MATH AI IA REVIEW

Mark Scheme

Instructions:

1. This file contains your work marked against the official IB criteria. It should
be used alongside the second file called Annotated Work.
2. Each criterion is broken down into subcriteria which state the specific
requirements for your work.
3. Each subcriterion can either be marked as correct (✔), incorrect (✘), or
not relevant (–).
4. All subcriteria marked as correct have a short commentary alongside them
which explains why we think this specific thing is correct.
5. Most subcriteria marked as incorrect will have the comment Refer to
comments in annotated work. This means that you should check the
Annotated Work file for annotations referring to this subcriterion.
6. Very rarely a subcriterion might be marked as not relevant. This means
that it’s not important to your work. There will always be a comment
explaining why we think that.
7. Apart from that every subcriterion has an ID which makes it easier to
match it to comments in the Annotated Work file.
8. We also attach a predicted number of points for each criterion. Although
we are very accurate, please note that the final score given by the IB might
sometimes be a bit different due to the slightly subjective nature of
marking.

In case you have any questions, concerns, or feedback please don’t hesitate to
reach out to us at review@clastify.com.

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Criterion A: Presentation (2/4)

Subcriterion ID Subcriterion Requirement Commentary

completion

A.1 The work is divided Refer to comments in annotated work

into sections:
introduction, body,
✘
and conclusion.

A.2 The body of the The student subdivided the main part of
work is further the IA using subheadings, such as
subdivided so that
phases of the
✔ "Rationale" or "METHOD 3: PEARSON ’S
CORRELATION COEFFICIENT".
exploration are
clearly indicated.

A.3 The topic of the The student clearly states and

Internal thoroughly describes the topic of their
assessment is IA in the Introduction. The topic of this
stated clearly and
explained in the
✔ work is exploring a potential correlation
between temperature and crime rate in
introduction Venezuela, Papua New Guinea,
Afghanistan, South Africa and
Honduras.

A.4 The introduction In the "Methodology" paragraph, the

includes a general student clearly outlines their approach
description of the to the topic. The student also describes
student's approach the tools of mathematics that will be
to the topic and ✔ used to perform the investigation
what area of the (descriptive statistics, scatter plots,
math curriculum correlation coefficients, etc. → so the
the exploration main area of maths will be statistics and
focuses on hypothesis testing).

A.5 The conclusion is a The student summarizes the findings of

summary of the their IA bringing up specific
outcomes and a interpretations of obtained results, as
response to the ✔ well as responds to the aim, stating that
aim of the a strong positive correlation has been
exploration stated found between temperature and crime
in the introduction rate.

A.6 The exploration is The student introduces every newly

clear and appearing step of their exploration
understandable throughout the whole work, which
throughout - no ✔ ensures a "flow" through the text and
rereading of makes the IA generally understandable.
sections is
necessary

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A.7 The consequent The student investigates their chosen
parts of the work topic stage by stage and explains the
are linked logically findings as they appear (for example,
- one is the ✔ every calculated value is then
follow-up of the interpreted in the context of the topic),
other which allows for a logical follow-up of
consecutive parts.

A.8 The use of Refer to comments in annotated work

technology, when
applied, is clearly ✘
indicated and
explained

A.9 If analytical No special analytical software used, so

-
software is used, this subcriterion is inapplicable.
its purpose is
described and the
link to it is
provided

A.10 The graphs, tables, The tables and figures are positioned
and diagrams are below their introductions and
present in descriptions of their content in the text.
appropriate places
(in the body
✔ All the figures are relevant and
effectively visualise the point.
paragraphs, after
their descriptive
introduction)

A.11 Only large tables The appendix only includes the extra
(raw data) or sets of raw data.
additional
diagrams/graphs
✔
are attached as
appendices

A.12 The exploration is The actual exploration part (excluding

12-20 pages long title page, table of contents, works cited
(excluding the ✔ and appendix) is 19 pages long, meaning
bibliography and it fits into the 12-20 page limit.
appendices)

A.13 The font used is It seems that the font is not of the
12pt. Double correct size (it should be size 12, but it
spacing is used. seems to be smaller) and the text is in
Text is justified some parts left-aligned and not justified
as it should be (for example in
Conclusion). The spacing is too narrow,
✘ because double-spacing is required in
Maths IAs. Before the final submission,
the student is advised to ensure that the
font size is 12 everywhere, the spacing is
double and the text (only text, not
equations or figures - they should be
centred) is justified in the whole work.

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A.14 All information All the sources in "works cited" are
outside of the included as footnotes in the body of
syllabus scope is exploration.
referenced <i
style='font-size: ✔
11px'>(using
footnotes or
in-text
citations)</i>

A.15 All mathematical The calculations and equations outside

formulae, the tables (so in the text) are centred
equations, and ✔ and positioned in separate lines, as
other calculations required.
are centered

A.16 The pages are Although the pages are numbered

numbered in the properly in the right bottom corner,
bottom right pagination should start on the page
corner <i where the Introduction is (in this case, on
style='font-size: page 3 there should be number 1). The
11px'>(for all ✘ student is advised to change it.
sections, but the
page count should
start with the
introduction on the
first page)</i>

A.17 There are no Refer to comments in annotated work

unnecessary or
repetitive
✘
calculations/graphs/descriptions

Criterion summary:
The student's work is divided into sections, but lacks a clear division into Introduction, Body of
Exploration, and Conclusion. It is advised to add a separate "Body of Exploration" section and include all
relevant content to help separate the body of work from the introduction and conclusion. The body of the
work is subdivided with clear indications of phases of the exploration, such as "Rationale" or "METHOD 3:
PEARSON ’S CORRELATION COEFFICIENT." The introduction clearly states and thoroughly describes the
topic of the IA, while the conclusion summarizes the findings and responds to the aim stated in the
introduction. The student's exploration is generally clear and understandable throughout, and the
consequent parts of the work are logically linked. However, there are some formatting issues with the
font size, text alignment, and spacing that need to be addressed. Additionally, the work contains
unnecessary repetitive calculations and graphs, which should be avoided (more details in the specific
comments).

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Criterion B: Mathematical Communication (1/4)

Subcriterion ID Subcriterion Requirement Commentary

completion

B.1 Correct Refer to comments in annotated work

mathematical
notation, symbols,
and terminology ✘
are used
consistently and
correctly

B.2 Computer notation No computer notation, so the

is present only if
software-generated
(clear indication
- subcriterion is inapplicable.

necessary)

B.3 Key Refer to comments in annotated work

terms/variables
are defined and ✘
explained when
first introduced

B.4 The main concepts The student described the main

are described in ✔ concepts of their IA in the
the introduction "Methodology" section.

B.5 Additional terms Refer to comments in annotated work

are defined in
detail in
appropriate places ✘
(dependent on the
development of
the exploration)

B.6 Multiple forms of The student effectively makes use of

mathematical tables and scatter plots with regression
representation: lines to represent obtained data and
formulae, calculated mathematical information.
diagrams, tables, ✔
charts, graphs, and
models are present
but used only if
appropriate

B.7 All mathematical Refer to comments in annotated work

calculations are
explained and any ✘
data presentation
is described

B.8 The degree of Refer to comments in annotated work

accuracy is stated
for any rounded
✘
values

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B.9 Results are Only the final results of the calculations
rounded only at
the end of the
✔ thread are rounded, which ensures a
higher accuracy of those results.
calculations thread

B.10 The student used a Refer to comments in annotated work

deductive method
and set out logical ✘
proofs where
appropriate

B.11 The graphs, tables, Refer to comments in annotated work

and diagrams are
labeled (titled and ✘
numbered) at the
bottom

Criterion summary:
The student has shown some strengths in using multiple forms of mathematical representation, such as
tables and scatter plots with regression lines. However, there are areas that need improvement. For
instance, the student should ensure that key terms are defined and explained when first introduced, and
that all mathematical calculations are explained, and any data presentation is described. Additionally,
the student needs to be mindful of the degree of accuracy for rounded values and ensure that graphs
and tables are properly labelled. It is also important for the student to use a deductive method and set
out logical proofs where appropriate to maintain consistency in their approach.

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Criterion C: Personal Engagement (2/3)

Subcriterion ID Subcriterion Requirement Commentary

completion

C.1 The link between
the topic of the
exploration and
the student's
personal interests
is described
The student clearly describes the link
between the topic of their IA and their
personal interest in the Introduction. The
student mentions their own experience
✔ of having a friend tell them about the
crimes happening near her home, and
the decision to investigate the
relationship between temperature and
crime rates further.

C.2 The student puts a There is a question in the Introduction

number of (does the average temperature in a
questions in the region correlate with its crime rate?), to
introduction as which the answer is found later.
well as in the latter
part of the
exploration and ✔
consequently
presents answers
to them - answers
are found over the
course of the
investigation

C.3 The student makes Refer to comments in annotated work

predictions and
tests them. Their ✘
evaluation is
present

C.4 The exploration The student firstly searches for any

looks at the topic correlation between temperature and
from different ✔ crime rates, and then examines their
perspectives potential dependence (chi-square test),
which provides 2 perspectives to the IA.

C.5 The exploration The student constructed their own

includes scatter diagrams to present the
models/indices/formulae obtained data. Moreover, all the
devised or
modified by the
✔ formulae used were modified for the
purpose of the investigation
student (substitution of values into the formulae
instead of just stating the formulas and
results).

Criterion summary:
The student clearly describes the link between the topic of their IA and their personal interest in the
Introduction, providing a personal experience as motivation for their investigation. They also pose a
question in the Introduction and later provide answers through the course of the exploration.
Additionally, the exploration looks at the topic from different perspectives by examining the correlation
between temperature and crime rates and then exploring their potential dependence through a
chi-square test. Furthermore, the student constructs their own scatter diagrams and modifies formulae

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for the purpose of the investigation, demonstrating understanding of the models used. However, the
student should ensure that any predictions made are clearly stated in the Introduction to fulfil the
requirements for that subcriterion.

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Criterion D: Reflection (1/3)

Subcriterion ID Subcriterion Requirement Commentary

completion

D.1 The exploration Refer to comments in annotated work

includes the final ✘
evaluation

D.2 The evaluation Refer to comments in annotated work

consists of a
discussion of the
strengths and
weaknesses of the
✘
exploration as well
as possibilities for
its improvement

D.3 The evaluation Refer to comments in annotated work

contains ideas for
further ✘
investigations
linked to the work

D.4 Multiple The student comments upon and

perspectives compares the different findings for each
presented in the
exploration are
✔ country (for example, the differences in
found Pearson's correlation
compared and coefficients).
contrasted

D.5 Limitations of the Refer to comments in annotated work

exploration are ✘
considered

D.6 The Refer to comments in annotated work

accuracy/effectiveness
of different ✘
approaches/models
is compared

D.7 Comments on the Refer to comments in annotated work

implications of the
intermediate
findings are
present
throughout the
✘
exploration (each
phase is assessed
individually in the
body of the work)

D.8 The comment on Refer to comments in annotated work

the accuracy of the
calculations is
✘
present

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D.9 The evaluation The student responded to the aim,
links back to the
aims of the
✔ stating that a strong positive correlation
has been found between temperature
exploration and crime rate.

Criterion summary:
The student's exploration includes the final evaluation, but it needs to be clearer and more explicitly
indicated in the Conclusion section. The student should consider adding an "Evaluation" subheading and
include the relevant information there. Additionally, the evaluation lacks a thorough discussion of the
strengths and limitations of the exploration, as well as possibilities for improvement (1-2 more of each
could be added). Furthermore, the student should include an "Extensions" section to describe an idea for
a further investigation linked to the work and mention the area of maths that would be used. Although
the student compares multiple perspectives in the exploration and links the evaluation back to the aims,
there are opportunities to further enhance the evaluation by discussing the accuracy of calculations and
providing comments on the implications of the intermediate findings.

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Criterion E: Use of Mathematics (3/6)

Subcriterion ID Subcriterion Requirement Commentary

completion

E.1 Overly All the calculations used are necessary

complicated to come to the results relevant to this IA,
mathematics is not ✔ and there is no overly complicated
used when maths used.
unnecessary

E.2 The mathematics The student made use of algebra,

used should be statistics and hypothesis testing to carry
part of the ✔ out their exploration. The mathematics
syllabus or at a used is therefore appropriate for SL AI.
similar level

E.3 Any mathematics This criterion is not applicable here, as

-
outside of the there is no mathematics outside the
syllabus' scope is syllabus' scope.
explained (does
not have to be
present)

E.4 The understanding Refer to comments in annotated work

is demonstrated
without any
shortcuts. Every
step of the
calculations and
✘
reasoning is shown
(providing just the
correct answer is
not enough)

E.5 Specific The student actively applies the

examples/practical mathematics in their exploration by
application of substituting necessary values into the
mathematics is proper equations and conducting them.
presented (simply ✔
stating formulas
does not indicate
an understanding
of the ideas)

E.6 All calculations are Refer to comments in annotated work

necessary to find
the answer to the
problem of the
exploration. Each
step results in
✘
further
development
towards the work's
aim.

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E.7 Mathematics is Refer to comments in annotated work
error-free and uses
appropriate ✘
approximation at
all times

Criterion summary:
The student's use of mathematics in the exploration is appropriate, with necessary calculations and no
overly complicated mathematics. They have effectively applied algebra, statistics, and hypothesis testing
at a suitable level for SL AI. However, the demonstration of understanding without shortcuts and the
necessity of all calculations (especially the part with Spearman's rank) to solve the problem could be
improved, as highlighted in the comments. Additionally, there are errors in the mathematics, specifically
in the assignment of ranks, leading to mistakes in the Spearman's rank correlation coefficients. The
student should address these issues and ensure error-free mathematics with appropriate approximation.

Overall grade: 9/20

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