Mathematical

Knowledge and Skills

and Their Application
Appropriate selection
and use of
mathematical
algorithms.

Demonstrates
generally competent
knowledge of
content and
understanding of
concepts and
relationships to solve
one and two step
routine trigonometric
questions.
Page 1 of 8
Stage 1 Mathematics task
Ref: A206746 (revised January 2013)
SACE Board of South Australia 2012

Mathematical
Knowledge and Skills
and Their Application
As a whole, the
students responses
to Questions 1 & 2
indicate generally
competent
knowledge of
content and
understanding of
concepts, use of
mathematical
algorithms and
techniques to find
some correct
solutions to complex
questions, and
generally accurate
application of
knowledge and skills
to answer questions
set in theoretical
contexts.
Mathematical
Knowledge and Skills
and Their Application
In Question 3 the
student
demonstrates some
accurate application
of trigonometric
knowledge and skills
in different contexts.
Page 2 of 8
Stage 1 Mathematics task
Ref: A206746 (revised January 2013)
SACE Board of South Australia 2012

Communication of
Mathematical
Information
The student has
used a diagram to
effectively
communicate their
mathematical
reasoning and
ideas. They have
used appropriate
notation and
representations.
Page 3 of 8
Stage 1 Mathematics task
Ref: A206746 (revised January 2013)
SACE Board of South Australia 2012
Mathematical
Knowledge and Skills
and Their Application
In questions 4 b), c),
and 5 c) the student
has been unable to
demonstrate
mathematical
knowledge and skills
or communication of
mathematical
reasoning and
ideas.
Communication of
Mathematical
Information
Question 5(a)
provides evidence of
the use of generally
appropriate notation
and terminology
using the cosine rule.
However the student
introduces a square
root sign while still
referring to .
2
a
Page 4 of 8
Stage 1 Mathematics task
Ref: A206746 (revised January 2013)
SACE Board of South Australia 2012
Page 5 of 8
Stage 1 Mathematics task
Ref: A206746 (revised January 2013)
SACE Board of South Australia 2012

Mathematical
Knowledge and Skills
and Their Application
Demonstrates correct
use of mathematical
algorithms and
techniques to
correctly answer
routine questions that
supports accurate
application of
knowledge and skills
to answer routine
questions set in a
theoretical context.
Page 6 of 8
Stage 1 Mathematics task
Ref: A206746 (revised January 2013)
SACE Board of South Australia 2012

Communication of
Mathematical
Information
The student uses
appropriate notation
and terminology
when the solution
involves the use of
sine, cosine, or tan
ratios.
Using their (incorrect)
results from early
working the student
again demonstrates
correct use of a
mathematical
algorithm to find a
value of x which has
been correctly
identified as the key
question in this
context.
Page 7 of 8
Stage 1 Mathematics task
Ref: A206746 (revised January 2013)
SACE Board of South Australia 2012

PERFORMANCE STANDARDS FOR STAGE 1 MATHEMATICS


Mathematical Knowledge and
Skills and Their Application
Mathematical Modelling and Problem-
solving
Communication of
Mathematical Information
A Comprehensive knowledge of content
and understanding of concepts and
relationships.
Appropriate selection and use of
mathematical algorithms and
techniques (implemented electronically
where appropriate) to find efficient
solutions to complex questions.
Highly effective and accurate
application of knowledge and skills to
answer questions set in applied and
theoretical contexts.
Development and effective application of
mathematical models.
Complete, concise, and accurate solutions to
mathematical problems set in applied and theoretical
contexts.
Concise interpretation of the mathematical results in
the context of the problem.
In-depth understanding of the reasonableness and
possible limitations of the interpreted results, and
recognition of assumptions made.
Highly effective communication of
mathematical ideas and reasoning
to develop logical arguments.
Proficient and accurate use of
appropriate notation,
representations, and terminology.
B Some depth of knowledge of content
and understanding of concepts and
relationships.
Use of mathematical algorithms and
techniques (implemented electronically
where appropriate) to find some correct
solutions to complex questions.
Accurate application of knowledge and
skills to answer questions set in applied
and theoretical contexts.
Attempted development and appropriate application
of mathematical models.
Mostly accurate and complete solutions to
mathematical problems set in applied and theoretical
contexts.
Complete interpretation of the mathematical results
in the context of the problem.
Some depth of understanding of the reasonableness
and possible limitations of the interpreted results,
and recognition of assumptions made.
Effective communication of
mathematical ideas and reasoning
to develop mostly logical
arguments.
Mostly accurate use of appropriate
notation, representations, and
terminology.
C Generally competent knowledge of
content and understanding of concepts
and relationships.
Use of mathematical algorithms and
techniques (implemented electronically
where appropriate) to find mostly
correct solutions to routine questions.
Generally accurate application of
knowledge and skills to answer
questions set in applied and theoretical
contexts.
Appropriate application of mathematical models.
Some accurate and generally complete solutions to
mathematical problems set in applied and theoretical
contexts.
Generally appropriate interpretation of the
mathematical results in the context of the problem.
Some understanding of the reasonableness and
possible limitations of the interpreted results, and
some recognition of assumptions made.
Appropriate communication of
mathematical ideas and reasoning
to develop some logical
arguments.
Use of generally appropriate
notation, representations, and
terminology, with some
inaccuracies.
D Basic knowledge of content and some
understanding of concepts and
relationships.
Some use of mathematical algorithms
and techniques (implemented
electronically where appropriate) to find
some correct solutions to routine
questions.
Sometimes accurate application of
knowledge and skills to answer
questions set in applied or theoretical
contexts.
Application of a mathematical model, with partial
effectiveness.
Partly accurate and generally incomplete solutions to
mathematical problems set in applied or theoretical
contexts.
Attempted interpretation of the mathematical results
in the context of the problem.
Some awareness of the reasonableness and
possible limitations of the interpreted results.
Some appropriate communication
of mathematical ideas and
reasoning.
Some attempt to use appropriate
notation, representations, and
terminology, with occasional
accuracy.
E Limited knowledge of content.
Attempted use of mathematical
algorithms and techniques
(implemented electronically where
appropriate) to find limited correct
solutions to routine questions.
Attempted application of knowledge
and skills to answer questions set in
applied or theoretical contexts, with
limited effectiveness.
Attempted application of a basic mathematical
model.
Limited accuracy in solutions to one or more
mathematical problems set in applied or theoretical
contexts.
Limited attempt at interpretation of the mathematical
results in the context of the problem.
Limited awareness of the reasonableness and
possible limitations of the results.
Attempted communication of
emerging mathematical ideas and
reasoning.
Limited attempt to use appropriate
notation, representations, or
terminology, and with limited
accuracy.


Page 8 of 8
Stage 1 Mathematics task
Ref: A206746 (revised January 2013)
SACE Board of South Australia 2012