
Communication:
depends on well Organized levels. A wellorganized exploration contains an introduction (describe subjects personal engagements aims, your interests on exploration topics), has a rationale (which includes explaining why this topic was chosen), describes the aim of the exploration, describes math usage and has a conclusion. A coherent exploration is logically developed and easy to follow.


Mathematical presentation.
Easy to follow, uniqueness,
 use appropriate and clear mathematical language (notation must be in IB standards, symbols must be well defined, terminology must be defined )
 define key terms, where required, define key subjects if it is not defined in your IB courses ,Describe everythings when it necessary.
 use many multiple forms of mathematical representation such as formulas of maths, diagrams , tables, regression of your formulas, defined charts, defined graphs and detailed explanation models, where appropriate.
Students must use mathematical language when communicating mathematical ideas, you mustt describe your reasons and findings.
Students are encouraged to choose and use appropriate ICT tools such as graphic display calculators, screenshots, graphing, spreadsheets, databases, drawing and word processing software, as appropriate, to enhance mathematical communication.


Use of mathematics
The achievement levels and descriptors for criterion E are different for mathematics SL and mathematics HL.
SL only
This criterion assesses to what extent students use mathematics in the exploration.
Students are expected to produce work that is commensurate with the level of the course. The mathematics explored should either be part of the syllabus, or at a similar level or beyond. It should not be completely based on mathematics listed in the prior learning. If the level of mathematics is not commensurate with the level of the course, a maximum of two marks can be awarded for this criterion.
A piece of mathematics can be regarded as correct even if there are occasional minor errors as long as they do not detract from the flow of the mathematics or lead to an unreasonable outcome.
HL only
This criterion assesses to what extent and how well students use mathematics in the exploration.
Students are expected to produce work that is commensurate with the level of the course. The mathematics explored should either be part of the syllabus, or at a similar level or beyond. It should not be completely based on mathematics listed in the prior learning. If the level of mathematics is not commensurate with the level of the course, a maximum of two marks can be awarded for this criterion.
The mathematics can be regarded as correct even if there are occasional minor errors as long as they do not detract from the flow of the mathematics or lead to an unreasonable outcome. Sophistication in mathematics may include understanding and use of challenging mathematical concepts, looking at a problem from different perspectives and seeing underlying structures to link different areas of mathematics. Rigour involves clarity of logic and language when making mathematical arguments and calculations. Precise mathematics is errorfree and uses an appropriate level of accuracy at all times.
