IB Diploma Programme

Unit Planner Mathematics

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

Unit Plan 8
Start: 8 Apr 2020 Quantifying Grade IB1
Level: SL AA
End: 23 Apr 2020
Randomness Teacher: ASH
Inquirers

Unit Question How can the mathematics of chance 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
What is risk and how can we use probability to calculate the 8.1 Theoretical and experimental probability
likelihood of an event occurring. 8.2 Representing Probabilities
Caring

8.3 Independent and Dependent Events. Conditional Probability

8.4 Probability Tree Diagrams

Key Concepts Content summary

Language of probability, how to quantify probability and the basic Mostly IGCSE Extended Probability with conditional probability the
Balanced

tools to solve problems involving probability. only new concept

Duration / Timing Assumed prior knowledge and skills:

Communicators

Weeks 3 Add, subtract, multiply and divide fractions

Periods (double) 6 Add, subtract, multiply decimals
Period (single) 0 Calculating percentages.
Homework
Number of tasks 6
Approx. hours 4.5
Knowledgeable

Assessment Overview
Content/ Knowledge Formative or
Summative?
Assessment method to be used:
Understanding of key concepts & knowledge
MyIMaths homework tasks F Computer based assessment
Oxford chapter reviews F Peer and self- assessment
End of chapter review F Teacher assessed
End of unit assessment S Teacher assessed

Skills/ Internal Assessment

Risk-takers

Formative or
Assessment Criteria
Summative?
Assessment method to be used:
Testing skills/ preparation for IA
GDC skills Can students use their
No formal assessment but as training for
GDC to apply Formative
probabilities. 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

Open-minded

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?)
 IB Diploma Programme
Principled Unit Planner Mathematics

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?)
The gambling issue: use of probability in casinos. Could or should
mathematics help increase incomes in gambling?

Making Connections
How can this unit support other subject areas? How can this unit be supported by other subject areas?
Physics, Biology, Chemistry, Economics: Correlation and line of best
fits taught collaboratively between departments.

Links with ToK (possible links – can it be communicated to ToK teachers?) Links with current national/ global affairs
TOK: To what extent does mathematics offer models of real life? Is Natural disasters risk.
there always a function to model data behaviour? How do Actuaries calculate the insurance premiums
TOK: Is mathematics useful to measure risks? TOK: Can gambling be
considered as an application of mathematics? (This is a good
opportunity to generate a debate on the nature, role and ethics of
 IB Diploma Programme
Unit Planner Mathematics

mathematics regarding its applications.)

Learning Experiences
Theoretical: Practical/ Applied:
Communicators
Knowledgeable

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
ATL 4 Thinking skills Contextually/Authenticity
ATL 5 Self management skills Collaboration
Risk-takers

Resources Required
Texts, worksheets (where can they be found?) Practical Resources
Oxford textbook: Chapter 8 Kognity online textbooks
Open-minded

Online/ Web resources & Audio-visual (with URLs) Assessment instructions or rubrics
 IB Diploma Programme
Principled Unit Planner Mathematics

Review examsolutions.com for further examples/practise

Geogebra, GDC
IB Inthinking http://www.inthinking.net/inthinking/teacher-
resources.htm

Kognity
Thinkers

Differentiation
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.
Reflective

Differentiation by learning styles ESL/ Language Support strategies Special Educational Needs (if applicable)
Inquirers

Students are differentiated into classes based
on abilities and past results.
All students are bilingual however they are
expected to learn in the English medium.
Learning support staff are available to help.
Key words and definitions are identified in a
word bank in students’ books.

Ongoing Reflection and Evaluation

Caring

Aspect Successes or positive experiences Improvements to be made

Teaching/ learning

Assessment of skills/ knowledge

Balanced

Making connections

Core considerations

Further notes/ reflection

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