Example 43: Perishable and non-perishable goods—annotated student work

Mathematics: analysis and approaches and mathematics: applications and interpretation 1

 Example 43: Perishable and non-perishable goods—annotated student work

Mathematics: analysis and approaches and mathematics: applications and interpretation 2

 Example 43: Perishable and non-perishable goods—annotated student work

A: Clear introduction
and aim.

Mathematics: analysis and approaches and mathematics: applications and interpretation 3

 Example 43: Perishable and non-perishable goods—annotated student work

C: The section above provides clear

evidence of substantial personal
engagement.

Mathematics: analysis and approaches and mathematics: applications and interpretation 4

 Example 43: Perishable and non-perishable goods—annotated student work

B: Clear diagrams and

tables, but unfortunately
the table was split across
two pages.

D: No reflection here on
the size or make-up of the
sample—this comes much
later in the exploration.

Mathematics: analysis and approaches and mathematics: applications and interpretation 5

 Example 43: Perishable and non-perishable goods—annotated student work

B: Table split across two pages. This

is also just a repeat of the table
above, with the values given to
more significant figures.

B: This table
is not easy to
understand.

A: “Bootstrapping” is not
in the syllabus so more
explanation is required.

Mathematics: analysis and approaches and mathematics: applications and interpretation 6

 Example 43: Perishable and non-perishable goods—annotated student work

A: If it is felt that specific instructions on how software is used should be included to

demonstrate understanding or personal engagement it is usually best to have them
in the appendix and just describe the outcomes in the text.

B: Variables defined.

Mathematics: analysis and approaches and mathematics: applications and interpretation 7

 Example 43: Perishable and non-perishable goods—annotated student work

E: A thorough understanding of
the technique of bootstrapping is
demonstrated.

C: More evidence
of personal
engagement.

B: It is not appropriate to use

units in a formula.

E: Understanding is clearly
demonstrated.

Mathematics: analysis and approaches and mathematics: applications and interpretation 8

 Example 43: Perishable and non-perishable goods—annotated student work

E: Why? There is a lack

of rigour here.

B: Clearly set out,

but would be
better if symbols
rather than
words were used.

B: It is not clear what

the red line is showing,
given that it should fall
part-way up the “step”.

Mathematics: analysis and approaches and mathematics: applications and interpretation 9

 Example 43: Perishable and non-perishable goods—annotated student work

E: Correct interpretation.

E: Though this is not the quickest way

to find the answer, it is a valid method.

Mathematics: analysis and approaches and mathematics: applications and interpretation 10

 Example 43: Perishable and non-perishable goods—annotated student work

B: Clear, well-labelled diagram.

Mathematics: analysis and approaches and mathematics: applications and interpretation 11

 Example 43: Perishable and non-perishable goods—annotated student work

B: There is no need to show all

the steps of the calculation.

Mathematics: analysis and approaches and mathematics: applications and interpretation 12

 Example 43: Perishable and non-perishable goods—annotated student work

E: The method is not the most

efficient but is relevant and correct.

B: It is rarely appropriate E: Correct solution to the

to use GDC notation. first part of the aim.

Mathematics: analysis and approaches and mathematics: applications and interpretation 13

 Example 43: Perishable and non-perishable goods—annotated student work

E: The assumptions
here lack rigour.

Mathematics: analysis and approaches and mathematics: applications and interpretation 14

 Example 43: Perishable and non-perishable goods—annotated student work

B: Should be H.

E: The mathematics is correct.

E: Why? A lack of rigour in

the assumption.

Mathematics: analysis and approaches and mathematics: applications and interpretation 15

 Example 43: Perishable and non-perishable goods—annotated student work

E: Correct conclusion based

on the assumptions detailed
in figure 11.

D: Assuming all earrings are

sold at this price. Unlike in the
first example, this has not been
considered in this part.

Mathematics: analysis and approaches and mathematics: applications and interpretation 16

 Example 43: Perishable and non-perishable goods—annotated student work

A: This discussion should

have taken place before
moving on to earrings.

Mathematics: analysis and approaches and mathematics: applications and interpretation 17

 Example 43: Perishable and non-perishable goods—annotated student work

D: Meaningful reflections.

Mathematics: analysis and approaches and mathematics: applications and interpretation 18

 Example 43: Perishable and non-perishable goods—annotated student work

Mathematics: analysis and approaches and mathematics: applications and interpretation 19

 Example 43: Perishable and non-perishable goods—annotated student work

A: A conclusion and final

reflections are included.

Mathematics: analysis and approaches and mathematics: applications and interpretation 20

 Example 43: Perishable and non-perishable goods—annotated student work

Mathematics: analysis and approaches and mathematics: applications and interpretation 21

 Example 43: Perishable and non-perishable goods—annotated student work

Mathematics: analysis and approaches and mathematics: applications and interpretation 22

 Example 43: Perishable and non-perishable goods—annotated student work

Mathematics: analysis and approaches and mathematics: applications and interpretation 23