1. Introduction to Criterion D By: Alessandro Cantillo, Daniel Tuesta, Sofia Reichard, Luis Cruz, Kiana Robles

2. Achievement LevelDescription 0 Student does not produce any interpretations or conclusions. (must be no evidence of interpretation or conclusions anywhere in the project, or completely false interpretation is given without reference to any of the results obtained) 1 Student produces at least one interpretation or conclusion (only minimal evidence or interpretations or conclusions is required for this level. This level can be achieved by recognizing the need to interpret the results and attempting to do so, but reaching only false conclusions.) 2 Student produces at least one interpretation and/or conclusion that are consistent with the mathematical processes used. (A “follow through” procedure should be used and, consequently, it is irrelevant here whether the processes are either correct or appropriate; the only requirement is consistency 3 The project contains a meaningful discussion of interpretations and conclusions that are consistent with the mathematical processes used. (To achieve this level, the student would be expected to produce a discussion of the results obtained and the conclusions drawn based on the level of understanding reasonably to be expected from a student of mathematical studies SL. This may lead to a discussion of underlying reasons for results obtained. If the project is a very simple one, with few opportunities for substantial interpretation, this achievement level cannot be awarded.)

3. What to ask yourself ? Did I produce multiple conclusions based on my mathematical processes? Did I discuss how I interpreted the results of my mathematical processes? Are my conclusions and interpretations consistent with the mathematical process? Do my conclusion relate back to my original research question? Is my discussion of my interpretations and conclusions “ Comprehensive”

4. Key points for criterion D Be confident when writing your interpretations and conclusion Double and Triple check your work before writing a conclusion Always keep your research question in mind throughout the whole IA Be knowledgeable and consistent with all of the methods used in your IA

5. How to get a Level 1 Daniel Tuesta

6. Achievement Level 1 Student produces at least one interpretation or conclusion Only minimal evidence and interpretations of data are required for this level This level can be achieved by recognizing the need to interpret the results and attempting to do so, but reaching only false conclusions.

7. Example Original exampleInterpretation By looking at a table of critical values of the χ2distribution, the critical value for two degrees of freedom and 5% level of significance is 5.991. Since the χ2 value 7.03535is greater than 5.991, I reject the null hypothesis and accept the alternative hypothesis, concluding that eye color and hair color are dependent variables. This conclusion shows that people with brunettes are more likely to have brown eyes than blue or green eyes and that there is proportionately a greater diversity of eye color evident in blondes than brunettes.

8. Example Achievement Level 1Interpretation By looking at a table of critical values you can see the critical value is 5.991. Since the χ2 value 7.03535 is greater than 5.991, I reject the null hypothesis, concluding that more people have brown eyes

9. How to Get a 2 Sofia Reichard

10. Standard Requirements A t least one interpretation/conclusion that is consistent with the mathematical processes used. A “follow through” procedure should be used and it is irrelevant here whether the processes are either correct or appropriate; the only requirement is consistency. Conclusion that related back to the research question

11. In Contrast Interpretation of Results:

12. Why is it a 2?

13. How to Receive a 3 Luis Cruz

14. Example of Good IA

17. Questions Did I produce at least 2 conclusions based on my mathematical processes? Did I discuss how I interpreted the results of my mathematical processes? Are my conclusions and interpretations consistent with the mathematical processes? Do my conclusions relate back to my original research question? Is my discussion of my interpretations and conclusions comprehensive?

18. Checklist Must interpret results obtained Summarize in words the information presented in a table or in graphical form Compare results obtained from different sets of data, or results obtained in different ways from the same set of data Used the results obtained to generalize or make conjectures and from there to draw relevant conclusions Commented on sources of error within the project Made relevant statements about restrictive nature of the project Identified any assumptions that have been made Discussed the validity of the processes used and of the results as a whole

19. Conclusion Kiana Robles

20. Do'sDon’t's contains a meaningful discussion of interpretations and conclusions that are consistent with the mathematical processes used. produce a discussion of the results obtained and the conclusions drawn based on the level of understanding expected from a student of mathematical studies. a discussion of underlying reasons for results obtained. Student does not produce any interpretations or conclusions. must be no evidence of interpretation or conclusions anywhere in the project completely false interpretation is given without reference to any of the results obtained

21. When teachers are grading, if they grade too strictly and the scores seem to be apparently low, then the scorers of the Math IA's go back and review all the IA's and regrade them accordingly If the Math IA scores seem to be to high then then Scorers tend to be skeptical and review all the IA's. The rest of the IA's will be scored accordingly