Math SL Portfolio – Tips and Reminders Checklist
Notation and Terminology
Check for the following:


I did not use calculator notation. (I didn’t include things like ‘x^2’ for x or Sn for Sn)
I used appropriate mathematical vocabulary.
2
Communication
Check for the following:
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The reader will not need to refer to the list of questions in order to understand my work.
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My responses are not numbered.
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All graphs are labeled – Each graph has a title, labeled axes, and appropriate scale.
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My graphs and tables are within the body of my work. They are not separate or in an appendix.
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I have explained why I made the choices I did when going through the task.
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I did not include key stroke sequences, e.g. “I pressed the 2 nd key, then TRACE…”
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My tables do not straddle pages.
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My equations do not straddle lines.
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My tables are labeled well, including my variable definitions in each column.
Mathematical Process (Type 1)
Check for the following:

I explicitly defined variables and parameters the first time I used them, even if they were
already defined in the portfolio handout.
I stated any constraints/limits on the values of the variables (e.g., “time cannot be negative”).
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I did not state conjectures/ideas as facts.
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I used proper mathematical strategies to produce my data.
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I organized my data in a table, chart, or other useful representation.
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I tested my general statement by using more data.
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After testing my general statement with known data, I considered further examples in order
to further test and apply my general statement.

Results (Type 1)
Check for the following:

My general statement is clear, concise, and specific.

I used appropriate mathematical terminology in my general statement.

I discussed the reasonableness of my results.
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I discussed the limitations of my general statement.
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I used an informal proof (not a specific example) to justify my results.
Use of Technology
Check for the following:

I used technology to illustrate my points and ideas. I didn’t just “stick in” a graph.
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Each graph or table (or other piece of tech.) is accompanied by explanations and my ideas.

I did not include too many graphs on the same axes – my graphs are easy to read.
Quality of Work
Check for the following:

I went over my work thoroughly to check for typos or unclear parts.

I did my best to express a deep understanding of this work and its relevance.
In addition to the above items, you may find the following recommendations helpful for Stellar Numbers:
1) After finding each general statement, did you test or confirm it with known data? Remember, if
you used this data
x
y
1
10
2
19
3
28
to produce the general statement y = 9x + 1, trying x = 4 in your statement/formula is not a test. It
is “considering a further example.”
2) Scope/limitations: Are there cases where your formula

won’t work?

will work, but wouldn’t be used?
3) Make sure to include enough explanations/diagrams in your gathering of data and in your
explanations about how you produced the general statement. Remember to “state the obvious.”
4) The rubric (Criterion D, 5th step) mentions that the student should give a “correct, informal
justification of the general statement.” This is not explicitly asked for in the instructions, but you
need to include an informal justification in order to earn 5 marks in Criterion D. This could
essentially be done through the “Explain how you arrived at the general statement” part, if your
explanations are good and can be generalized. Perhaps this is why the writers of the task chose to
put that part as the last instruction on the page.
5) Make sure your testing includes some known data, but also that you “test the validity of the general
statement by considering further examples,” as per the rubric (Criterion C, 5 th step). This means
you will want to try out your statement on a new example (one that could also be verified through a
diagram or other method) in order to test it thoroughly.