#Solving sequences registration#
#Solving sequences code#
#Solving sequences series#

The student would also need to more clearly communicate what they are calculating. To reach Merit, the student needs to start to investigate different building sizes. The student has selected and used a partial sum of an arithmetic sequence in correctly finding the total weekly rent for a 15 floor building in the industrial area (1), and a partial sum of a geometric sequence in finding the total weekly rent for a 15 floor building in the business area (2). This involves selecting and using methods, demonstrating knowledge of concepts and terms and communicating using appropriate representations.

#Solving sequences series#

The student should also use appropriate mathematical statements throughout the response.įor Achieved, the student needs to apply sequences and series in solving problems. The student has formed and used models to investigate the total weekly rent for the business area (1) and industrial area buildings (2).įor a more secure Merit, the student needs to use eight inside offices rather than six, and for the solution, the difference in rents needs to be less than $1000. This could be done by explaining why floors 17 and 19 were chosen, and by confirming that the difference is less than $1000. To reach Excellence, the student could improve the communication. The student has used appropriate mathematical statements. The student has formed and used a model to find the total weekly rent for an industrial area building (1) and a business area building (2). This involves one or more of: selecting and carrying out a logical sequence of steps, connecting different concepts or representations, demonstrating understanding of concepts, forming and using a model, and also relating findings to a context or communicating thinking using appropriate mathematical statements. The student should also use correct mathematical statements throughout the response.įor Merit, the student needs to apply sequences and series, using relational thinking, in solving problems. The student has found a solution for the number of floors required in each building in order for the income difference to be less than $1000 (3).įor a more secure Excellence, the student needs to improve the communication by clearly indicating what it is they are calculating and the decisions that they made when selecting and using formulae.

The student has devised a strategy to investigate and find the total weekly rent for the buildings with 15 floors in both areas (1) (2). This student’s evidence is in response to the TKI task ‘Property Development’. This involves one or more of: devising a strategy to investigate a situation, identifying relevant concepts in context, developing a chain of logical reasoning, or proof, or forming a generalisation, and also using correct mathematical statements, or communicating mathematical insight. Low Excellence Commentaryįor Excellence, the student needs to apply sequences and series, using extended abstract thinking, in solving problems. The main content of this exemplar has not changed. Minor revisions have been made to improve quality. Selected extracts are used, focused on the grade boundaries, in order to assist assessors to make judgements at the national standard. The student work shown does not always represent a complete sample of what is required. This annotated exemplar is intended for teacher use only. TKI Mathematics and Statistics Assessment Resourcesĭownload all these exemplars and commentary (PDF, 378KB)

Show: All Mathematics and Statistics exemplars

Mathematics and Statistics - annotated exemplars level 2 AS91258Īpply sequences and series in solving problems (2.3) Offshore use of qualifications and programmes.

#Solving sequences code#

Tertiary and International Learners Code of Practice.

Submitting results and awarding qualifications and micro-credentials.

#Solving sequences registration#

Approval, accreditation and registration.

NZQA's quality assurance system for tertiary education organisations.

Developing qualifications at Levels 1-6 on the NZQF.