Criterion C: Communicating

Level Level Descriptor Task Descriptor

0 The student does not reach a standard described by any I can not reach a standard described by any of the
of the descriptors below. descriptors below.

1–2 The student is able to: I can

i). use limited mathematical language i. Use limited mathematical language while writing the
ii). use limited forms of mathematical representation to variables of inequalities in the case of linear inequalities
present information and mention the relationship of proportionality in the
iii). communicate through lines of reasoning that are case of proportionality and identifying the sequences.
difficult to interpret. ii. Use limited forms of mathematical representation to
present information about the inequalities in the case of
linear inequalities and the relationship of proportionality
in the case of proportionality and identifying the
sequences.
iii. Communicate through lines of reasoning for the
variables chosen for inequalities, sequences and
proportionality that are difficult to interpret.

3–4 The student is able to: I can:

i). use some appropriate mathematical language i. Use some appropriate mathematical language while
ii). use appropriate forms of mathematical identifying the constraints of inequalities and finding the
representation to present information adequately constant of proportionality and finding the common
iii). communicate through lines of reasoning that are difference/ratio for sequences.
able to be understood, although these are not always ii. Use appropriate forms of mathematical
clear representation to present mathematical processes
iv). adequately organize information using a logical adequately while writing the constraints in inequalities
structure. and while working the constant of proportionality for
proportionality and finding the common difference/ratio
for sequences.
iii. Communicate through the lines of reasoning for the
formation of constraints in inequalities and constant of
proportionality for proportions and the common
difference/ratio for sequences that can be understood,
although these are not always clear.
iv. Adequately organize information and mathematical
processes while solving inequalities graphically, common
difference/ratio for sequences and calculating the
constant of proportionality.

5–6 The student is able to: I can:

i). usually use appropriate mathematical language i. Usually use appropriate mathematical language while
ii). usually use different forms of mathematical solving the optimum value using the feasible region
representation to present the information correctly plotted in the graph of inequalities and while calculating
iii). Usually move between different forms of the variable based on the proportionality and terms of
mathematical representation with some success sequences.
iv). communicate through lines of reasoning that are ii. Usually use different forms of mathematical
complete and coherent representation to present information or mathematical
v). present work that is usually organized using a logical processes correctly while representing graphical
structure. solutions of the inequalities and while working with
variables of proportionality and terms of sequences.
iii. Usually move between different forms of
mathematical representation with some success while
optimizing using feasible regions in solving inequalities
and while working with variables of proportionality and
terms of sequences.
iv. Communicate through lines of reasoning that are
complete and coherent while solving the inequalities
graphically and calculating variables of proportionality.
v. Present mathematical processes organized in a logical
structure while solving inequalities graphically and
algebraically and while solving constant and variable of
proportionality and terms of sequences.
 7–8 The student is able to: I can:
i). consistently use appropriate mathematical language i. Consistently use appropriate mathematical language
ii). use appropriate forms of mathematical while solving inequalities and proportionality.
representation to consistently present the information ii. Use appropriate forms of mathematical
correctly representation consistently to present information or
iii). move effectively between different forms of mathematical processes correctly while representing and
mathematical representation solving inequalities, proportionality and sequences.
iv). communicate through lines of reasoning that are iii. Move effectively between different forms of
complete and coherent and concise mathematical representation for inequalities,
v). present work that is consistently organized using a proportionality and sequences and arrive at the solutions.
logical structure. iv. Communicate through lines of reasoning that are
complete, coherent, and concise while explaining or
justifying the mathematical processes incorporated while
solving inequalities (algebraically and graphically),
proportionality and sequences.
v. Consistently present my working of mathematical
processes in an organized way while representing and
solving inequalities, proportionality and sequences.

Criterion D: Applications in Real Life Context

Level Level Descriptor Task Descriptor

0 The student does not reach a standard described by any

of the descriptors below. I can not able to reach a standard described by any of the
descriptors below.

1–2 The student is able to: I can:

i). identify some of the elements of the authentic real-life i. Identify the variables required for writing the
situation inequalities, sequences and proportionality in an
ii). apply mathematical strategies to find a solution to authentic real-life situation.
the authentic real-life situation, with limited success ii.. apply mathematical strategies to interpret the
information into inequalities, sequences and
proportionality in the authentic real-life situation
provided, with limited success.

3–4 The student is able to: I can:

i). identify the relevant elements of the authentic real-life i. identify the variables and the relevant inequalities,
situation sequences and proportionality in the given authentic real-
ii). select, with some success, adequate mathematical life situation.
strategies to model the authentic real-life situation ii. Select, with some success, adequate mathematical
iii). apply mathematical strategies to reach a solution to strategies to model the inequalities, sequences and
the authentic real-life situation proportionality in the given authentic real-life.
iv). discuss whether the solution makes sense in the iii. Apply mathematical strategies to model and solve
context of the authentic real-life situation the inequalities graphically, sequences and
proportionality algebraically and reach a solution in the
given authentic real-life situation.
iv. Discuss whether the solution found in the task
makes sense in the context of the authentic real-life
situation.

5–6 The student is able to: I can:

i). identify the relevant elements of the authentic real-life i. Identify the relevant objective function and the
situation constraints in the case of inequality, the relationship of
ii). select adequate mathematical strategies to model the variables in proportionality and nth term in case of
authentic real- life situation sequences in the given authentic real-life situation.
iii). apply the selected mathematical strategies to reach a ii. Select adequate mathematical strategies to plot the
valid solution to the authentic real-life situation inequalities and proportionality on the graph and
iv). explain the degree of accuracy of the solution calculating the nth term in case of sequences in the
v). explain whether the solution makes sense in the authentic real-life situation provided in the scenario.
context of the authentic real-life situation iii. Apply the selected mathematical strategies to reach
the valid graphical solution in the given authentic real-
life situation.
iv. Explain the degree of accuracy of the solution
found in reference to the scenario.
 v. Explain whether the solution obtained makes sense
in the context of the authentic real-life situation.

7–8 The student is able to: I can:

i). identify the relevant elements of the authentic real-life i. identify the relevant objective function and the
situation corner points of the feasible region in the given authentic
ii). select appropriate mathematical strategies to model real-life situation.
the authentic real- life situation ii. select appropriate mathematical strategies to model
iii). apply the selected mathematical strategies to reach a the objective function, nth term in sequences and the
correct solution to the authentic real-life situation inequalities and their solutions in authentic real-life
iv). justify the degree of accuracy of the solution situations.
v). justify whether the solution makes sense in the iii. Apply the selected mathematical strategies to model
context of the authentic real-life situation. the objective function of the inequalities, term of the
sequence and proportionality to arrive at correct
solutions in authentic real-life situations.
iv. Justify the degree of accuracy of the solution.
v. Justify whether the solution makes sense in the
context of the authentic real-life situation.