IB Diploma Programme

Unit Planner: Unit 9 Mathematics

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

Unit 9 – Equivalent systems of Grade

Start: representation – More complex numbers
Unit Plan 9 Level: IB1 AA HL
Thinkers

End:
Teacher:

Unit Question What kind of numbers are used in film animation?

Essential Questions: Learning Objectives:

Based on ‘Understanding by Design’ or other ideas. Overview of skills, attitudes, concepts, knowledge, assessment statement keys
Is Euler’s identity beautiful? To understand Argand diagrams
Reflective

To understand the modulus and argument of a complex number

To understand polar form of a complex number
To perform arithmetic with complex numbers
To understand DeMoivre’s Theorem

Key Concepts Content summary

Complex plane, modulus argument form, Euler’s form, Cartesian form,
Inquirers

DeMoivre’s Theorem, sums product and quotients, geometric

interpretation, rational exponents, powers and roots of complex form
Caring

Duration / Timing Assumed prior knowledge and skills:

Weeks 3 Draw simple Argand diagrams
Periods (double) 2 Basic complex number notation – real and imaginary parts
Period (single) 0 Perform basic operations when in Cartesian form
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
Knowledgeable

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
Risk-takers

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

Balanced –
Caring -
Communicators – Explaining detailed concepts orally and in written
form
Inquirers -
Knowledgeable -
Open-minded

Open-minded – A complete new number system needs to be

explored
Principled -
Reflective – Is Euler’s equation beautiful? Reflect on the beauty of
mathematics
 IB Diploma Programme
Principled Unit Planner: Unit 9 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?)
Oxford IB eBooks This course recognizes the increasing role that mathematics and K
MyiMaths technology play in a diverse range of fields in a data-rich world. As such, n
General spreadsheets it emphasizes the meaning of mathematics in context by focusing on o
Kognity topics that are often used as applications or in mathematical modelling. w
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 e
ActivInspire calculus and statistics. d
Resources from maths shared area The course makes extensive use of technology to allow students to g
explore and construct mathematical models. Mathematics: applications e
Academic Honesty- Exploration first draft teacher/student interviews a
and interpretation will develop mathematical thinking, often in the b
help access academic honesty.
context of a practical problem and using technology to justify l
Also explorations are placed through Turnitin.
conjectures. e

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Unit Planner: Unit 9 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?
Concepts in electrical engineering—impedance as a combination of resistance and Concepts in electrical engineering–phase angle/shift, power factor and apparent
reactance, also apparent power as a combination of real and reactive powers. power as a complex quantity in polar form.
These combinations take the form a+bi.

Links with ToK (possible links – can it be communicated to ToK teachers?) Links with current national/ global affairs
 IB Diploma Programme
Unit Planner: Unit 9 Mathematics

Learning Experiences
Communicators

Approaches to learning: Approaches to teaching through:

Tick as appropriate:
ATL 1 Research skills
ATL 2 Communication skills
ATL 3 Social Skills
ATL 4 Thinking skills
Knowledgeable
Tick as appropriate:
 Inquiry 
 Concepts 
 Differentiation 
 Contextually/Authenticity 

ATL 5 Self-management skills  Collaboration 

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
Risk-takers

Worksheets and past paper resources from Maths staff shared

folders.
IB Questionbank
Online/ Web resources & Audio-visual (with URLs) Assessment instructions or rubrics
 MyiMaths: www.myimaths.com Homework – 10%
 InThinking: www.inthinking.org Unit Assessments - 40%
 Teaching resources TES: www.tes.com End of Year Examination - 50%
Open-minded

 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
 IB Diploma Programme
Unit Planner: Unit 9 Mathematics

Assessment Policy O
Language Policy p
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Differentiation
Balanced

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 IB Diploma Programme
Unit Planner: Unit 9 Mathematics

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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
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