GO SOLO 2.14 (AS91269)

Achievement(Multi-structural)
The student has applied systems of equations in solving problems.
The student correctly selects and uses methods with systems of equations.
They have demonstrated knowledge of concepts and terms and communicated
using appropriate representations. Anyone of these three situations is required
(1) A proposed fence crosses the drain.
(2)Irrigator crosses the drain.
(3) Irrigator crosses the fence.

forming Achievement with Merit(Relational)

The student has applied systems of equations, demonstrating relational thinking

in solving problems. The student has selected and carried out a logical sequence

of steps. The student has related their findings to the context or communicated their

Thinking of using appropriate mathematical statements.

The student correctly forms the equation for the Irrigator as

and uses the equation of the drain to form a quadratic equation.

This equation is then solved to form the points. The student then indicates

that both points are important as bridges will be needed at both for the irrigator to cross the drain.

OR

Using the equation for the irrigator and the proposed fence the student correctly

forms a quadratic equation.  The student then solves this equation to indicate

that the proposed fence intersects with the irrigator at two points .

The student clearly communicates his/her findings in the context of this problem.

Sensible rounding is required

Achievement with Excellence(Extended Abstract)

The student has applied systems of equations, using extended abstract thinking, in solving problems.

The student has used correct mathematical statements or communicated mathematical insight.

For example:

Using the equation for the irrigator and the proposed fence the student

correctly forms a quadratic equation.  The student then solves this

equation to indicate that the proposed fence intersects with the irrigator at two points

sets of points. Then use discrimination set up to resolve the ranges.

GO SOLO for As91259(2.4) Trigonometry

Apply trigonometric relationships in solving problems.

Achievement
Students will demonstrate competency in at least two different methods 
 listed 

           Length of an arc of a circle,

           Area of a sector of a circle,   Sine rule, Cosine rule,
         Area of a triangle

Merit

Students will demonstrate competency in at least two different methods and 

use at least one type of relational thinking across their solutions. 

Solve problems and model situations that require them to apply 

trigonometric relationships, including the sine and cosine rules, 

in two and three dimensions

solves problems that can be modelled by trigonometric relationships

uses the area formula for triangles and the sine and cosine rules 

to  solve problems

uses radian measure

Excellence

Students will demonstrate competency in at least two
different methods and use extended abstract thinking across 
their solutions and answer question
 fully relating to the problem.
Arc length and area of sector problems:
-semi-circular cross-section troughs
-security light coverage-radar overlapping areas

GO SOLO for As91264(2.9)

I found SOLO taxonomy use with teaching and marking.


Achievement 

The student shows evidence of using each component of the statistical 

inquiry cycle to make an inference.

The student has:

      specified the purpose of the investigation or has a clear 

      investigative question selected random samples with evidence of how

      this selection was made. The selection is sufficient and relevant to

      the investigative question selected and used appropriate displays

     and measures discussed the sample distributions discussed sampling

      variability, including variability of estimates, made a correct inference

      communicated findings clearly.

Achievement with Merit

The student will make an inference, showing evidence of linking each 

component of the statistical inquiry cycle to the context, and/or populations

 and referring to evidence in support of statements made.

The student has:

specified the purpose of the investigation or has a clear investigative

 question. The purpose or question link to the situation being investigated

selected random samples. The selection is sufficient and relevant to the

 investigative question. Reference to decisions about method or sample 

size is made selected and used appropriate displays and measures

discussed the sample distributions, using supporting evidence that is 

linked to the context discussed sampling variability, including variability

 of estimates made a correct supported inference

communicated findings clearly, and has linked findings to the context

 and populations.

Achievement with Excellence

The student will make an inference, showing evidence of integrating

 statistical and contextual knowledge throughout the statistical enquiry cycle.

 They may reflect on the process or consider other explanations.

The student has:

specified the purpose of the investigation and the investigative question,

 and these are relevant to the situation being investigated

selected random samples. The selection is sufficient and relevant to the

 investigative question. Reference to decisions about method and sample 

size is made

selected and used appropriate displays and measures discussed the 

sample distributions, integrating statistical and contextual knowledge

discussed sampling variability, including variability of estimates

made a correct supported inference communicated findings clearly

 and has linked findings to the context and populations. They have

 justified their inference, integrating contextual and statistical knowledge,

 or they have reflected about the process, or they have considered other 

explanations.

GO SOLO

I found SOLO taxonomy useful to teach Co-ordinate geometry.

At a pre-structural level (NA) Students are expected to use

 less than two different co-ordinate geometry methods.

At an unistructural level (A) Students are expected to use

 at least two different co-ordinate geometry methods. 

Working must be shown and they need to indicate what

 the calculated answer represents.

Multistructural level (M) Relational thinking could be 

shown by the student making conclusions about the

 properties of trapezium ABCD or one shape within the

 trapezium, based on their gradient and length calculations. 

Working must be shown in context and a conclusion 

clearly stated (at least two methods).

Relational thinking (M+, E-) Extended abstract thinking

 could be shown by the student making further observations

 about the shapes formed by a line segment from M 
(M is a midpoint of AB)

(at least two methods).

Students' achievement data - NCEA results

I am looking at my 12MAC students' last year
NCEA achievement(External and internals)
 in assisting with planning  my lessons and
assessments. Link

Here is their achievement:

Know your learner

Mrs. David-12Mac class.   I chose 5 Maori students.

 The students’ names are:

•  Student A

•  Student B

•  Student C 

•  Student D

•  Student E

 My Classes Ethnicity Link