Go SOLO As91581(3.9) Bivariate data

 

My learners found it useful to follow the SOLO taxonomy to work on Achievement, Merit, and Excellence.

Go SOLO As91582 (3.10) Formal Inference

SOLO taxonomy helps learners to identify between Achievement/ Merit/ Excellence.

Here is the breakdown:

Go SOLO As91580 (3.8) Time series

 

I found SOLO taxonomy used to enhance teaching, learning, assessment, and curriculum design.

My learners found this useful to reach their desired grades.

SOLO taxonomy As91267(2.12) -Probability methods

 I found the SOLO taxonomy to be extremely useful for differentiated teaching, as well as my own for my own learning.

ACHIEVEMENT
Candidates who were awarded Achievement for this standard demonstrated the required skills and knowledge. They commonly:
• calculated probabilities or percentages using either Normal Distribution Tables or a Graphics calculator
• calculated probabilities using Probability Tree Diagrams
• calculated probabilities or proportions from the information presented in contingency tables.
ACHIEVEMENT WITH MERIT
In addition to the skills and knowledge required for the award of Achievement, candidates who were awarded Achievement with Merit commonly:
• inverse normal distribution problems.
• applied calculated probabilities or proportions to determine the expected value for a situation and gave the answer as a whole number for a discrete situation
• compared features of a sample distribution with a Normal Distribution by partially describing 
similarities/differences using correct statistical terms
• calculated probabilities for multiple events using Probability Tree Diagrams
• could set up and solve a linear probability equation.
ACHIEVEMENT WITH EXCELLENCE
In addition to the skills and knowledge required for the award of Achievement with Merit, candidates who were awarded Achievement with Excellence commonly:
• applied their understanding of inverse Normal Probability situations to find an unknown parameter 
(e.g. could find a new mean or standard deviation)
• could compare in depth the features of a sample distribution with a Normal Distribution by fully describing similarities/differences using correct statistical terms
• found a conditional probability for an event using either an extended probability tree diagram or conditional probability rule
• determined relative risks and drew a conclusion relating to a claim about the events occurring

SOLO taxonomy As91265(2.10) -Conduct an experiment to investigate a situation using statistical methods.

 

The Solo Taxonomy model helps learners to understand and think when analyzing statistical experiments. The framework guides to identify the areas of improvement and moves toward high-level thinking to gain higher-level grades.

SOLO taxonomy As91264(2.9) -Statistical Inference

 

My learners found SOLO useful to have a better understanding of the difference

between Achievement/ Merit/ Excellence.

SOLO taxonomy As91256(2.1) -Co ordinate geometry

Achievement-2 different techniques from gradient, Length, and distance.

Merit- 2 different descriptions of the shapes.

Merit- Proof of two observations from the findings.

Go SOLO As91026 Algebra

 

I use SOLO taxonomy   to describe the different levels of thinking in the standards.

The stages in the SOLO taxonomy are increasing in quantity and quality of thought.

Achievement

• Add and subtract like terms
  Multiply and divide terms-
• Review
• Factorise expressions with a common factor (1 bracket)
  Factorise quadratic expressions (2 brackets )
• factorising
• Harder factorising
• Expand with a common term
  Multiply 2 brackets together and simplify my answer
• Expanding
• more expanding
• Find powers of terms
• Simplifying 
• Substitute into formula and find the answer
• Susbtitution into formulae. 
• Solve linear equation
• Solving linear equations
  Solve quadratic equations when they are factorised
• solving Quadratic equations such as (8x + 3)(x - 6) = 0,
• Write a rule, for a linear pattern in words and symbols  linear.
• Write a rule, for a simple quadratic pattern in words and symbol.

Merit

• inequations. such as 5x + 12 = 3 - 2x or3(x - 2) < 7
• Inequations
• Describe a quadratic pattern in words and symbols
•  quadratic patterns
• 
  Simplify algebra expressions including fractions
• Add and subtract fractions.
• Use substitution to generate a pattern from a given rule
• 
  Rearrange formula
• rearranging formulae 
  Solve equations: linear, quadratic, simultaneous
  Solve linear inequations
  x² + 5x – 6 = 0, 3x² = 10x - 8 (completing the square and the quadratic formula are not required)
• Applications
• solving simple equations involving exponents such as x³ = 8, 5x = 125
• solving simultaneous equations with two unknowns.

Excellence

• • Write equations to solve practical problem.
    Write correct mathematical statements
    Write my answer in words that relate to the question
    Present my answer in a logical way
    Use my algebra skills to solve practical problems
    Manipulate complicated algebra expressions

 

Solo taxonomy As91026(1.4)

 

Here is a 1.4 worked example linked with Solo taxonomy.

SOLO AS91035(1.10) Multivariate data

I found the SOLO taxonomy very useful to differentiate between Achievement, Merit, and Excellence.

Here is the breakdown.

Achievement	Merit	Excellence
Pose a question using 2 qualitative variables and one quantitative variable.
Create 2 graphs Box and Whisker Dot Plot
Provide summary statistics
Analysis State at least 2 features comparing the two variables	2 different features discussed in context stating figures from statistics.	3 different features discussed in context giving reasons and meaning to the comments. Centre Spread Shape of Distribution
Answer the question OR make an informal reference to the population	Answers the question with evidence to justify. Gives a statement about the medians in making a call or states it is too close to call with evidence.   Refers back to population	Makes a call citing comparison of medians OR mid 50% Must refer back to Population   No Contradictions   3 comments showing abstract thinking eg  Variability       Expected results       Contextual knowledge Other contributing Factors

 

GO SOLO As 91032 Trigonometry

I found SOLO taxonomy very useful for planning my lessons as well as learners to differentiate between Achievement/Merit/ Excellence. Here is the breakdown:

Achievement	Correct measurement and uses at least three different numeric methods in an attempt to solve the problem. Measurement And  1)Find any side of a right-angled triangle using Pythagoras  Theorem 2D and Pythagoras 3D. 2)Use sin, cos, and tan to find an opposite or adjacent side of a right-angled triangle 3)Use sin, cos, and tan to find an angle in a right-angled triangle
Merit	Solve a problem involving one or more of: 1)trigonometry to find the hypotenuse.  2) symmetry of isosceles triangles.  3)- comparing scale drawing with calculation  4)straight-forward 3D situations  5) vectors.  6)Interpret bearings or grid references. 7) Angle of elevation /depression  8)Applications  Present my answer in a way that is easily understood Give my answer to the problem in words
Excellence	Extended abstract thinking. This could involve one or more of: Devising a strategy to investigate or solve a problem. 1)Similar Triangles. Recognise Similar triangles and use Identify or draw triangles to solve problems  2)Solve 3D problems involving at least two triangles. Present my answer in a way that is easily understood Give my answer to the problem in words Use appropriate rounding, units, and mathematical statements.

 

SOLO AS91026(1.1) Number

 My learners found it very useful to differentiate between Achievement, Merit, and Excellence.

Criteria
Achievement	uses at least three different numeric methods in an attempt to solve the problem. Ratio and Proportion (need at least one) Rounding and rates (need at least one). Fraction of, Percentage of, Percentage Increase/decrease and GST(need at least one).
Merit	Solve a problem involving one or more of: Selecting and carrying out a logical sequence of steps Connecting different concepts and representations Demonstrating understanding of concepts Forming and using a model Relating findings to a context Communicating thinking using appropriate mathematical statements. What this means? Solve a problem (with working and explanation) using multiple steps
Excellence	Extended abstract thinking. This could involve one or more of: Devising a strategy to investigate or solve a problem Identifying relevant concepts in context Developing a chain of logical reasoning, or proof Forming a generalisation Using correct mathematical statements Communicating mathematical insight. What this means? Solve a problem (with complete working and explanation) using multiple steps and consider rounding issues, multiple solutions, assumptions, comparing different options.

Here is the application on the Practice test Link.

GO SOLO As91262(2.26) Calculus(External)

There are two external topics in the course. My learners found this Calculus topic extremely enjoyable compare to Algebra As91262(2.5)  external so I have enrolled every learner in the class for Calculus external and selected learners for both.  I taught using Miro online board during the second lockdown since it has too many complicated questions. Also, these resources will be useful for rewindable learning for the Mock examinations(Term4, week2) and end of year NCEA examination will be on the 19th of November. 

My learners and I found SOLO taxonomy useful to differentiate the questions between Achievement, Merit and Excellence.

 

Achievement

Understand the relationship between a function (equation) and the  *  graph of the gradient function (derivative)  *  area between the graph and the x axis (integral)

Understand the symbols   dy/dx, f’(x), f"(x) and dx

Differentiate expressions that have integer exponents like 3x2 and 4/x2

Find the gradient at a given point of a graph if given the equation of the graph

Find the point on a graph that has a given gradient if given the equation of the graph

Integrate expressions that have integer exponents like 3x2 and 4/x2

Find the equation of a curve if I am given the gradient function

Merit

Find turning points

Identify what type of turning point and when a function is increasing or decreasing

Find the equation of a tangent to a curve

Solve kinematics problems (velocity, acceleration)

Interpret my solution into words related to the problem

Excellence

Optimisation problems

Kinematics

Rates of change

Form equations for optimization and area problems, kinematics and rates of change

GO SOLO AS91261 (2.6 ) Algebra

GO SOLO AS91261 (2.6 ) Algebra
I found Solo very  useful to plan and teach, here is the breakdown


Achieve
Apply algebraic methods in solving problems:
• selecting and using methods
• demonstrating knowledge of algebraic concepts and terms
• communicating using appropriate representations.
Manipulate algebraic expressions
Expand brackets up to 3 factors
Factorising expressions including quadratics
Use fractional and negative indices
Change the subject of the formula
Use elementary properties of logarithms
Simplify rational expressions.
Solve equations involving.
Multi-step linear equations or inequations,      eg 3(2x − 5) = 5x + 7
Quadratics that can be factorised      eg 2x2 − 11x = 21
Polynomials in factorised form   eg 3x2(x − 7)(2x + 6) = 0
Simple logarithmic and exponential     eg Log2x = 2,  2x = 64
Forming and solving linear/linear simultaneous equations.
Merit
Relational thinking involves one or more of:
• selecting and carrying out a logical sequence of steps
• connecting different concepts or representations
• demonstrating an understanding of concepts
• forming and using a model;
and also relating findings to a context, or communicating thinking using
appropriate mathematical statements
Solve problems involving equations.
Assessment will be based on a selection from:
- quadratics requiring the use of the quadratic formula
- linear/non-linear simultaneous equations
- exponential eg 134x-5 = 6.
non-linear equations may be given as appropriate to the complexity of the problem.
Students will be expected to solve problems in context.
Excellence
Extended abstract thinking involves one or more of:
• devising a strategy to investigate a situation
• identifying relevant concepts in the context
• developing a chain of logical reasoning, or proof
• forming a generalisation;
and also using correct mathematical statements, or communicating
 mathematical insight.
Choose algebraic techniques and strategies to solve problems.
Where appropriate, interpretation of a solution will be expected and
 may involve the nature of the roots of a quadratic.
Next topic: Reflection on Trigonometry

GO SOLO AS91259 (2.4 ) Trigonometry

GO SOLO AS91259 (2.4 ) Trigonometry



I found SOLO taxonomy very useful for teaching, learning and marking. 
 Achievement
  Learners 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 modeled 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:

GO SOLO Apply graphical methods in solving problems AS91257 (2.2 )

GO SOLO Apply graphical methods in solving problems AS91257 (2.2 )

Using SOLO taxonomy involves learners to differentiate their own learning and makes the
process behind learning explicit. It highlights the difference between surface and deep understanding, helping students understand where they are on that spectrum, and what
they need to do to progress.
My learners found SOLO taxonomy very useful to understand the NCEA breakdown A/M/E.

Achievement

At least two graph sketched

Equations written

Domain stated

Range stated

Two features described for each

Transformation described

Merit

At least three graph sketched

Equations written

Domain stated

Range stated

Two features described for each and interpreted

Transformation described

Excellence

At least two graph sketched with pronumerals

Equations written

Domain stated

Range stated

Next step: Tweak in teaching in due to covid-19.