CIS CRITERIA - DP MATH SL & HL - Grades 11-12

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1 CEBU INTERNATIONAL SCHOOL Name:. Grade:. CIS CRITERIA - DP MATH SL & HL - Grades In Grades 11 and 12 all summative tasks will be assessed with the CIS DP Math Criteria. The criteria address the different aspects required for success in the DP course. Each summative task will be assessed against some or all criteria, depending on the focus of the task. Over a marking period, usually defined as a quarter, each criteria will be used a minimum of once, and over time this will provide evidence of student progress. Criteria C, D, E, and F are all significant as they promote learning from a holistic point of view. This CIS DP Math Criteria document is divided into two sections: 1 A general clarification of the criteria 2 The criteria written with an introduction and descriptors for each level The criteria descriptors serve three purposes: the descriptors for assessment so that work may be assessed objectively IMPORTANT INFORMATION a guide for the student to know what to aim for. When a summative task is introduced to the students it is expected that the students are informed that it is summative and which of the CIS Criteria will be used for assessment. It is both the teacher's and student's responsibility to ensure the student understands the descriptors and how they relate to the given task. a base for feedback by the teacher to the student NOTE In addition to the CIS Criteria, tasks assigned may well be supported by an additional set of rubrics which will lay out further details and clarifications for success. These rubrics will lead into the CIS Criteria. Criterion A Criterion B Criterion C Criterion D Criterion E Criterion F Knowledge and Understanding Investigation Skills Communication in Mathematics Reflection in Mathematics Use of Technology Rigorousness and Accuracy level = 8 leve = 8 level = 6 level = 6 level = 3 level = 4 Relates to investigative and problem-solving skills. Relates to written and verbal language used in mathematics. Relates to knowledge, understanding and application of concepts and topics in mathematics. Relates to student reflection on their work in mathematics. Relates to the use of calculators and computer technology in mathematics.. Relates to the correct use of mathematical principals and methods to obtain accurate results.

2 Criterion A: Knowledge and Understanding Knowledge and understanding are fundamental to studying mathematics and form the base from which to explore concepts and develop skills. This criterion expects students to use their knowledge and to demonstrate their understanding of the concepts and skills of the prescribed framework in order to make deductions and solve problems in different situations, including those in real-life contexts. Assessment tasks for this criterion are likely to be class tests, examinations, real-life problems and investigations that may have a variety of solutions. Know and demonstrate understanding of the concepts from the five branches of mathematics (number, algebra, geometry and trigonometry, statistics and probability, and discrete mathematics) Use appropriate mathematical concepts and skills to solve problems in both familiar and unfamiliar situations, including those in real-life contexts Select and apply general rules correctly to solve problems, including those in real-life contexts. The student attempts to make deductions when solving simple problems in familiar contexts. The student sometimes makes appropriate deductions when solving simple and morecomplex problems in familiar contexts. The student generally makes appropriate deductions when solving challenging problems in a variety of familiar contexts. 7-8 The student consistently makes appropriate deductions when solving challenging problems in a variety of contexts including unfamiliar situations.

3 Criterion F: Rigorousness and Accuracy math- Students are expected to be systematically clear, methodical, and accurate in their ematical procedures and problem solving methods. Assessment tasks for this criterion are any type of problem in mathematics, where the correct use of mathematical principals determines the accuracy of the results. This criterion examines to what extent the student: Approaches problems and applies problem-solving strategies Is rigorous in writing out the solutions Uses mathematics correctly and accurately to solve problems Students are encouraged to be consistently accurate and rigorous in their mathematical reasoning and problem solving. 1 The student has a wrong approach to problem solving strategies The student is negligent and makes careless errors when solving problems. The student makes incorrect mathematics to solve problems. 2 The student's problem solving strategies are vague. The student's solution steps are not systematically shown. The student uses math somewhat correctly, but not accurately. 3 4 The student has a good approach to problem solving strategies. The student's solutions are thorough. The student uses math correctly and accurately. The student has an excellent approach to problem solving strategies. The student's solutions are simple and thorough. The student is precise and uses math correctly and accurately.

4 Criterion E: Use of Technology The emphasis in this criterion is on the contribution of the technology to the mathematical development of the task rather than to the presentation or communication. The level of calculator or computer technology varies from level to level. Therefore teachers should state the level of the technology that is available to their students. 0 The student uses a calculator or computer for only routine calculations. 1 The student attempts to use a calculator or computer in a manner that could enhance the development of the task. 2 The student makes limited use of a calculator or computer in a manner that enhances the development of the task. 3 The student makes full and resourceful use of a calculator or computer in a manner that significantly enhances the development of the task.

5 Criterion B: Investigation Skills Students are expected to investigate a problem by applying mathematical problem-solving techniques, to find patterns, and to describe these mathematically as relationships or general rules and justify or prove them. Assessment tasks for this criterion should be mathematical investigations of some complexity, as appropriate to the level of DP mathematics. Tasks should allow students to choose their own mathematical techniques to investigate problems, and to reason from the specific to the general. Assessment tasks could have a variety of solutions and may be set in real-life contexts. Teachers should clearly state whether the student has to provide a justification or proof. Select and apply appropriate inquiry and mathematical problem-solving techniques Recognize patterns Describe patterns as relationships or general rules Draw conclusions consistent with findings Justify or prove mathematical relationships and general rules 0 The student done not reach a standard described by any of the descriptors given below. The student applies, with some guidance, mathematical problem-solving techniques to recognize simple patterns. The student selects and applies mathematical problem-solving techniques to recognize patterns, and suggests relationships or general rules. The student selects and applies mathematical problem-solving techniques to recognize patterns, describes them as relationships or general rules, and draws conclusions consistent with findings. 7-8 The student selects and applies mathematical problem-solving techniques to recognize patterns, describes them as relationships or general rules, and draws conclusions consistent with findings and provides justifications or proofs..

6 Criterion C: Communication in Mathematics Students are expected to use mathematical language when communicating mathematical ideas, reasoning and findings - both orally and in writing. Assessment tasks for this criterion are likely to be real-life problems, tests, examinations and investigations. Tests and examinations that are to be assessed against Criterion C must be designed to allow students to complete lines of reasoning using mathematical language. Use appropriate mathematical language (notation, symbols, terminology) in both oral and written explanations Use different forms of mathematical representation (formulae, diagrams, tables, charts, graphs and models) Communicate a complete and coherent mathematical line of reasoning using different forms of representation when investigating complex problems Systematically shows working out and/or methodology Students are encouraged to choose and use appropriate ICT tools such as graphic display calculators, screenshots, graphing, spreadsheets, databases, drawing and word-processing software, as appropriate, to enhance communication. The student shows basic use of mathematical language and/or forms of mathematical representation. The lines of reasoning are difficult to follow. There is little evidence of the thought process in the working out and/or methodology. The student shows sufficient use of mathematical language and forms of mathematical representation. The lines of reasoning are clear though not always logical or complete. The student moves between different forms of representation with some success. The thought process is shown from the working out and/or methodology. The student shows good use of mathematical language and forms of mathematical representation. The lines of reasoning are concise, logical and complete. The student moves effectively between different forms of representation. The thought process is clearly shown from the working out and/or methodology.

7 Criterion D: Reflection in Mathematics Reflection allows students to reflect upon their methods and findings. Assessment tasks are most likely to be investigations and real-life problems. Generally these types of tasks will provide students with opportunities to use mathematical concepts and skills to solve problems in real-life contexts. explain whether the results make sense in the context of the problem explain the importance of the findings in connect to real life justify the degree of accuracy of the results where appropriate suggest improvements to the method when necessary The student attempts to explain whether the results makes sense in the context of the problem. The student attempts to describe the importance of the findings in connection to real life. The student correctly but briefly explains whether the results make sense in the context of the problem and describes the importance of the findings in connection to real life. The student attempts to justify the degree of accuracy of the results where appropriate. The student critically explains whether the results make sense in the context of the problem and provides a detailed explanation of the importance of the findings in connection to real life. The student justifies the degree of accuracy of the results where appropriate. The student suggests improvements to the method when necessary.