 Home
 HSC Course and Performance Band Descriptors
 2016 HSC
 2016 HSC – Mathematics Extension 1 2 unit (15250)
Performance Band Descriptors — 2016 Higher School Certificate
2016 Mathematics Extension 1 Performance Band Descriptors and State Performance (Acrobat PDF)
2 unit Mathematics Extension 1
2016 Candidature  8671
Band E4 (33.12%)

Exhibits extensive knowledge and skills appropriate to the Mathematics and Mathematics Extension 1 courses. Synthesises mathematical techniques, results and ideas creatively across the Mathematics and Mathematics Extension 1 courses to solve difficult problems. Uses sophisticated multistep mathematical reasoning. Interprets, explains, justifies and evaluates solutions to problems. Translates efficiently between practical problems and their mathematical model. Communicates complex ideas and arguments effectively using appropriate mathematical language, notation, diagrams and graphs.


Band E3 (46.46%)

Exhibits knowledge and skills appropriate to the Mathematics and Mathematics Extension 1 courses. Synthesises mathematical techniques, results and ideas from across the Mathematics and Mathematics Extension 1 courses to solve problems in areas such as geometry, calculus and probability. Uses multistep mathematical reasoning such as mathematical induction. Translates between practical problems and their mathematical model in areas such as projectile motion. Communicates effectively using appropriate mathematical language, notation, diagrams and graphs.


Band E2 (17.65%)

Exhibits knowledge of the techniques of the Mathematics and Mathematics Extension 1 courses. Uses techniques of integration from the Mathematics Extension 1 course such as integration by substitution. Uses logical reasoning in numerical contexts such as problems in algebra and geometry. Applies calculus to solve practical problems. Communicates using mathematical language, notation, diagrams and graphs.


Band E1 (2.75%)

A mark in this band indicates that the student has achieved below the minimum standard expected.

