WHAT IS EXPECTED OF YOU?

BEFORE1. explore the subject matter yourself.2. work out the results yourself.3. explore alternatives. 4. the topics are subjective and ‘open’.

DURING

1. While students are doing their assignments, give guidance but NOT a final answer.

Should use phrases like :A. Tell me your ideas for these.B. Don’t you think there are alternatives?C. Why not read this section again to identify the

method required?

2. If students are copying, advise “Can you rewrite in your own words?.

3. Encourage and stick to planned progress of work.

SUGGESTED APPROACH( assume 2 periods per day )

Day 1 and 2. Read through the question, use your knowledge to

solve the problem; taking note of the theories and names of methods used. This would be used later.

Day 3. Prepare INTRODUCTION and METHODOLGYDay 4.Write RESULTS (your work from Day 1 & 2)Day 5.Write CONCLUSION and REFERENCES.

AFTER (MARKING ASSIGNMENT)** There is no ‘zero’ mark for any section of the

rubric.

1. Scan through all students’ report; while observing their progress, one could be able to group them into different capabilities (intuitively) or may refer to PLD.

2. Mark each section based on the rubrics. (NO MARK SCHEME is used – mark scheme

retards creativity)

INTRODUCTION

Give a scenario and objective of the project.Able to link the ideas and provide a general description of the work

to be done.Keyword : THE IDEAS ARE CONNECTED AND RELATED TO THE

OBJECTIVE/S OF THE PROJECT.

Provides sufficient description to the given problem 3 - 4

Provides limited description to the given problem 1 - 2

Which band would you give? Band (3 – 4) or Band (1 – 2)?If you have chosen (3 – 4), then ask yourself, “3 or 4?”If 3, then where is the imperfection (insufficient description).And so on and so forth.

METHODOLOGY

A detail description of the project.Names of mathematical laws, theorems, principles, etc should be

stated and the processes explained in detail.Mathematical calculations is NOT needed to be shown in the

methodology.

Uses correct mathematical methods to address the given problem. 7 - 8

Uses some correct mathematical methods to address the given problem 5 - 6

Uses limited correct mathematical methods to address the given problem 3 - 4

Uses inappropriate mathematical methods to address the given problem. 1 - 2

Which band would you give? Band (7 – 8) or Band (5 – 6) or Band (3 – 4) or Band (1 – 2)?If you have chosen (7 – 8), then ask yourself, “7 or 8?”If 7, then where is the imperfection (incorrect mathematical method).And so on and so forth.

RESULTS

Performs correct mathematical calculations to obtain correct results.

All steps shown in detail.Graphs and tables, if any, must be shown too.

Performs correct mathematical calculations to obtain correct results 9 - 10Performs correct mathematical calculations to obtain some results 7 - 8Performs some correct mathematical calculations to obtain some results 5 - 6

Performs some correct mathematical calculations but fails to obtain results 3 - 4Performs incorrect mathematical calculations & fails to obtain results 1 - 2

Which band would you give? Band (9–10) or Band (7–8) or Band (5–6) or Band (3–4) or Band (1–2)?If you have chosen (9 – 10), then ask yourself, “9 or 10?”If 9, then where is the imperfection (incorrect calculations).And so on and so forth.** Some candidates may be Band (5 – 6) for METHODOLOGY but could achieve Band (9 - 10) for RESULT.

CONCLUSION

Discuss the outcomes related to the given problem.At times, you may have to restate the answers of the

RESULT section.Extrapolation to other fields of study is encouraged.

Provides sufficient discussion of outcomes related to the given problem. 5 - 6

Provides some discussion of outcomes related to the given problem. 3 - 4

Provides incorrect discussion of outcomes related to the given problem. 1 - 2

Which band would you give? Band (5 – 6) or Band (3 – 4) or Band (1 – 2)?If you have chosen (5 – 6), then ask yourself, “5 or 6?”If 5, then where is the imperfection (insufficient discussion).And so on and so forth.

COMMUNICATIONPresents mathematical information clearly using appropriate representation, terminology & notation

11 - 12

Presents mathematical information satisfactory using appropriate representation, terminology & notation '

9 - 10

Presents mathematical information satisfactory using some appropriate representation, terminology & notation

7 - 8

Presents mathematical information fairly using some appropriate representation, terminology & notation

5 - 6

Presents mathematical information fairly using inappropriate representation, terminology & notation

3 - 4

Presents mathematical information poorly using inappropriate representation, terminology & notation

1 - 2

Marks for this element is based on overall assignment: presentation of mathematical information, anduse of appropriate representation, terminology & notation, graphs, tables and references.

Acknowledgment is not needed.

Which band would you give? Band (11 – 12) or Band (9 – 10) or Band (7 – 8) or Band (5 – 6) or Band (3 – 4) or Band (1 – 2)?If you have chosen (11 – 12), then ask yourself, “11 or 12?”If 11, then where is the imperfection (unclear presentation).And so on and so forth.

- INTRODUCTION- METHODLOGY- RESULTS - CONCLUSIONS

- USE A NEW PAGE FOR EACH SECTION.(SHOULD NOT LABEL QUESTION 1, 2,… )

- DECLARATION WITH SIGNATURE.

- REASONABLE AND CORRECT ANSWERS ARE ACCEPTABLE- EXPLORE ALL POSSIBLE ALTERNATIVES FROM TIME TO TIME.- STUDENTS MAY BE YOUR ENGINES/SPARKS FOR INNOVATION

YES IN OCTOBER

MODERATION ON ASSIGNMENT A, B AND c

- CERTAINLY CAN- ALLOW TO USE BOTH ENGLISH AND B.M.

A TEACHER’S DUTY IS TO• GUIDE• PROPOSE IDEAS• HINT

(BUT NEVER GIVE ANSWERS)THEN MARK !!TEACHER’S ROLES ARE GUIDE, SUPERVISE, AND EXAMINER AT DIFFERENT TIMES (BEFORE-DURING AND AFTER SBA)