IB Diploma Programme

Unit Planner: Unit 2 Mathematics

Open-minded Risk-takers Knowledgeable Communicators Balanced Caring Inquirers Reflective Thinkers Principled

Unit 2 - Representing relationships - Grade

Start: functions
Unit Plan 2 Level: IB1 AA HL
Thinkers

End:
Teacher:

Unit Question What kinds of relationships exist between two quantities or variables?

Essential Questions: Learning Objectives:

Based on ‘Understanding by Design’ or other ideas. Overview of skills, attitudes, concepts, knowledge, assessment statement keys
Can shadows be modelled using functions? To understand mappings and which mappings are functions
Reflective

How far will a car drive on a tank of fuel? To learn the properties of the quadratic function, absolute reciprocal
Is the relationship between water and runner the same as car and and radical functions
fuel? To be able to perform partial fraction decomposition
To learn composite and inverse functions
To understand function transformations
Key Concepts Content summary
concept of function; domain; range; one-to-one & many-to-one
Inquirers

functions; composite functions; identity function; inverse function

(including domain restriction); function graphing skills and use of
GDC; x- and y-intercepts; vertical & horizontal asymptotes;
transformations of graphs; composite transformations
Caring

Duration / Timing Assumed prior knowledge and skills:

Weeks 3 Use of technology and without to graph a basic function and find zeros, intercepts and vertices
Periods (double) 2 Be able to complete the square
Period (single) 0
Homework
Balanced

Number of tasks 6
Approx. hours 6

Assessment Overview
Content/ Knowledge Formative or
Summative?
Assessment method to be used:
Understanding of key concepts & knowledge
Communicators

MyiMaths homework tasks F Computer based assessment

Collins Chapter exercises F Peer and self-assessment
End of Chapter- Review Exercise F Teacher assessed
End of unit assessment Teacher assessed with additional student
S
self-reflection review sheet.
F – 10%, S – 90%
Skills/ Internal Assessment Assessment Criteria
Formative or
Assessment method to be used:
Testing skills/ preparation for IA Summative?
Developing Inquiry Skills via use of the mathematical toolkit to No formal assessment but used as training
F
Knowledgeable

encourage active learning – Box of apples question for IA – 20% of IB course

Summative Assessment: ‘Assessment of learning’- Gives grades for PG and reporting

Formative Assessment: ‘Assessment for learning’ - Supports learning and reflection

Core Considerations
Learner Profile (how will some LP’s be addressed in this unit?) International Mindedness
Risk-takers

Think broader than ‘knowledgable’ and ‘communicators’ for the obvious subject areas. (Where do opportunities arise to explore this dimension?)

Balanced –
Caring -
Communicators – Using mathematical notation to convey changes to
a function
Inquirers – Investigating what changes are made by changes to
functions
Open-minded

Knowledgeable – Must remember the rules of transformations

Open-minded -
Principled -
Reflective -
Risk-takers -
Thinkers –
 IB Diploma Programme
Principled Unit Planner: Unit 2 Mathematics

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Use of ICT, Information Literacy & Academic Honesty Aims of the Subject (which aims, found in the subject guide, will be addressed? How?)
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Oxford IB eBooks This course recognizes the need for analytical expertise in a world where
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MyiMaths innovation is increasingly dependent on a deep understanding of k
General spreadsheets mathematics. This course includes topics that are both traditionally part e
Kognity of a pre-university mathematics course as well as topics that are r
Khan Academy amenable to investigation, conjecture and proof, for instance the study s
Promethean Interactive Boards of sequences and series at both SL and HL, and proof by induction at HL.
ActivInspire The course allows the use of technology, as fluency in relevant K
Resources from maths shared area mathematical software and hand-held technology is important n
regardless of choice of course. However, Mathematics: analysis and o
Academic Honesty- Exploration first draft teacher/student interviews approaches has a strong. The emphasis is on the use of technology and w
help access academic honesty. algorithmic methods to solve problems with accuracy without the need l
Also explorations are placed through Turnitin. for a detailed look at applications. e
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 IB Diploma Programme
Unit Planner: Unit 2 Mathematics

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Making Connections
How can this unit support other subject areas? How can this unit be supported by other subject areas?
Exchange rates and price and income elasticity, demand and supply curves Science can support by using functions to link scientific variables
(economics); graphical analysis in experimental work (sciences group subjects).

Links with ToK (possible links – can it be communicated to ToK teachers?) Links with current national/ global affairs
IB Diploma Programme
Unit Planner: Unit 2 Mathematics
 IB Diploma Programme
Unit Planner: Unit 2 Mathematics

Learning Experiences
Caring

Approaches to learning: Approaches to teaching through:

Tick as appropriate: Tick as appropriate:
ATL 1 Research skills  Inquiry 
Balanced

ATL 2 Communication skills  Concepts 

ATL 3 Social Skills  Differentiation 
ATL 4 Thinking skills  Contextually/Authenticity 
ATL 5 Self-management skills  Collaboration 
Communicators

Resources Required
Texts, worksheets (where can they be found?) Practical Resources
Oxford IB Course Companion Casio Graphic Display Calculator
InThinking website Promethean Interactive Board
Tes.com
Worksheets and past paper resources from Maths staff shared
folders.
IB Questionbank
Online/ Web resources & Audio-visual (with URLs) Assessment instructions or rubrics
Knowledgeable

 MyiMaths: www.myimaths.com Homework – 10%

 InThinking: www.inthinking.org Unit Assessments - 40%
 Teaching resources TES: www.tes.com End of Year Examination - 50%
 Online graphing calculator: www.desmos.com
 IB Questionbank: https://questionbank.ibo.org/en Further Reading:
 GDC emulator fx-CG Academic Honesty Policy
Access & Inclusion Policy
Assessment Policy
Risk-takers

Language Policy

Differentiation
Higher Level Students & Extension Standard Level Students Non-IB students (if applicable)

All students are HL. N/A. N/A

Open-minded
IB Diploma Programme
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Unit Planner: Unit 2 Mathematics

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Differentiation by learning styles ESL/ Language Support strategies Special Educational Needs (if applicable)
Use of Desmos.com and graphing solutions for Throughout the course attention is drawn to Extra time is available in tests for students with
visual learning as well as use of interactive key words are their meaning is explained. SEN requirements.
boards.
Use of tarsia and matching exercises for Also see the documents Meeting student
kinesthetic learning. learning diversity in the classroom and The IB
Use of questioning to assess aural learners guide to inclusive education: a resource for
whole school development

Ongoing Reflection and Evaluation

Aspect Successes or positive experiences Improvements to be made
Teaching/ learning

Assessment of skills/ knowledge

Making connections

Core considerations

Further notes/ reflection

Open-minded Risk-takers Knowledgeable Communicators Balanced Caring Inquirers Reflective Thinkers Principled