Mathematics

In order to... Students must...

Objective ATL skill indicator ATL category Rationale

Criterion A

Knowing and understanding

select appropriate mathematics when solving problems in Apply skills and knowledge in Thinking: Transfer Students should not only show their working out, but describe why they picked
i.
both familiar and unfamiliar situations unfamiliar situations Skills the technique they used.

apply the selected mathematics successfully when solving Apply existing knowledge to solve Thinking: Creative
ii. Students should show their working out.
problems mathematical problems Thinking Skills

Apply skills and knowledge in Thinking: Transfer Students should show how the skills and knowledge they have learnt can be
iii. solve problems correctly in a variety of contexts.
unfamiliar situations Skills used for different purposes.

Criterion B

Investigating patterns

select and apply mathematical problem-solving techniques Draw reasonable conclusions and Thinking: Critical Students will analyse patterns and will describe how they have determined what
i.
to discover complex patterns generalizations Thinking Skills comes next.

Students will write the rule for the pattern they are investigating, describing how
Thinking: Critical they reached their conclusion. Students will use their rule to make predictions
ii. describe patterns as general rules consistent with findings Identify trends and forecast possibilities
Thinking Skills about numbers in the sequence, for example, predicted the 1000th number in a
number sequence.

Students will show how their mathematical rules they are exploring work in 'real
Gather and organize relevant Thinking: Critical
iii. prove, or verify and justify, general rules. life', for example, Fibonacci numbers shown in spirals in flowers. They will use
information to formulate an argument Thinking Skills
these examples to prove, verify and justify the rule.

Criterion C

Communicating

Taking on the role of a professional who uses mathematics, for example, an

use appropriate mathematical language (notation, symbols Understand and use mathematical Communication
i. architect, students will use the appropriate mathematical language and notations
and terminology) in both oral and written explanations notation Skills
in a presentation.

use appropriate forms of mathematical representation to Use appropriate strategies for Self-Management: Students can use mathematical techniques to simplify problems. This might
ii.
present information organizing complex information Organisational Skills mean simplifying numbers or breaking down problems into smaller steps.

move between different forms of mathematical Interpret and use effectively modes of Communication Students can understand and create graphs, charts, infographics and other
iii.
representation non-verbal communication Skills forms of visual representation of data.

communicate complete, coherent and concise Practice visible thinking strategies and Thinking: Creative Students can use See-Think-Wonder to help them identify and communicate
iv.
mathematical lines of reasoning techniques Thinking Skills ideas around mathematics, including patterns.

Criterion D

Applying mathematics in real-world contexts

Thinking: Critical Students can analyse real-life situations to determine how mathematics impacts
i. identify relevant elements of authentic real-life situations Recognize and evaluate propositions
Thinking Skills or can be used to improve/change the situation.

Combine knowledge, understanding

select appropriate mathematical strategies when solving Thinking: Transfer Students use mathematics to help them create a product, for example, using
ii. and skills to create products or
authentic real-life situations Skills trigonometry to create a bridge or using probability to create a game.
solutions
Students should demonstrate how they might use their mathematical knowledge
apply the selected mathematical strategies successfully to Use effective learning strategies in Thinking: Transfer
iii. to support them in other subjects. (This would be a great ATL to select for an
reach a solution subject groups and disciplines Skills
IDU)

Students should focus on how they JUSTIFY how accurate their work is - should
they stop at one decimal place? two? three? Why? What about for percentages?
iv. justify the degree of accuracy of a solution Negotiate effectively Social Skills When can accuracy connect to ethics? safety? Can inaccuracy be used for
propaganda? When might rounding up be good? bad? How might
organisations/companies/governments use this to benefit them?

Research: Students should gather examples to show when the mathematics they are
justify whether a solution makes sense in the context of Collect and analyse data to identify
v. Information Literacy studying has been used and applied to real-life situations, so that they can justify
the authentic real-life situation. solutions and make informed decisions
Skills using the same math for their solutions.