Appropriate mathematical statements have been used throughout the response. The student has also recommended new charge rates for Fred’s Taxis (4). This student has connected different concepts and representations to represent the three taxi companies’ charges algebraically (1), recommended which taxi company to use for two destinations (2), and recommended distances for which P&G Taxis is the cheapest (3). This involves one or more of: selecting and carrying out a logical sequence of steps, connecting different concepts and representations, demonstrating understanding of concepts, forming and using a model and also relating findings to a context, or communicating thinking using appropriate mathematical statements. The student could also consider a range of distances for which the first of the suggestions for Fred’s Taxis will be cheaper than the second.įor Merit, the student needs to apply linear algebra, using relational thinking, in solving problems. Correct mathematical statements have been used throughout the response.įor a more secure Excellence, the student would need to show greater depth in their thinking, for example, by discussing the reasons for selecting their options for Fred’s Taxi Company to be the cheapest company. The student has also described and justified two options for Fred’s Taxi Company to be the cheapest company (4) (5).
This student has identified relevant concepts in context to represent the three taxi companies’ charges graphically (1), recommended which taxi company to use for two destinations (2), and recommended distances for which P&G Taxis is the cheapest (3). This student’s evidence is a response to the TKI assessment resource ‘Taxi Charges’. This involves one or more of: devising a strategy to investigate or solve a problem, identifying relevant concepts in context, developing a chain of logical reasoning, or proof, forming a generalisation and also using correct mathematical statements, or communicating mathematical insight. Low Excellence Commentaryįor Excellence, the student needs to apply linear algebra, using extended abstract thinking, in solving problems. Selected extracts are used, focused on the grade boundaries, in order to assist assessors to make judgements at the national standard.Īnnotations to Low Excellence and Low Achieved have been altered to better reflect the requirements of the standard. The student work shown does not always represent a complete sample of what is required. This annotated exemplar is intended for teacher use only. TKI Mathematics and Statistics Assessment Resourcesĭownload all these exemplars and commentary (PDF, 887KB) Show: All Mathematics and Statistics exemplars Mathematics - annotated exemplars level 1 AS91029Īpply linear algebra in solving problems (1.4) Recognition arrangements with other countries.Getting overseas qualifications recognised by NZQA.Taking New Zealand qualifications overseas.Offshore use of qualifications and programmes.
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