations to communicate thinking and reasoning Organisation, presentation and analysis of information in a wide variety of representations and translation of information from one representation to another, in simple non-routine through to complex routine situations Organisation, presentation and analysis of information in a variety of representations and translation of information from one representation to another, in simple non-routine situations Organisation, presentation and analysis of information in a variety of representations and translation of information from one representation to another, in simple routine situations Organisation and presentation of information in a variety of representations and translation of information from one representation to another, in simple rehearsed situations Organisation and presentation of information in a variety of representations in simple rehearsed situations Perceptive reflection on thinking and reasoning processes to validate appropriateness of solutions and decisions relating to the contribution of mathematics to learning, in simple non-routine through to complex routine situations Informed reflection on thinking and reasoning processes to validate appropriateness of solutions and decisions in simple non-routine situations Relevant reflection on thinking and reasoning processes to validate solutions in simple routine situations Superficial reflection on thinking and reasoning or solutions in simple rehearsed situations Cursory reflection on solutions in simple rehearsed situations