Critically reviews own performance, the mathematics used and outcomes obtained with reference to mathematical knowledge and general knowledge of the context of the activity.

  Reflects on and questions input and outcomes of mathematical activities with reference to initial information and conditions and implications for the real world.

    Locates and accesses information not provided, and identifies miscellaneous and/or misleading information, in order to complete an activity, e.g. formulae, definition of terms.

 Decides on the degree of accuracy appropriate to the activity, context and expected outcome, e.g. inclusion of an error (in measurement), thousandths.

 Examines and orders information, representing it in an alternative, useful form, e.g. table, diagram, sketch, graph.

  Individually or within a group, chooses appropriate methods of solution from a range of available methods which could include formal, e.g. algebraic, or informal procedures.

 Uses developed estimating skills to check calculations and outcomes.

 Uses processes flexibly and interchangeably selecting from pen-to-paper, mental and electronically assisted strategies.

  Collects, organises and graphically represents statistical data, including grouped data, using standard graphing conventions.

    Interprets, analyses and describes statistical information, e.g. using central tendencies such as mean, median, mode; percentiles; measures of spread.

  Identifies the connections between formulae, their graphical representations and the situations they represent, e.g. referring to linear, exponential, inverse relationships.

  Uses the common conventions of algebra particularly as applied to formulae and problem solving.

  Uses introductory concepts and techniques from specialist areas of mathematics, e.g. trigonometry, geometry, algebraic manipulation.

  Uses a combination of oral and written mathematical and general language, symbolism, charts, diagrams, graphs to convey mathematical thinking and processing.