IB Diploma Programme

Mathematics:
Unit Planner: Unit 4 Analysis &
Equivalent representations
Approaches
Open-minded Risk-takers Knowledgeable Communicators Balanced Caring Inquirers Reflective Thinkers Principled

Start: Unit 4 - Equivalent representations: Grade IB1

Unit Plan 4 Term 2 Level: SL
End: rational functions Teacher: DTU ASH

Unit Question Does a reciprocal function represent the relationship between two variables?

Essential Questions: Learning Objectives:

Based on ‘Understanding by Design’ or other ideas. Overview of skills, attitudes, concepts, knowledge, assessment statement keys
How does the concentration of medicine in a patient’s blood stream The reciprocal function
change with time? Transforming the reciprocal function
How does the length of a guitar string affect the frequency of ax +b
Rational functions of the form f ( x )=
vibrations? cx + d
What is the optimum file size to save photos to your phone in order
to get the best compromise between photo quality and available
space?
How can a business determine the best price to sell their products?
Key Concepts Content summary
■ Domain and range of a rational function Rational functions
■ Features of reciprocal and rational functions: symmetry, intercepts,
horizontal and vertical asymptotes
■ Modelling with reciprocal and rational functions

Duration / Timing Assumed prior knowledge and skills:

Weeks 3 Solve simple linear equations
Periods (double) 2 Sketch horizontal and vertical lines
Period (single) 0
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
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
encourage active learning – Koch Snowflake etc, give relevant F
for IA – 20% of IB course
examples

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 ‘knowledgeable’ and ‘communicators’ for the obvious subject areas. (Where do opportunities arise to explore this dimension?)
The word asymptote is derived from the Greek asymptotes, which
Communicators - means “not falling together”.
Inquirers -This chapter promotes Inquiry skills The first Chinese abacus was invented around 500 BCE. The Moroccan
Knowledgeable - scholar Ibn al-Banna al-Marrakush used a lattice multiplication in the
Open-minded – This chapter introduces the concept of infinity 14th century that John Napier, a Scottish mathematician, adapted in the
Thinkers – 17th century. Edmund Gunter of Oxford then produced the first slide
rule before Blaise Pascal started to develop a mechanical calculator in
France in the 17th century which led to our present day GDC.

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
 IB Diploma Programme
Mathematics:
Unit Planner: Unit 4 Analysis &
Equivalent representations
Approaches
Kognity topics that are often used as applications or in mathematical modelling.

takers
Open-minded
Khan Academy To give this understanding a firm base, this course also includes topics
Promethean Interactive Boards that are traditionally part of a pre-university mathematics course such as
ActivInspire calculus and statistics.
Resources from maths shared area The course makes extensive use of technology to allow students to
explore and construct mathematical models. Mathematics: applications

Knowledgeable
Academic Honesty- Exploration first draft teacher/student interviews and interpretation will develop mathematical thinking, often in the
help access academic honesty.
Balanced

context of a practical problem and using technology to justify

Also explorations are placed through Turnitin.
conjectures.

Risk-
Principled
Communicators
Thinkers
Knowledgeable

Making Connections
How can this unit support other subject areas? How can this unit be supported by other subject areas?
Graph drawing and interpretation skills are vital in the Sciences, Physics and science graph sketching
Economics and Business.
Reflective

Links with ToK (possible links – can it be communicated to ToK teachers?) Links with current national/ global affairs
“Film is one of the three universal languages, the other two: Links to infinity.
mathematics and music”, is a quote from movie director, Frank Graham’s number. https://www.youtube.com/watch?v=XTeJ64KD5cg
Capra. To what extent do you agree?
How can a mathematical model give us knowledge even if it does not
Risk-takers

yield accurate predictions?

When students see a familiar equation with a transformation, they
will often get a “gut feeling" about what the function looks like.
Inquirers

Respond to this question. Is intuition helpful or harmful in

mathematics?
What are the ethical considerations when sharing mathematical
knowledge?
What is the biggest number that you know? Million? Billion? What
Open-minded

about the prefixes used in storage like giga and tera? What are they?
What is a googol? What is larger?
Caring

Hilberts paradox of the Grand Hotel.

What do you think is meant by infinity?

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 

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
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%
 IB Diploma Programme
Mathematics:
Unit Planner: Unit 4 Analysis &
Equivalent representations
Approaches
 InThinking: www.inthinking.org Unit Assessments - 40%

Knowledgeable
Open-minded
Risk-takers

 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
Access & Inclusion Policy
Assessment Policy
Language Policy
Knowledgeable
Open-minded

Differentiation

Risk-takers
Higher Level Students & Extension Standard Level Students Non-IB students (if applicable)
N/A All students are SL. N/A

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