IB Diploma Programme

Unit Planner: Unit 7 Mathematics

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

Unit 7 – Generalising relationships – Grade

Start: integration and logarithms
Unit Plan 7 Level: IB1 AA HL
Thinkers

End:
Teacher:

Unit Question How much paint is required to cover a parabolic shaped door?

Essential Questions: Learning Objectives:

Based on ‘Understanding by Design’ or other ideas. Overview of skills, attitudes, concepts, knowledge, assessment statement keys
How much work is required to stretch a spring by a fixed amount? To learn what a logarithm is
Reflective

How can you model radioactivity or populations of animals in the To learn the 5 rules of logarithms
wild? To be able to differentiate exponents and logarithms
To learn basic integration techniques
To be able to calculate areas and volumes of solids of revolution

Key Concepts Content summary

exponential functions; laws of exponents; graphs of exponential
Inquirers

functions; exponential growth & decay; compound interest; the

number e; logarithmic functions; properties of logarithms; change of
base; solving exponential and logarithmic equations, indefinite
integration as anti-differentiation; integration of power, reciprocal.
trigonometric & exponential functions; integration by substitution;
integration by parts; integration involving trigonometric
substitutions; integration involving partial fractions [optional];
definite integrals; areas under curves; areas between curves;
Caring

volumes of revolution about the x-axis or the y-axis; problems

involving displacement, velocity & acceleration; displacement &
total distance travelled

Duration / Timing Assumed prior knowledge and skills:

Weeks 3 Basic differentiation
Periods (double) 2 Basic differentiation of trig functions
Balanced

Period (single) 0
Homework
Number of tasks 6
Approx. hours 6

Assessment Overview
Communicators

Content/ Knowledge Formative or

Summative?
Assessment method to be used:
Understanding of key concepts & knowledge
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 Formative or
Knowledgeable

Assessment Criteria
Summative?
Assessment method to be used:
Testing skills/ preparation for IA
Developing Inquiry Skills via use of the mathematical toolkit to No formal assessment but used as training
F
encourage active learning – Planting flowery shrubs 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
Risk-takers

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?)

Balanced –
Caring – Link to use of models to protect the enviornment
Communicators – Using mathematical models to argue and convey
important information
Open-minded

Inquirers -
Knowledgeable -
Open-minded -
Principled -
Reflective – Are mathematical models correct? Can they be
 IB Diploma Programme
Principled Unit Planner: Unit 7 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?)
r
Oxford IB eBooks This course recognizes the increasing role that mathematics and
s
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 B
Kognity topics that are often used as applications or in mathematical modelling. a
Khan Academy To give this understanding a firm base, this course also includes topics l
Promethean Interactive Boards that are traditionally part of a pre-university mathematics course such as a
ActivInspire calculus and statistics. n
Resources from maths shared area The course makes extensive use of technology to allow students to c
explore and construct mathematical models. Mathematics: applications e
Academic Honesty- Exploration first draft teacher/student interviews and interpretation will develop mathematical thinking, often in the d
help access academic honesty.
context of a practical problem and using technology to justify
Also explorations are placed through Turnitin. C
conjectures. a
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 IB Diploma Programme
Unit Planner: Unit 7 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?
Radioactive decay (physics); modelling (sciences group subjects); production Decay curves (physics); first order reactions (chemistry)
possibilities curve model (economics).

Links with ToK (possible links – can it be communicated to ToK teachers?) Links with current national/ global affairs
Modelling forest fires in the amazon
IB Diploma Programme
Unit Planner: Unit 7 Mathematics
 IB Diploma Programme
Unit Planner: Unit 7 Mathematics

Open-minded
Thinkers

Learning Experiences
Approaches to learning: Approaches to teaching through:
Tick as appropriate: Tick as appropriate:
Reflective

ATL 1 Research skills  Inquiry 

Risk-takers
ATL 2 Communication skills  Concepts 
ATL 3 Social Skills  Differentiation 
ATL 4 Thinking skills  Contextually/Authenticity 
ATL 5 Self-management skills  Collaboration 
Inquirers

Knowledgeable
Resources Required
Texts, worksheets (where can they be found?) Practical Resources
Oxford IB Course Companion Casio Graphic Display Calculator
Caring

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

Communicators
Balanced

 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
Communicators

Access & Inclusion Policy

Assessment Policy

Balanced
Language Policy

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

All students are HL. N/A N/A

Caring
Knowledgeable

Inquirers
Risk-takers

Reflective
PrincipledOpen-minded

Thinkers
 IB Diploma Programme
Unit Planner: Unit 7 Mathematics

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
kinesthetic 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

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