Mathematics:

IB Diploma Programme
Unit Planner Analysis &
Approaches
Open-minded Risk-takers Knowledgeable Communicators Balanced Caring Inquirers Reflective Thinkers Principled

Grade IB1
Start: 1 Mar 2020
Unit Plan 7
End: 19 Mar 2020 Modelling Relationship Level: SL AA
Teacher: ASH
Inquirers

Unit Question How can descriptive and bivariate statistics be applied to real life?

Essential Questions: Learning Objectives:

Based on ‘Understanding by Design’ or other ideas. Overview of skills, attitudes, concepts, knowledge, assessment statement keys
The aim of this topic is to introduce basic concepts. It is expected 7.1 Scatter Diagrams
that most of the calculations required will be done using technology, 7.2 Measuring Correlation
Caring

but explanations of calculations by hand may enhance 7.3 Line of Best Fit
understanding. The emphasis is on understanding and interpreting 7.4Least Squares Regression
the results obtained, in context. While many of the calculations
required in examinations are estimates, it is likely that the command
terms “write down”, “find” and “calculate” will be used.
Key Concepts Content summary
Balanced

Applying the statistical process to data and application of the cycle to Mostly IGCSE Extended Statistics, with Pearson’s PMCC and Least
real life in preparation for Internal Assessments. Squares Regression introduced.
Communicators

Duration / Timing Assumed prior knowledge and skills:

Weeks 3 Scatter Diagrams
Periods (double) 6 Correlation
Period (single) 0 Line of Best Fit
Homework
Number of tasks 6
Approx. hours 4.5

Assessment Overview
Knowledgeable

Content/ Knowledge Formative or

Summative?
Assessment method to be used:
Understanding of key concepts & knowledge
MyIMaths homework tasks F Computer based assessment
Oxford’s chapter exercises F Peer and self-assessment
End of chapter review exercise F Teacher assessed
End of unit assessment S Teacher assessed

Skills/ Internal Assessment Assessment Criteria

Formative or
Assessment method to be used:
Risk-takers

Testing skills/ preparation for IA Summative?

GDC skills Can students use their
No formal assessment but used as training
GDC to apply to real Formative
life work on functions for IA
Types of past IA’s that have been completed with statistics IA due 2021

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

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

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?)
 Mathematics:
IB Diploma Programme
Unit Planner Analysis &
Approaches
Principled

Open-minded – are students open to the idea of using flipped

instruction to self-pace and self-study?
Thinkers
Reflective

Use of ICT, Information Literacy & Academic Honesty Aims of the Subject (which aims, found in the subject guide, will be addressed? How?)
Oxford IB eBooks Misleading statistics. Investigated through TOK questions.
MyiMaths
General spreadsheets
Kognity
Khan Academy
Promethean Interactive Boards
ActivInspire
Resources from maths shared area

Academic Honesty- Exploration first draft teacher/student interviews

help access academic honesty.
Also explorations are placed through Turnitin.

Making Connections
How can this unit support other subject areas? How can this unit be supported by other subject areas?
 Mathematics:
IB Diploma Programme
Unit Planner Analysis &
Approaches
Chemistry 11.3.3 (curves of best fit). Appl: Geography (geographic Physics, Biology, Chemistry, Economics: Correlation and line of best
skills). Measures of correlation; geographic skills. fits taught collaboratively between departments.
Biology 1.1.6 (correlation does not imply causation).

Links with ToK (possible links – can it be communicated to ToK teachers?) Links with current national/ global affairs
TOK: How easy is it to lie with statistics? Students undertaking Internal Assessment projects will be using
TOK: Can we predict the value of x from y, using this equation? statistics for their real life applications. Many will be looking at
TOK: Can all data be modelled by a (known) mathematical function? correlation and bivariate data.
Consider the reliability and validity of mathematical models in
describing real-life phenomena.

Learning Experiences
Theoretical: Practical/ Applied:
Knowledgeable
Risk-takers

Approaches to learning: Approaches to teaching through:

Tick as appropriate: Tick as appropriate:

ATL 1 Research skills Inquiry

ATL 2 Communication skills Concepts
ATL 3 Social Skills Differentiation
Open-minded

ATL 4 Thinking skills Contextually/Authenticity

ATL 5 Self management skills Collaboration
 Mathematics:
IB Diploma Programme
Unit Planner Analysis &
Approaches
Principled

Resources Required
Texts, worksheets (where can they be found?) Practical Resources
Oxford textbook; Chapter 7 Kognity online textbooks
Thinkers

Online/ Web resources & Audio-visual (with URLs) Assessment instructions or rubrics
Review examsolutions.com for further examples/practise Mathematic Department rubric for Spring assignment will be used to
assess how well students have learnt the concepts.
Geogebra, GDC
IB Inthinking http://www.inthinking.net/inthinking/teacher-
Reflective

resources.htm

Kognity

Differentiation
Inquirers

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

There are 4 standard level classes and

students are differentiated into classes based
on abilities and past results.
Caring

Differentiation by learning styles ESL/ Language Support strategies Special Educational Needs (if applicable)
Students are differentiated into classes based All students are bilingual however they are
on abilities and past results. expected to learn in the English medium.
Learning support staff are available to help.
Balanced

Key words and definitions are identified in a

word bank in students’ books.

Ongoing Reflection and Evaluation

Aspect Successes or positive experiences Improvements to be made
Communicators

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