Kaiako must manage authenticity for any assessment from a public source, because ākonga may have access to the assessment schedule or student exemplar material.

Using this assessment resource without modification will mean that ākonga work is not authentic. Kaiako need to change figures, measurements or data sources or set a different context or topic to be investigated.

In modifying this Assessment Activity, kaiako should ensure that it continues to meet the requirement to relate to life in Aotearoa New Zealand or the Pacific.

All evidence submitted by ākonga should be considered holistically against the requirements for this Achievement Standard.

Kaiako are able to decide on appropriate time frames for all stages of this Assessment Activity and should add these to the task before sharing with ākonga. Suggested timings for planning are approximately 30 minutes in groups and 20 minutes individually, but these are not fixed. Ākonga are able to complete work outside of class time. Kaiako should refer to the Conditions of Assessment tab for authenticity requirements.

Kaiako should consider different groups of ākonga as they modify this activity. What manipulatives can be used by ākonga to demonstrate understanding (for all levels of achievement)? How can this activity be adapted to be accessible by every learner?

The mathematical methods used by ākonga should be clearly reflected in the list of processes given under the Conditions of Assessment and detailed in the Learning Matrix. As such, surface area and volume of cubes and cuboids would not produce evidence at the right level of achievement. More sophisticated models would need to be developed, such as a cuboid with a cylinder removed. Finding the surface area for such a composite prism would be at the right level of achievement. The Learning Matrix identifies shapes, other than rectangle based, that can be used on their own.

To be considered an appropriate process, the process used by ākonga must be a useful step in solving a problem. For example, using Pythagoras’ theorem in 3D to find the slope of a cone as a step towards finding its surface area would be an appropriate method. Using trigonometric ratios in the same problem to find the angle of incline of the side of the cone would not be an appropriate method in solving a problem related to surface area of a cone.

To gain Achievement, ākonga must use a minimum of four different processes from two of number, measurement, algebra, and geometry and space. For each process, ākonga must provide some evidence of what they are doing (correct answers only are insufficient). Where ākonga have access to appropriate technology, evidence could include digital graphs, sketches of graphs from a calculator, or written formulas with substitution and solution.

Numerical answers without units do not meet the standard. For example, in calculating an angle, ākonga must use the degrees symbol as part of the solution.

It is intended that major misconceptions relating to the context of the problem would be mitigated at the planning stage. Misconceptions related to the context do not prohibit any level of achievement, providing they do not significantly simplify the problems being solved. Where the problems are simplified, the correct level of achievement will be determined holistically by the evidence supplied. Carried errors should not be penalised.

In communicating solutions for higher levels of achievement, ākonga are not required to present perfect solutions. Some minor errors in conventions or rounding are allowed as long as the majority of evidence is correct.

In this activity the cost of pine can be considered for higher levels of achievement if the feature designed by ākonga includes the use of an additional appropriate process, such as using Pythagoras’ theorem or trigonometric ratios to find a length. Without a second connected process, finding the cost of the pine is not likely to contribute to evidence for the requirement to make logical connections.