IB Diploma Programme

Unit Planner: Unit 1 Mathematics

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

Unit 1 – From patterns to generalisations Grade

Start:
Unit Plan 1 Level: IB1 AA HL
End:
Teacher:

Unit Question Can patterns be explained mathematically?

Essential Questions: Learning Objectives:

Based on ‘Understanding by Design’ or other ideas. Overview of skills, attitudes, concepts, knowledge, assessment statement keys
How can we find terms in a pattern? To be able to sum geometric and arithmetic series
How can we add terms in a pattern? To introduce 4 methods of proof
How can we prove things? To be able to expand binomials to any real n
How can we save time by discovering patterns? To be able to apply combinations and permutations

Key Concepts Content summary

Expressing sequences mathematically Explicitly and recursively defined sequences; arithmetic sequences
Proof by 4 methods & series; sum of finite arithmetic sequences; geometric sequences
Binomial Expansions with all real powers & series; sum of finite & infinite geometric sequences; sigma
Counting principles notation; problems involving compound interest & other examples
of exponential growth & decay
counting principles including permutations & combinations; factorial
notation; expansion of binomial expressions; binomial theorem;
binomial coefficients; Pascal's triangle; proof by mathematical
induction;

Duration / Timing Assumed prior knowledge and skills:

Weeks 3 Nth term of a sequence
Periods (double) 2 Basic algebraic manipulation including indices and solving quadratics
Period (single) 0
Homework
Number of tasks 6
Approx. hours 6

Assessment Overview
Content/ Knowledge Formative or
Summative?
Assessment method to be used:
Understanding of key concepts & knowledge
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
F
encourage active learning – Koch Snowflake 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?)

Balanced – How did Gausss quickly add the numbers from 1-100?
Caring - A look at Grandi’s series and the sum of natural numbers
Communicators - How did Pythagoreans know the root 2 is irrational?
Inquirers – Explore different patterns and sequences and look for How did the ancient Babylonians estimate the value of root 2?
connections How can we multiply out two inifinte series (Drilecht)?
Knowledgeable -
Open-minded – Explore the concept of infinity
Principled -
Reflective -
Risk-takers – First leap into the unkown of mathematical proof
Thinkers –
 IB Diploma Programme
Unit Planner: Unit 1 Mathematics
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 need for analytical expertise in a world where
MyiMaths innovation is increasingly dependent on a deep understanding of
General spreadsheets mathematics. This course includes topics that are both traditionally part
Kognity of a pre-university mathematics course as well as topics that are
Balanced

Khan Academy amenable to investigation, conjecture and proof, for instance the study
Promethean Interactive Boards of sequences and series at both SL and HL, and proof by induction at HL.
ActivInspire The course allows the use of technology, as fluency in relevant
Resources from maths shared area mathematical software and hand-held technology is important
regardless of choice of course. However, Mathematics: analysis and
Academic Honesty- Exploration first draft teacher/student interviews approaches has a strong. The emphasis is on the use of technology and
Principled

help access academic honesty. algorithmic methods to solve problems with accuracy without the need
Communicators

Also explorations are placed through Turnitin. for a detailed look at applications.
Thinkers
Knowledgeable
Reflective

Making Connections
How can this unit support other subject areas? How can this unit be supported by other subject areas?
Radioactive decay, nuclear physics, charging and discharging Loans and repayments (economics and business management).
capacitors (physics).
Risk-takers

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

Is maths a language? Claim made recently about a solution to the Riemann Hypothesis
How is intuition used in maths?
Is all knowledge concerned with patterns?
Do all societies view investment and interest in the same way?
What is the role of the maths community in validating mathematical
Open-minded

proofs?
What does combinatorics tell us about ignorant people playing the
Caring

lottery and the ethics behind this?

Why is Pascal’s triangle so called when he didn’t invent it?

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 Frogs investigation
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%
 Online graphing calculator: www.desmos.com
 IB Questionbank: https://questionbank.ibo.org/en Further Reading:
 GDC emulator fx-CG Academic Honesty Policy
 IB Diploma Programme
Unit Planner: Unit 1 Mathematics
Access & Inclusion Policy

Knowledgeable
Open-minded
Assessment Policy
Language Policy
Risk-takers

Differentiation
Higher Level Students & Extension Standard Level Students Non-IB students (if applicable)

All students are HL. N/A

Risk-takers
Knowledgeable
Open-minded

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 are their meaning is explained.
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