IB Diploma Programme Mathematics:

Unit Planner: Part 5:

Modelling constant rates of Applications &
change: linear functions Interpretation
Open-minded Risk-takers Knowledgeable Communicators Balanced Caring Inquirers Reflective Thinkers Principled

Unit Plan 5 Start: Term 1 Modelling constant rates of change: Grade IB AI SL

End: Level: PTE, DAN, DLA O
linear functions
Thinkers

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 IB Diploma Programme Mathematics:
Unit Planner: Part 5:
Modelling constant rates of Applications &
change: linear functions Interpretation
Principled

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Unit Question What is a function?

Essential Questions: Learning Objectives:

Based on ‘Understanding by Design’ or other ideas. Overview of skills, attitudes, concepts, knowledge, assessment statement keys
What makes a sequence arithmetric? To understand the concept of functions and how they can be used to
model everyday situations.
How can this be used to model growth or decay in real life.
Key Concepts Content summary
Concepts Microconcepts
■ Change ■ Function
■ Modelling ■ Domain
■ Range
■ Graph of a function
■ Linear models and their parameters
■ Rate of change
■ Direct variation
■ Inverse function
■ Arithmetic sequence, arithmetic series
■ Common difference
■ General term
■ Sum of series
■ Simple interest
■ Prediction
■ Extrapolation
■ Interpolation

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 5:
Modelling constant rates of Applications &
change: linear functions 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 quizzes 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 pg253 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
Developing Inquiry Skills via use of the mathematical toolkit to No formal assessment but used as training
F
encourage active learning – Optimization problem solving 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 -

Thinkers - Develop logical and creative thinking, and

patience and persistence in problem solving to instil
confidence in using mathematics

Knowledgeable -

Inquirers - Develop a curiosity and enjoyment of mathematics,

and appreciate its elegance and power in particular when it comes to
modelling

Principled -

Communicators -

Open minded –Take action to apply and transfer skills to

alternative situations, to other areas of knowledge and to
future developments in their local and global communities
 IB Diploma Programme Mathematics:
Unit Planner: Part 5:
Modelling constant rates of Applications &
change: linear functions Interpretation

Risktakers-

Balanced –

Caring –

Use of ICT, Information Literacy & Academic Honesty
Limited access to ICT rooms, encourage BYOD
MyiMaths
Aims of the Subject (which aims, found in the subject guide, will be addressed? How?)
This course recognizes the increasing role that mathematics and
technology play in a diverse range of fields in a data-rich world. As such,
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?
Science, modelling experimental data eg age v height Subjects analyzing two sets of data eg Economics, TOK, Science can all
support this unit.

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

Is student growth rate linear?

Is population growth rates linear?

Is gaming popularity increasing with linear growth?

Open-minded

Learning Experiences
Approaches to learning: Approaches to teaching through:
 IB Diploma Programme Mathematics:
Unit Planner: Part 5:
Modelling constant rates of Applications &
change: linear functions Interpretation
Tick as appropriate: Tick as appropriate: O
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ATL 1 Research skills  Inquiry 
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ATL 2 Communication skills  Concepts 

ATL 3 Social Skills
ATL 4 Thinking skills
ATL 5 Self-management skills
Communicators
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 Differentiation  m
 Contextually/Authenticity  i
 Collaboration  n
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Resources Required

Texts, worksheets (where can they be found?) Practical Resources R

Oxford IB SL Course Companion Graph paper i
Chapter 5 GDC s
Desmos k
Promethean Interactive Board -
Ruler t
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Online/ Web resources & Audio-visual (with URLs) Assessment instructions or rubrics
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Knowledgeable

https://www.youtube.com/watch?v=_cooC3yG_p0 r
Khan Academy, AP’s Further Reading: s
Academic Honesty Policy
https://www.youtube.com/watch?v=kvGsIo1TmsM Access & Inclusion Policy K
Khan Academy, functions Assessment Policy n
Language Policy o
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Differentiation e
PrincipledRisk-takers

Higher Level Students & Extension Standard Level Students Non-IB students (if applicable) d
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 IB Diploma Programme Mathematics:
Unit Planner: Part 5:
Modelling constant rates of Applications &
change: linear functions Interpretation
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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