Year 9: MATHEMATICS
Grade Descriptors
| Examination (One) | Examination (Two) | Problem Solving | Topic Tests | |
| A | Thorough knowledge and comprehensive understanding of the syllabus. | Thorough knowledge and understanding; successfully applied mathematical principles in a sophisticated and accurate manner in a wide variety of contexts. | Successful application of mathematical principles to solve a range of challenging problems. Clear integration of knowledge, understanding and skills from different areas. Comprehensive responses containing all necessary detail. | Thorough knowledge and comprehensive understanding of the syllabus. |
|---|---|---|---|---|
| B | Broad knowledge and understanding, although some responses lacked detail or contained minor errors. | Broad knowledge and understanding; applied mathematical principles in a variety of contexts, although some responses lacked detail or contained minor errors. | Successful application of mathematical principles to solve a variety of problems. Some integration of knowledge, understanding and skills from different areas. Some responses lacked necessary detail or contained minor errors. | Broad knowledge and understanding, although some responses lacked detail or contained minor errors. |
| C | Satisfactory knowledge and understanding of the syllabus; satisfactory application of mathematical processes in performing routine tasks. Some responses lacked detail; some significant errors. | Satisfactory knowledge and understanding of the syllabus; applied mathematical principles and processes in performing routine tasks to a satisfactory level, although some responses lacked detail; several significant errors. | Satisfactory application of mathematical principles to solve some problems. Satisfactory integration of knowledge, understanding and skills from different areas, when given some direction. | Satisfactory knowledge and understanding of the syllabus; satisfactory application of mathematical processes in performing routine tasks. Some responses lacked detail; some significant errors. |
| D | Basic knowledge of the syllabus and limited understanding of mathematical principles; attempted to carry out mathematical processes in straightforward contexts, but many significant errors. | Basic knowledge of the syllabus and limited understanding of mathematical principles; attempted to apply mathematical principles in straightforward contexts; many significant errors. | Limited application of mathematical principles to solve problems. | Basic knowledge of the syllabus and limited understanding of mathematical principles; attempted to carry out mathematical processes in straightforward contexts, but many significant errors. |
| E | Very limited knowledge of the syllabus; difficulty carrying out mathematical processes at a basic level. | Very limited knowledge of the syllabus; difficulty applying mathematical principles even at a basic level. | Limited application of mathematical principles to solve even the most basic problems. | Very limited knowledge of the syllabus; difficulty carrying out mathematical processes at a basic level. |
