C: The student has carried out their own research

(1)

A: Aim is stated.

C: Personal engagement as the student explains why they are interested in the topic and then uses their own example.

A: The student gives a step-by- step account of the aim.

C: The student has carried out their own research.

(2)

A: Thorough introduction, if a little long.

(3)

C: Outstanding personal engagement.

B: Use of notation.

E: Uses binomial probability and technology.

(4)

E: Uses probability calculations.

B: Clearly communicates the mathematics.

D: The student reflects upon their findings in a meaningful way.

E: Condensed example aiming at concise mathematics.

(5)

D: Again the student reflects upon their findings.

D/C: The student relates their findings back to the context.

(6)

(7)

B: Presentation is not the student's own;

reference given at the end of the exploration.

D: The student reflects upon the implications.

(8)

E: Approximately equal to or equal to? This needs to be explained more clearly.

E/B: The student now uses approximately equal to.

(9)

C: The student proposes their own hypothetical situation.

(10)

E: Correct use of mathematics.

(11)

E: Correct use of mathematics.

(12)

D: Critical reflection with a good example given.

A: The exploration is logically developed to its conclusion.

D: Further reflection on the significance of the mathematics.

(13)

C/D: Relates the conclusion to their own personal interest.

(14)