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Group 5 Mathematics SL

Math

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science

School name Westlake High School School code 923373

Level

(indicate with X) Higher Standard completed in two years X Standard completed in one year *

completed this outline

Gladden, Latricia Date of IB training Summer 2014

January 2015 Mathematics SL (Category 1)

completed (indicate name of subject and workshop category)

* All Diploma Programme courses are designed as two-year learning experiences. However, up to two standard level subjects, excluding languages ab initio and pilot subjects, can be completed in

one year, according to conditions established in the Handbook of procedures for the Diploma Programme.

1. Course outline

Use the following table to organize the topics to be taught in the course. If you need to include topics that cover other requirements you have to teach (for

example, national syllabus), make sure that you do so in an integrated way, but also differentiate them using italics. Add as many rows as you need.

This document should not be a day-by-day accounting of each unit. It is an outline showing how you will distribute the topics and the time to ensure that

students are prepared to comply with the requirements of the subject.

This outline should show how you will develop the teaching of the subject. It should reflect the individual nature of the course in your classroom and should

not just be a copy and paste from the subject guide.

If you will teach both higher and standard level, make sure that this is clearly identified in your outline.

Topic Allocated time

(as identified in the IB subject Resources

One 90 minutes.

guide) class is Assessment List the main resources to be

Contents

State the topics in the order instruments to be used used, including information

In one technology if applicable.

you are planning to teach week 2/3 classes.

them. there are

Topic 2: Functions and Equations 2.4 Quadratic Functions 5 class periods Students will be assessed Safari Montage, Ti-84 Plus GDCs,

Year 1 Topic 1: Algebra Solve(2.7) using formative assessments, Promethean Board and Active

Graph (2.2) weekly topic quizzes, monthly expressions, All-in-Learning Student

Characteristics cumulative assessments, response remotes and data analysis.

o Domain/Range performance assessments, the Fathom software, Calculus in motion

internal assessment Sketchpad to visually display

o Relative extrema

concepts. Test generator software,

o Intercepts

USA Test prep where applicable, Text

o Axis of symmetry book TBD

transformations(2.3)

Applications(2.8) 3 class periods

1.2 Elementary treatment of exponents and

logarithms.

Laws of exponents

Laws of logarithms

Change of base

Solving equations(2.7)

3 class periods

2.6 Exponential functions

Solve(2.7)

Graph (2.2)

Characteristics

o Domain/Range

o asymptotes

o Intercepts

o increasing/decreasing

transformations(2.3)

Applications(2.8) 1 class periods

2.1 Inverse function

Establish the relationship between

exponents and logarithms as inverses

3 class periods

algebraically and graphically.

2.6 Logarithmic functions

Solve(2.7)

Graph (2.2)

Characteristics

o Domain/Range

o asymptotes

o Intercepts

Topic Allocated time

(as identified in the IB subject Resources

One 90 minutes. Assessment

guide) Contents class is List the main resources to be

instruments to be used used, including information

State the topics in the order In one

you are planning to teach 2/3 classes. technology if applicable.

week

them. there are

o increasing/decreasing

transformations(2.3)

Applications(2.8)

Topic 1: Algebra 1.1 Arithmetic sequences and series 3 class periods Students will be assessed Safari Montage, Ti-84 Plus GDCs,

Year 1 Sum of a finite series using sigma using formative assessments, Promethean Board and Active

notation weekly topic quizzes, monthly expressions, All-in-Learning Student

Geometric sequences and series cumulative assessments, response remotes and data analysis.

Sum of a finite and infinite series using performance assessments, the Fathom software, Calculus in motion

sigma notation internal assessment Sketchpad to visually display

Applications concepts. Test generator software,

USA Test prep where applicable, Text

1.2 The binomial theorem 2 class periods book TBD

Expansion of (a+b)n

Calculation of binomial coefficients

Topic Allocated time

(as identified in the IB subject Resources

One 90 minutes. Assessment

guide) Contents class is List the main resources to be

instruments to be used used, including information

State the topics in the order In one

you are planning to teach 2/3 classes. technology if applicable.

week

them. there are

Topic 2: Functions and Equations 2.5 The reciprocal functions 3 class periods

Solve(2.7)

Graph (2.2)

Self-inverse nature(2.1)

Characteristics

o Domain/Range

o asymptotes

o Intercepts

o increasing/decreasing

Transformations(2.3)

Applications(2.8)

1 class periods

2.1 Composite Functions

Topic Allocated time

(as identified in the IB subject Resources

One 90 minutes. Assessment

guide) Contents class is List the main resources to be

instruments to be used used, including information

State the topics in the order In one

you are planning to teach 2/3 classes. technology if applicable.

week

them. there are

Topic 3: Circular functions and 3.1 The circle: 2 class periods Students will be assessed Safari Montage, Ti-84 Plus GDCs,

Year 1 trigonometry Degrees to radian measure of angles using formative assessments, Promethean Board and Active

Length of an arc weekly topic quizzes, monthly expressions, All-in-Learning Student

Area of a sector. cumulative assessments, response remotes and data analysis.

performance assessments, the Fathom software, Calculus in motion

3.2 Definition of cos and sin in terms of the unit 3 class periods internal assessment Sketchpad to visually display

circle concepts. Test generator software,

USA Test prep where applicable, Text

Definition of tan as sin /cos .

book TBD

Exact values of trigonometric ratios of

/ 6, /4,/3, /2,0 and their multiples.

3 class periods

3.4 The circular functions sin x , cos x and tan x :

Solve(2.7)

Graph (2.2)

Characteristics

o Domain/Range

o Asymptotes

o amplitude

o periodic nature

o Intercepts

Transformations(2.3)

Applications(2.8)

3 class periods

3.3 Trigonometric Identities

Pythagorean identity

Double angle identity (sine and cosine)

Relationship between trigonometric ratios

3 class periods

3.5 Solving trigonometric equations on a finite

interval including quadratic equations in sine cosine

or tangent.

Analytically

Graphically

4 class periods

3.6 Solutions if triangles

Law of Sines (including the ambiguous

case)

Law of Cosines

Topic Allocated time

(as identified in the IB subject Resources

One 90 minutes. Assessment

guide) Contents class is List the main resources to be

instruments to be used used, including information

State the topics in the order In one

you are planning to teach 2/3 classes. technology if applicable.

week

them. there are

1

Area of a triangle

ab sin C

2

Applications(2.8)

Topic Allocated time

(as identified in the IB subject Resources

One 90 minutes. Assessment

guide) Contents class is List the main resources to be

instruments to be used used, including information

State the topics in the order In one

you are planning to teach 2/3 classes. technology if applicable.

week

them. there are

Topic 6: Calculus 6.1 Informal ideas of limit and convergence 5 class periods Students will be assessed Safari Montage, Ti-84 Plus GDCs,

Year 1 Investigate limits graphically, numerically using formative assessments, Promethean Board and Active

and algebraically weekly topic quizzes, monthly expressions, All-in-Learning Student

Definition of the derivative cumulative assessments, response remotes and data analysis.

o f(x)= performance assessments, the Fathom software, Calculus in motion

internal assessment Sketchpad to visually display

f ( x +h ) f (x ) concepts. Test generator software,

lim

h0 h USA Test prep where applicable, Text

book TBD

f ( x )f (a)

o f(x)= lim

x a xa

Interpret the derivative as a rate of change 3 class periods

Interpret the derivative as the slope function

Find and use the equation of tangent lines to

approximate values of functions

Find equations of normal lines

trigonometric functions, ex, lnx, (include ax, rational

functions, radical functions, and inverse functions)

Sum and difference

Product rule

Quotient rule

Chain rule for composite functions 10 class periods

Second derivatives

Higher order derivatives

Implicit differentiation

Curve Analysis

Find local and global extrema using

derivative tests

Find points of inflection using the second

derivative test for concavity

Relate the behavior of the graphs of f f and

f

Solve optimization problems

Solve Related rates problems using implicit

Topic Allocated time

(as identified in the IB subject Resources

One 90 minutes. Assessment

guide) Contents class is List the main resources to be

instruments to be used used, including information

State the topics in the order In one

you are planning to teach 2/3 classes. technology if applicable.

week

them. there are

Topic 6: Calculus 6.4 Indefinite integration 3 class periods Students will be assessed Safari Montage, Ti-84 Plus GDCs,

Year 1 Polynomials using formative assessments, Promethean Board and Active

Trigonometric functions weekly topic quizzes, monthly expressions, All-in-Learning Student

cumulative assessments, response remotes and data analysis.

1 performance assessments, the Fathom software, Calculus in motion

ex and x internal assessment Sketchpad to visually display

concepts. Test generator software,

Composite functions with a linear function USA Test prep where applicable, Text

Integration using U substitution for book TBD

10 class periods

f ( g ( x ) ) g ' ( x ) dx

6.5 Definite integration with applications

Analytically, graphically and using

technology

Differential equations

Slopefields

Find area under a curve

Find area between two curves

Find volumes of revolution , about

horizontal and vertical axis 3 class periods

Find volumes using cross sections of

different shapes using bases with different

shapes. i.e. squares, circles, triangles, and

rectangles.

total distance traveled, velocity and acceleration.

Topic Allocated time

(as identified in the IB subject Resources

One 90 minutes. Assessment

guide) Contents class is List the main resources to be

instruments to be used used, including information

State the topics in the order In one

you are planning to teach 2/3 classes. technology if applicable.

week

them. there are

Topic 4: Vectors 4.1 Vectors as displacements in a plane and in three 5 class periods Students will be assessed Safari Montage, Ti-84 Plus GDCs,

Year 2

dimensions using formative assessments, Promethean Board and Active

Components of a vector and column weekly topic quizzes, monthly expressions, All-in-Learning Student

representation cumulative assessments, response remotes and data analysis.

Algebraic and geometric approaches to performance assessments, the Fathom software, Calculus in motion

o Sum and difference of two internal assessment Sketchpad to visually display

vectors, concepts. Test generator software,

o The zero vector, USA Test prep where applicable, Text

o The negative vector book TBD

o Multiplication by a scalar

o Magnitude of a vector and

o Unit vectors i,j and k

o Position vectors 5 class periods

Perpendicular vectors

Parallel vectors angles between two vectors

Topic 4: Vectors 4.3 Representation of a line as r=a+tb and the angle 5 class periods Students will be assessed Safari Montage, Ti-84 Plus GDCs,

Year 2

between two lines; using formative assessments, Promethean Board and Active

weekly topic quizzes, monthly expressions, All-in-Learning Student

4.4 Distinguish between coincident and parallel lines 5 class periods cumulative assessments, response remotes and data analysis.

Determine if lines intersect locate the point performance assessments, the Fathom software, Calculus in motion

of intersection of two lines as the solution internal assessment Sketchpad to visually display

to a system concepts. Test generator software,

Topic: 5 Statistics and Probability 5.1 Comparison of concepts 5 class periods USA Test prep where applicable, Text

Population book TBD

Sample

Random sample

Discrete data

Continuous data

Graphical Representations of data

Frequency table

Frequency histograms

Box-and-whisker plots

o Use of upper and lower boundaries

o Interval widths

o Mid-interval values

5 class periods

5.2 Calculations of Statistical measures and make

interpretations of data using the results.

Topic Allocated time

(as identified in the IB subject Resources

One 90 minutes. Assessment

guide) Contents class is List the main resources to be

instruments to be used used, including information

State the topics in the order In one

you are planning to teach 2/3 classes. technology if applicable.

week

them. there are

Mean, median, mode,

Range, interquartile range, quartiles,

percentiles, variance and standard deviation

cumulative frequencies and their graphs 5 class periods

Binomial probabilities 5 class periods

Mean and Variance of the binomial

distribution

Determine when random variables are best described

using binomial distributions

5 class periods

5.9 Normal distribution and the Bell curve

Standardization of normal variables

Z-values and z-scores

Characteristics of a normal distribution

Year 2 Various Math Exploration Activities 10 class periods

Topic: 5 Statistics and Probability 5.4 Linear correlation of bivariate data 5 class periods Safari Montage, Ti-84 Plus GDCs,

Pearsons product-moment correlation Promethean Board and Active

coefficient r expressions, All-in-Learning Student

Scatter plots and linear regression equations response remotes and data analysis.

Use regressions lines to make predictions Fathom software, Calculus in motion

Sketchpad to visually display

Use mathematical findings to make

concepts. Test generator software,

interpretations in the context of the

USA Test prep where applicable, Text

problem.

book TBD

5 class periods

5.5 Probability Concepts

trials, outcomes, equally likely outcomes,

sample space and event

probability of an event and its complement

Use of Venn diagrams, tree diagrams and

tables to solve problems

5 class periods

5.6 Find probabilities

Combined events

Mutually exclusive events

Conditional probability definition

Independent events definition

Topic Allocated time

(as identified in the IB subject Resources

One 90 minutes. Assessment

guide) Contents class is List the main resources to be

instruments to be used used, including information

State the topics in the order In one

you are planning to teach 2/3 classes. technology if applicable.

week

them. there are

Probabilities with and without replacement

5 class periods

5.7 Concept of discrete random variables and their

probability distributions

Find expected value for discrete data

Investigate real world uses of probability

distribution and expected value

2. IB internal assessment requirement to be completed during the course

Briefly explain how and when you will work on it. Include the date when you will first introduce the internal assessment requirement to your students, the different stages and

when the internal assessment requirement will be due.

The internal assessment (IA) will involve investigations and problem solving assignments. Students will be assessed on their ability to read, interpret and solve a given problem using appropriate

mathematical terms, organize and present information and data in tabular, graphical and/or diagrammatic forms, using appropriate notation and terminology, formulate a mathematical argument and

communicate it clearly, select and use appropriate mathematical strategies and techniques, demonstrate an understanding of both the significance and the reasonableness of results, recognize patterns and

structures, make generalizations, recognize and demonstrate an understanding of the practical applications of mathematics, use appropriate technological devices as mathematical tools and demonstrate an

understanding of and the appropriate use of mathematical modeling. The topic will be introduced and students will begin working on the IA when Calculus is introduced. The IA will be due at the

beginning of the second semester of the second year.

3. Links to TOK

You are expected to explore links between the topics of your subject and TOK. As an example of how you would do this, choose one topic from your course outline that

would allow your students to make links with TOK. Describe how you would plan the lesson.

1.1 Arithmetic sequences and Students in pairs would be challenged to find the sum of the first 100 integers without the use of a calculator. After they work on the task for a few minutes Ill let them

series: Sum of a finite know that an 8 year old was able to find the sum in his head. After pairs arrive at their conclusions we will discuss their methods and any patterns they observed. Students

series using sigma notation will be prompted to find an equation that describes their pattern or process and verify that it works for any number of integers. We will then discuss the idea of mathematical

intuition and the basis for formal proof.

4. International mindedness

Every IB course should contribute to the development of international mindedness in students. As an example of how you would do this, choose one topic from your outline

that would allow your students to analyze it from different cultural perspectives. Briefly explain the reason for your choice and what resources you will use to achieve this goal.

Topic Contribution to the development of international mindedness (including resources you will use)

3.1 Circular functions and Students will investigate the origins of the metric system and countries willingness to adopt the metric system for their units of measure for distance, weight and capacity.

trigonometry Students will then investigate the answer the question. Why havent circular functions been converted to the metric system? Students will research the Babylonian origins of

the 360 degree circle and its influences on the world.

5. Development of the IB learner profile

Through the course it is also expected that students will develop the attributes of the IB learner profile. As an example of how you would do this, choose one topic from

your course outline and explain how the contents and related skills would pursue the development of any attribute(s) of the IB learner profile that you will identify.

Random sampling from Contribution to the development of the attribute(s) of the IB learner profile: Inquiry, risk-taking, reflection.

populations; graphical displays

of data Sampling from populations and then displaying the results requires a fundamental knowledge of the tools necessary to achieve accurate results. Clear presentation is also

necessary. The impact of displaying accurate versus inaccurate results on public opinion and elections throughout the world will be discussed. Suggestions for presenting

and displaying clear and meaningful results will be debated.

6. Resources

Describe the resources that you and your student will have to support the subject. Indicate whether they are sufficient in terms of quality, quantity and variety. Briefly

describe what plans are in place if changes are needed.

Students and the teacher will utilize various resources such as Safari Montage, Ti-84 Plus GDCs,

Promethean Board and Active expressions; All-in-Learning Student response remotes and data analysis, Fathom software, Calculus in motion Sketchpad to visually display

concepts. Test generator software, USA Test prep where applicable, Text book TBD

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