Criterion C - Communication: Guidance

An investigation will obtain a top grade for Communication if the student is able to:

i. consistently use appropriate mathematical language

ii. use appropriate forms of mathematical representation to consistently present information correctly
iii. move effectively between different forms of mathematical representation.
iv. communicate through lines of reasoning that are complete, coherent and concise
v. present work that is consistently organized using a logical structure.

This guide breaks these indicators down into what they mean in practice when producing an investigation, providing examples or
descriptions of what might appear in a report that was low level or high level in terms of Communication.

Mathematical Language

Low Level High Level

Use technical terms The number with the 𝑥 squared is 3. 2

The coefficient of 𝑥 is 3.

Use precise language The values are getting bigger as you go. It is an increasing sequence.

Spell mathematical words The angels in the polydron add to 360º. The angles in the polygon add to 360º.
correctly

1
Mathematical Presentation (1)

Low Level High Level

Table 6 summarises the responses to

Question 5 from the survey.

Question 5 Table 6: Responses to Question 5

Label graphs, tables and Yes 10 Response No. of Students

diagrams and describe them
No 15 Yes 10
clearly in the nearby text
Not Sure 7 No 15

Not Sure 7

Screenshots/diagrams contain
all relevant information. This
includes labelling coordinate
axes.

2
Mathematical Presentation (2)

Low Level High Level

Screenshots/diagrams are big

enough to show/emphasise
the important information

Present information in tables 𝑥 5 6 7

If 𝑥 is 5 then 𝑦 is 10, when 𝑥 is 6, 𝑦 is 12,
where appropriate and when 𝑥 is 7, 𝑦 is 14.
𝑦 10 12 14

Express relationships using

equations/formulae where 𝐴 is always equal to the square of 𝑥. 𝐴 =𝑥
2

appropriate
Use Equation Editor where x2+5x-6=0 2
𝑥 + 5𝑥 − 6 = 0
appropriate

3
Reasoning
Write in a clear and precise
manner (using fewer words is
often better).
Include all of the appropriate
steps in an
argument/explanation.
Do not contradict yourself.
Low Level High Level
The graph of the function keeps going up
The highest point achieved by the
and up and then it comes back down
function is 10.
again, and in the middle it is 10.
The sum of the interior angles of a
triangle is always 180º. Two of the angles
The angle is 20º.
add to 160º, so the missing angle must be
20º.
We know that 𝑥 < 𝑦, so if 𝑥 is 10 then 𝑦 We know that 𝑥 < 𝑦, so if 𝑥 is 5 then 𝑦
could be 5. could be 10.
4
Organised in a Logical Structure

Low Level High Level

Introduce the Investigation to An introduction that is copied directly from A clear introduction written in the
the reader. the instruction sheet. student’s own words.

Link the various sections

together, writing in full
sentences: The report flows from each section to the
The dIfferent sections begin and end next, building to a final summary that
● Conclude at appropriate abruptly. reflects on what has been achieved
points overall.

● Explain what is coming

next
Define variables before they Variables appear without definition or Variables are clearly defined before their
are used. explanation. first use.

Develop the Investigation so The report naturally develops from simple

ideas to more complex ones, most likely
that the ideas build upon what Sections are in an illogical order.
following the order of the instruction
has gone before. sheet.

Do not include the prompts The report is completely written in the

Prompts taken directly from the instruction
from the instruction sheet in sheet appear throughout the report.
student’s own words and does not require
the reader to refer to the instruction sheet.
the report.