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Diploma Programme subject outlineGroup 5: mathematics and computer

science
School name Westlake High School School code 923373

Name of the DP subject Mathematics SL

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

Name of the teacher who


completed this outline
Gladden, Latricia Date of IB training Summer 2014

Date when outline was Name of workshop


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

using Pascals triangle and (nr)


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

6.2 Use of Derivatives rules on polynomials,


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

6.3 Applications of Derivatives


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.

6.6 Integration problems n involving displacement,


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

4.2 Scalar product of two vectors,


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

5.3 Find median, quartiles and percentiles from


cumulative frequencies and their graphs 5 class periods

5.8 Binomial distribution


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

IB Exam Review 15 class periods


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.

Topic Link with TOK (including description of lesson plan)


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.

Topic Contribution to the development of the attribute(s) of the IB learner profile


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