Mathematics Analysis and Approaches SL Internal Assessment Modelling an Ethiopian Egg.

This is the criteria make sure that what you edit ticks off each point. Also I wrote the first four pages which you can edit as much as you’d like according to the criteria, however the rest of the pages I need it to be finised, I added the headings to what I was planning on doing, just finish what i’ve started please.
A: Presentation
The work is divided into sections: introduction, body, and conclusion.
The body of the work is further subdivided so that phases of the exploration are clearly indicated.
The topic of the Internal assessment is stated clearly and explained in the introduction
The introduction includes a general description of the student’s approach to the topic and what area of the maths curriculum the exploration focuses on
The conclusion is a summary of the outcomes and a response to the aim of the exploration stated in the introduction
The exploration is clear and understandable throughout – no rereading of sections is necessary
The consequent parts of the work are linked logically – one is the follow-up of the other
The use of technology, when applied, is clearly indicated and explained
If analytical software is used, its purpose is described and the link to it is provided
The graphs, tables, and diagrams are present in appropriate places (in the body paragraphs, after their descriptive introduction)
Only large tables (raw data) or additional diagrams/graphs are attached as appendices
The exploration is 12-20 pages long (excluding the bibliography and appendices)
The font used is 12pt. Double spacing is used. Text is justified
All information outside of the syllabus scope is referenced (using footnotes or in-text citations)
All mathematical formulae, equations, and other calculations are centred
The pages are numbered in the bottom right corner (for all sections, but the page count should start with the introduction on the first page)
There are no unnecessary or repetitive calculations/graphs/descriptions

B: Mathematical Communication
Correct mathematical notation, symbols, and terminology are used consistently and correctly
Computer notation is present only if software-generated (clear indication necessary)
Key terms/variables are defined and explained when first introduced
The main concepts are described in the introduction
Additional terms are defined in detail in appropriate places (dependent on the development of the exploration)
Multiple forms of mathematical representation: formulae, diagrams, tables, charts, graphs, and models are present but used only if appropriate
All mathematical calculations are explained and any data presentation is described
The degree of accuracy is stated for any rounded values
Results are rounded only at the end of the calculations thread
The student used a deductive method and set out logical proofs where appropriate
The graphs, tables, and diagrams are labeled (titled and numbered) at the bottom

C: Personal Engagement
The link between the topic of the exploration and the student’s personal interests is described
The student puts a number of questions in the introduction as well as in the latter part of the exploration and consequently presents answers to them – answers are found over the course of the investigation
The student makes predictions and tests them. Their evaluation is present
The exploration looks at the topic from different perspectives
The exploration includes models/indices/formulae devised or modified by the student

D: Reflection
The exploration includes the final evaluation
The evaluation consists of a discussion of the strengths and weaknesses of the exploration as well as possibilities for its improvement
The evaluation contains ideas for further investigations linked to the work
Multiple perspectives presented in the exploration are compared and contrasted
Limitations of the exploration are considered
The accuracy/effectiveness of different approaches/models is compared
Comments on the implications of the intermediate findings are present throughout the exploration (each phase is assessed individually in the body of the work)
The comment on the accuracy of the calculations is present
The evaluation links back to the aims of the exploration

E: Use of Mathematics
Overly complicated mathematics is not used when unnecessary
The mathematics used should be part of the syllabus or at a similar level
Any mathematics outside of the syllabus’ scope is explained (does not have to be present)
The understanding is demonstrated without any shortcuts. Every step of the calculations and reasoning is shown (providing just the correct answer is not enough)
Specific examples/practical application of mathematics is presented (simply stating formulas does not indicate an understanding of the ideas)
All calculations are necessary to find the answer to the problem of the exploration. Each step results in further development towards the work’s aim.
Mathematics is error-free and uses appropriate approximation at all times

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