IB Diploma Programme Mathematics:

Unit Planner: Part 3:

Representing and describing Applications &
data: descriptive statistics Interpretation
Open-minded Risk-takers Knowledgeable Communicators Balanced Caring Inquirers Reflective Thinkers Principled

Unit Plan 3 Start: Term 1 Representing and describing data: Grade IB AI SL

End: Level: PTE, DAN, DLA O
descriptive statistics
Thinkers

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 IB Diploma Programme Mathematics:
Unit Planner: Part 3:
Representing and describing Applications &
data: descriptive statistics Interpretation
Principled

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Unit Question How can statistics be used to back up your point of view?

Essential Questions: Learning Objectives:

Based on ‘Understanding by Design’ or other ideas. Overview of skills, attitudes, concepts, knowledge, assessment statement keys
What makes a sample random? To understand the concepts below.

What is the best way to present data to get my point across?

Key Concepts Content summary
Concepts Microconcepts
■ Representations ■ Population
■ Validity ■ Bias
■ Samples, random samples, sampling
methods
■ Outliers
■ Discrete and continuous data
■ Histograms
■ Box-and-whisker plots
■ Cumulative frequency graphs
■ Measures of central tendency and
dispersion
■ Skewness
■ Scatter graphs
■ Correlation
v________ __________________________

Duration / Timing Assumed prior knowledge and skills:

Weeks 3
Periods (double) 2
Period (single) 0
Homework
Number of tasks 6
 IB Diploma Programme Mathematics:
Unit Planner: Part 3:
Representing and describing Applications &
data: descriptive statistics Interpretation
6

Approx. hours

Assessment Overview
Content/ Knowledge Formative or
Summative?
Assessment method to be used:
Understanding of key concepts & knowledge
https://app.myimaths.com/myportal/library/search Online quiz to evaluate learning with
F
feedback
MyiMaths homework tasks F Computer based assessment
Collins Chapter exercises F Peer and self-assessment
End of Chapter- Review Exercise pg141 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?
https://app.myimaths.com/myportal/library/search Online quiz to evaluate learning with
F
feedback
Sampling techniques, bivariate data, modelling activity pg 146
Developing Inquiry Skills via use of the mathematical toolkit to No formal assessment but used as training
F
encourage active learning 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
Think broader than ‘knowledgable’ and ‘communicators’ for the obvious subject areas. (Where do opportunities arise to explore this dimension?)

Reflective - The modelling statistics leads to independently

and collaboratively extending their understanding of
mathematics

Thinkers -

Knowledgeable -

Inquirers – Question the source and possible bias of data sets

Principled -

Communicators – How to make statistic work for your point of view.

Open minded –

Risktakers-
 IB Diploma Programme Mathematics:
Unit Planner: Part 3:
Representing and describing Applications &
data: descriptive statistics Interpretation
Balanced – Risks of trusting statistics

Caring – Appreciate the moral, social and ethical questions

arising from the work of mathematicians and the applications
of mathematics

Use of ICT, Information Literacy & Academic Honesty Aims of the Subject (which aims, found in the subject guide, will be addressed? How?)
Limited access to ICT rooms, encourage BYOD This course recognizes the increasing role that mathematics and
MyiMaths technology play in a diverse range of fields in a data-rich world. As such,
Explore compound errors in calculations it emphasizes the meaning of mathematics in context by focusing on
topics that are often used as applications or in mathematical modelling.
To give this understanding a firm base, this course also includes topics
that are traditionally part of a pre-university mathematics course such as
calculus and statistics.
The course makes extensive use of technology to allow students to
explore and construct mathematical models. Mathematics: applications
and interpretation will develop mathematical thinking, often in the
context of a practical problem and using technology to justify
conjectures.

Making Connections
How can this unit support other subject areas? How can this unit be supported by other subject areas?
All subjects, collecting and organising data, sample techiques are all All subjects can talk about estimations, where and how they occur.
covered in this unit.

Links with ToK (possible links – can it be communicated to ToK teachers?) Links with current national/ global affairs

What is fake news? How can anything be believed? Statistics can be

used to find the truth.

https://www.youtube.com/watch?v=ubQXz5RBBtU
Using statistics to win Monolopy.

https://www.independent.co.uk/news/uk/politics/final-say-brexit-
referendum-lies-boris-johnson-leave-campaign-remain-a8466751.html
Brexit the statistical lies.
 IB Diploma Programme Mathematics:
Unit Planner: Part 3:
Representing and describing Applications &
data: descriptive statistics Interpretation
Caring

Learning Experiences
Approaches to learning: Approaches to teaching through:
Balanced

Tick as appropriate: Tick as appropriate:

ATL 1 Research skills  Inquiry 
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
Knowledgeable

Worksheets and past paper resources from Maths staff shared

folders.
IB Questionbank
Online/ Web resources & Audio-visual (with URLs) Assessment instructions or rubrics
https://www.youtube.com/watch?v=lCjspXB5F4A
The maths of crime, data and statistics Further Reading:
Academic Honesty Policy
https://www.youtube.com/watch?v=GyN-qpVfOWA Access & Inclusion Policy
Statistics of match day, football Assessment Policy
Risk-takers

Language Policy

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

n/a All students are SL n/a

Open-minded
 IB Diploma Programme Mathematics:
Unit Planner: Part 3:
Representing and describing Applications &
data: descriptive statistics Interpretation
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 IB Diploma Programme Mathematics:
Unit Planner: Part 3:
Representing and describing Applications &
data: descriptive statistics Interpretation
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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 and their meaning is explained. SEN requirements.
boards.
Use of tarsia and matching exercises for See command terms in IB subject guide. 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