Criterion C: Communicating Level Level Descriptor: [MYP 3] Task Specific Criteria The student does not reach a standard described 0 by any of the descriptors below. i. use limited mathematical language Attempts to communicate ideas but lacks ii. use limited forms of mathematical structure and work is hard to interpret. 1-2 representation to present information Uses little mathematical language. iii. communicate through lines of reasoning that Attempts to identify the mean, median and range are difficult to interpret. for both male and females. Uses some appropriate language. i. use some appropriate mathematical language Some structure in the work. ii. use different forms of mathematical Explanations reference to statistical values but representation to present information adequately. are not always clear. iii. communicate through of reasoning that 3-4 Communicate understanding through comparing are able to be understood, although these are not the statistical values always clear Uses different of representation. iv. adequately organise information a logical Includes an image of the parallel boxplots with a structure scale and the 5-point summary. Student usually uses correct mathematical i. usually use appropriate mathematical language language. ii. usually use different forms of mathematical Diagrams are mostly accurately labelled. representation to present information correctly Students work is well structured but not complete. Explanations are coherent, including several iii. move between different forms of mathematical pieces of statistical evidence. representation with some success 5-6 Identifies the outliers in both male and females iv. communicate through lines of reasoning that and communicates some understanding of what are clear although not always coherent or complete these values mean. v. present work that is usually organized using a The appropriate graph is chosen and represented correctly for Question 10 and any trends found are logical structure identified. Student uses all the correct mathematical language i. consistently use appropriate mathematical consistently. language Explanations are clear and concise and backed up ii. use different forms of mathematical with calculations. representation to consistently present information Correct diagrams are accurately labelled. correctly Meaningful comparisons are made between the 7-8 iii. move effectively between different forms of various graphs with reference to statistical mathematical representation evidence. iv. communicate through of reasoning that Present work that is consistently organized. are complete and coherent Newspaper article includes and coherent v. present work that is consistently organized into sentences with reference to various statistical a logical structure. evidence that supports or refutes the claim. Criterion D: Applying Mathematics in Real-life Contexts
Criterion C: Communicating Level Level Descriptor: [MYP 3] Task Specific Criteria 0 The student does not reach a standard described by any of the descriptors below. 1-2 i. use limited mathematical language ii. use limited forms of mathematical representation to present information iii. communicate through lines of reasoning that are difficult to interpret. Attempts to communicate ideas but lacks structure and work is hard to interpret. Uses little mathematical language. Attempts to identify the mean, median and range for both male and females. 3-4 i. use some appropriate mathematical language ii. use different forms of mathematical representation to present information adequately. iii. communicate through of reasoning that are able to be understood, although these are not always clear iv. adequately organise information a logical structure Uses some appropriate language. Some structure in the work. Explanations reference to statistical values but are not always clear. Communicate understanding through comparing the statistical values Uses different of representation. Includes an image of the parallel boxplots with a scale and the 5-point summary. 5-6 i. usually use appropriate mathematical language ii. usually use different forms of mathematical representation to present information correctly iii. move between different forms of mathematical representation with some success iv. communicate through lines of reasoning that are clear although not always coherent or complete v. present work that is usually organized using a logical structure Student usually uses correct mathematical language. Diagrams are mostly accurately labelled. Students work is well structured but not complete. Explanations are coherent, including several pieces of statistical evidence. Identifies the outliers in both male and females and communicates some understanding of what these values mean. The appropriate graph is chosen and represented correctly for Question 10 and any trends found are identified. 7-8 i. consistently use appropriate mathematical language ii. use different forms of mathematical representation to consistently present information correctly iii. move effectively between different forms of mathematical representation iv. communicate through of reasoning that are complete and coherent v. present work that is consistently organized into a logical structure. Student uses all the correct mathematical language consistently. Explanations are clear and concise and backed up with calculations. Correct diagrams are accurately labelled. Meaningful comparisons are made between the various graphs with reference to statistical evidence. Present work that is consistently organized. Newspaper article includes and coherent sentences with reference to various statistical evidence that supports or refutes the claim. Criterion D: Applying Mathematics in Real-life Contexts
Year-10-Academy-Awards-Statistics-MYP-Task.docx