Mathematics:

IB Diploma Programme
Unit Planner Analysis &
Approaches
Open-minded Risk-takers Knowledgeable Communicators Balanced Caring Inquirers Reflective Thinkers Principled

Grade IB1
Start: 5 Jan 2020
Unit Plan 5
End: 30 Jan 2020
Measuring Change: Differentiation Level: SL. AA
Teacher: ASH

Unit Question How can we evaluate basic limits and use differential calculus to find the rate at which a variable is changing.

Essential Questions: Learning Objectives:

Based on ‘Understanding by Design’ or other ideas. Overview of skills, attitudes, concepts, knowledge, assessment statement keys
What are limits? 5.1 Limits and Convergence
How does differential calculus use limits to find the rate at which a 5.2 The Derivative Function
variable quantity is changing? 5.3 Differentiation Rules
5.4 Graphical interpretation of first and second derivatives
5.5 Application of differential calculus: optimization and kinematics

Key Concepts Content summary

The aim of this topic is to introduce students to the basic concepts Limits and convergence
and techniques of differential and integral calculus and their The tangent line and derivative of x n
applications Gradient of a secant line.
Gradient of a tangent line and the derivative
Rules for derivatives.
Equations of tangents and normal lines
Product rule and the quotient rule
Chain rule and higher order derivatives.
Rates of change and motion in a line.
The derivative and graphing.
Optimization

Duration / Timing Assumed prior knowledge and skills:

Weeks 4 Laws of Indices
Periods (double) 8 Factorizing expressions
Period (single) 0 Expanding binomials
Homework Use ration exponents to rewrite expressions in the form cx n
Number of tasks 8
Approx. hours 12

Assessment Overview
Content/ Knowledge Formative or
Summative?
Assessment method to be used:
Understanding of key concepts & knowledge
MyiMaths Homeworks F Computer based assessment
End of Chapter Reviews F Teacher assessed
End of Unit Test S Teacher assessed
Oxford Chapter exercises F Peer and self-assessed

Skills/ Internal Assessment Assessment Criteria

Formative or
Assessment method to be used:
Testing skills/ preparation for IA Summative?
GDC skills Can students use their
GDC to apply to Formative Used as training for IA
differentiation
Types of past IA’s that have been completed on sequences IA due 2021

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?)
 Mathematics:
IB Diploma Programme
Unit Planner Analysis &
Approaches
Open-minded – are students open to the idea of using flipped
instruction to self-pace and self-study?

Use of ICT, Information Literacy & Academic Honesty Aims of the Subject (which aims, found in the subject guide, will be addressed? How?)
Aim 8: The debate over whether Newton or Leibnitz discovered
certain calculus concepts.

Making Connections
How can this unit support other subject areas? How can this unit be supported by other subject areas?
Appl: Economics 1.5 (marginal cost, marginal revenue, marginal Exposure of optimization, gradients, rate of change to be covered n
profit). economics, chemistry, biology.
Appl: Chemistry 11.3.4 (interpreting the gradient of a curve).

Links with ToK (possible links – can it be communicated to ToK teachers?) Links with current national/ global affairs
 Mathematics:
IB Diploma Programme
Unit Planner Analysis &
Approaches
TOK: What value does the knowledge of limits have? Is infinitesimal
behaviour applicable to real life?
TOK: Opportunities for discussing hypothesis formation and testing,
and then the formal proof can be tackled by comparing certain cases,
Caring

through an investigative approach.

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

Learning Experiences
Theoretical: Practical/ Applied:

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
 Mathematics:
IB Diploma Programme
Unit Planner Analysis &
Approaches
Resources Required
Texts, worksheets (where can they be found?) Practical Resources
Oxford textbook: Chapter 5
Inquirers

Online/ Web resources & Audio-visual (with URLs) Assessment instructions or rubrics
Caring

Review examsolutions.com for further examples/practise

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

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
Communicators

on abilities and past results.

Differentiation by learning styles
Students are differentiated into classes based
on abilities and past results.
Knowledgeable
ESL/ Language Support strategies Special Educational Needs (if applicable)
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

Principled

Aspect Successes or positive experiences Improvements to be made

Teaching/ learning
Risk-takers

Assessment of skills/ knowledge

Thinkers

Making connections

Core considerations
Open-minded
Reflective

Further notes/ reflection

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