Grade IB1 AA

Start: Unit 1 – From Patterns to

Unit Plan 1 Term 1 Level: SL
End: Generalisations: Sequences and Series Teacher: DTU, ASH

Unit Question Can these patterns be explained mathematically?

Essential Questions: Learning Objectives:

Can patterns be explained mathematically? Number patterns and sigma notation
Can patterns be useful in real-life situations? Arithmetic and geometric sequences
If you take out a loan to buy a car how can you determine the actual Arithmetic and geometric series
amount it will cost? Applications of arithmetic and geometric patterns
What information would you require in order to choose the best loan The binomial theorem
offer? What other scenarios could this be applied to? Proofs

Key Concepts Content summary

Number patterns and sigma notation ■ Arithmetic and geometric sequences
Arithmetic and geometric sequences ■ Arithmetic and geometric series
Arithmetic and geometric series ■ Common difference
Applications of arithmetic and geometric patterns ■ Sigma notation
The binomial theorem ■ Common ratio
Proofs ■ Sum of sequences
■ Binomial theorem
■ Proof
■ Sum to infinity

Duration / Timing Assumed prior knowledge and skills:

Weeks 3 1 Solve linear equations:
Periods (double) 2 2 Perform operations (+,−, ×, ÷) with fractions and simplify using order of operations:
Period (single) 0 3 Substitute into a formula and simplify using order of operations:
Homework
Number of tasks 6
Approx. hours 6

Assessment Overview

Content/ Knowledge Formative or

Assessment method to be used:
Understanding of key concepts & knowledge Summative?
MyiMaths homework tasks F Computer based assessment
Kognity 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
encourage active learning for IA – 20% of IB course
The Koch Snowflake is visited three times this chapter

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

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

Core Considerations
Learner Profile International Mindedness
This first chapter is mostly about Knowledge. Who would you call the founder of algebra?
Is mathematics a language?
The investigations highlights inquiry Do all societies view investment and interest in the same way?
Although Pascal is credited with bringing this triangle to the Western
world, it had been known in China as early as the 13th century. What
criteria should be used to determine who “invented” a mathematical
discovery?

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 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,
General spreadsheets it emphasizes the meaning of mathematics in context by focusing on
Kognity
Khan Academy
Promethean Interactive Boards - ActivInspire
Resources from mathematics shared area
Academic Honesty- Exploration first draft teacher/student interviews
help access academic honesty.
Also Explorations are placed through Turnitin.
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?
Radioactive decay, nuclear physics, charging and discharging Loans and repayments (economics and business management).
capacitors (physics).
Chemistry (Avogadro’s number); physics (order of magnitude);
biology (microscopic measurements); sciences group subjects
(uncertainty and precision of measurement)

Links with ToK Links with current national/ global affairs

Where did numbers come from?
Do the names that we give things impact how we understand them?
Who would you call the founder of algebra?
Is mathematics a language?
Is all knowledge concerned with identification and use of patterns?
How is intuition used in mathematics?
Is it possible to know things about which we can have no experience,
such as infinity?
Do all societies view investment and interest in the same way?
What is your stance?
Why do we call this Pascal’s triangle when it was in use before Pascal
was born?
Are mathematical theories merely the collective opinions of different
mathematicians, or do such theories give us genuine knowledge of
the real world?
Although Pascal is credited with bringing this triangle to the Western
world, it had been known in China as early as the 13th century. What
criteria should be used to determine who “invented” a mathematical
discovery?
How many different tickets are possible in a lottery? What does this
tell us about the ethics of selling lottery tickets to those who do not
understand the implications of these large numbers?
“Mathematics may be defined as the economy of counting. There is
no problem in the whole of mathematics which cannot be solved by
direct counting." — E. Mach
To what extent do you agree with this quote?
What is the role of the mathematical community in determining the
validity of a mathematical proof?

Approaches to learning:
Tick as appropriate:
ATL 1 Research skills
ATL 2 Communication skills
ATL 3 Social Skills
ATL 4 Thinking skills
ATL 5 Self-management skills
Learning Experiences
Approaches to teaching through:
Tick as appropriate:
 Inquiry 
 Concepts 
 Differentiation 
 Contextually/Authenticity 
 Collaboration 
Principled

O
p
Resources Required e
Texts, worksheets (where can they be found?) Practical Resources n
Oxford IB Course Companion Casio Graphic Display Calculator -
Thinkers

InThinking website Promethean Interactive Board m

Tes.com i
Worksheets and past paper resources from Maths staff shared n
folders. d
Inquirers Reflective

e
IB Questionbank
d
Online/ Web resources & Audio-visual (with URLs) Assessment instructions or rubrics
 MyiMaths: www.myimaths.com Homework – 10% R
 InThinking: www.inthinking.org Unit Assessments - 40% i
 Teaching resources TES: www.tes.com End of Year Examination - 50% s
 Online graphing calculator: www.desmos.com k
 IB Questionbank: https://questionbank.ibo.org/en Further Reading: -
Caring

 GDC emulator fx-CG Academic Honesty Policy t

Access & Inclusion Policy a
Assessment Policy k
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Balanced

Language Policy
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Differentiation
Higher Level Students & Extension Standard Level Students Non-IB students (if applicable) K
Communicators

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