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SL - Math

The document provides an overview of the International Baccalaureate Diploma Programme standard level mathematics course. It describes the course aims, curriculum model, assessment model, and provides sample assessment questions. The course focuses on introducing important mathematical concepts and techniques in a comprehensible way for students.

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113 views

SL - Math

The document provides an overview of the International Baccalaureate Diploma Programme standard level mathematics course. It describes the course aims, curriculum model, assessment model, and provides sample assessment questions. The course focuses on introducing important mathematical concepts and techniques in a comprehensible way for students.

Uploaded by

astargroup
Copyright
© © All Rights Reserved
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Download as PDF, TXT or read online on Scribd
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International Baccalaureate

Diploma Programme Subject Brief


Mathematics:
Mathematics – Standard level
First assessments 2014 – Last assessments 2020

The IB Diploma Programme (DP) is a rigorous, academically challenging and balanced


programme of education designed to prepare students aged 16 to 19 for success at
university and life beyond. The DP aims to encourage students to be knowledgeable,
inquiring, caring and compassionate, and to develop intercultural understanding,
open-mindedness and the attitudes necessary to respect and evaluate a range of
viewpoints.

To ensure both breadth and depth of knowledge and understanding, students must
choose at least one subject from five groups: 1) their best language, 2) additional
language(s), 3) social sciences, 4) experimental sciences, and 5) mathematics. Students
may choose either an arts subject from group 6, or a second subject from groups
1 to 5. At least three and not more than four subjects are taken at higher level (240
recommended teaching hours), while the remaining are taken at standard level (150
recommended teaching hours). In addition, three core elements—the extended essay,
theory of knowledge and creativity, action, service—are compulsory and central to the
philosophy of the programme.

These IB DP subject briefs illustrate four key course components.


I. Course description and aims III. Assessment model
II. Curriculum model overview IV. Sample questions

I. Course description and aims • employ and refine their powers of abstraction and generalization
• apply and transfer skills to alternative situations, to other areas of
The IB DP mathematics standard level (SL) course focuses on introducing knowledge and to future developments
important mathematical concepts through the development of mathe- • appreciate how developments in technology and mathematics
matical techniques. The intention is to introduce students to these con- have influenced each other
cepts in a comprehensible and coherent way, rather than insisting on • appreciate the moral, social and ethical implications arising from
the mathematical rigour required for mathematics HL. Students should, the work of mathematicians and the applications of mathematics
wherever possible, apply the mathematical knowledge they have ac- • appreciate the international dimension in mathematics through an
quired to solve realistic problems set in an appropriate context. awareness of the universality of mathematics and its multicultural
and historical perspectives
The internally assessed exploration offers students the opportunity for • appreciate the contribution of mathematics to other disciplines,
developing independence in their mathematical learning. Students are and as a particular “area of knowledge” in the TOK course.
encouraged to take a considered approach to various mathematical ac-
tivities and to explore different mathematical ideas. The exploration also II. Curriculum model overview
allows students to work without the time constraints of a written exam-
ination and to develop the skills they need for communicating mathe-
matical ideas. Component Recommended
teaching hours
The aims of all mathematics courses in group 5 are to enable students to: Topic 1 9
Algebra
• enjoy mathematics, and develop an appreciation of the elegance Topic 2 24
and power of mathematics Functions and equations
• develop an understanding of the principles and nature of
mathematics Topic 3 16
• communicate clearly and confidently in a variety of contexts Circular functions and trigonometry
• develop logical, critical and creative thinking, and patience and Topic 4 16
persistence in problem-solving Vectors

© International Baccalaureate Organization 2014


International Baccalaureate® | Baccalauréat International® | Bachillerato Internacional®
Topic 5 35 Assessment at a glance
Statistics and probability
Topic 6 40 Type of Format of Time Weighting
Calculus assessment assessment (hours) of final
grade (%)
Mathematical exploration 10
Internal assessment in mathematics SL is an indi- External 3 80
vidual exploration. This is a piece of written work
Paper 1 Section A: Compulsory 1.5 40
that involves investigating an area of mathematics.
(non-calcu- short-response questions
lator) based on the whole syllabus.
III. Assessment model Section B: Compulsory ex-
tended-response questions
Having followed the mathematics standard level course, students will be based on the whole syllabus.
expected to demonstrate the following. Paper 2 Section A: Compulsory 1.5 40
(graphical short-response questions
• Knowledge and understanding: recall, select and use their knowl- display based on the whole syllabus.
edge of mathematical facts, concepts and techniques in a variety calculator Section B: Compulsory ex-
of familiar and unfamiliar contexts. required) tended-response questions
• Problem-solving: recall, select and use their knowledge of mathe- based on the whole syllabus.
matical skills, results and models in both real and abstract contexts
Internal 20
to solve problems.
• Communication and interpretation: transform common realistic Mathematical Internal assessment in math-
contexts into mathematics; comment on the context; sketch or exploration ematics SL is an individual
draw mathematical diagrams, graphs or constructions both on pa- exploration. This is a piece of
per and using technology; record methods, solutions and conclu- written work that involves
sions using standardized notation. investigating an area of
• Technology: use technology, accurately, appropriately and effi- mathematics.
ciently both to explore new ideas and to solve problems.
• Reasoning: construct mathematical arguments through use of pre-
cise statements, logical deduction and inference, and by the ma-
IV. Sample questions
nipulation of mathematical expressions.
• A data set has a mean of 20 and a standard deviation of 6.
• Inquiry approaches: investigate unfamiliar situations, both abstract
A) Each value in the data set has 10 added to it. Write down
and real-world, involving organizing and analysing information,
the value of
making conjectures, drawing conclusions and testing their validity.
i. the new mean;
ii. the new standard deviation.
B) Each value in the original data set is multiplied by 10.
i. Write down the value of the new mean.
ii. Find the value of the new variance.

• Given that f(x) = 1/x, answer the following.


A) Find the first four derivatives of f (x).
B) Write an expression for f(n)in terms of x and n.

About the IB: For over 40 years the IB has built a reputation for high-quality, challenging programmes of education that develop internationally
minded young people who are well prepared for the challenges of life in the 21st century and able to contribute to creating a better, more
peaceful world.

For further information on the IB Diploma Programme, visit: http://www.ibo.org/diploma/ Complete subject guides can be accessed through
the IB Online Curriculum Center (OCC), the IB university and government official system, or purchased through the IB store: http://store.ibo.org

To learn more about how the IB Diploma Programme prepares students for success at university, visit: www.ibo.org/recognition or
email: [email protected]

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