IB Diploma Programme

Unit Planner: Unit 4 Mathematics

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

Unit 4 – Measuring Change - Grade

Start: Differentiation
Unit Plan 4 Level: IB1 AA HL
Thinkers

End:
Teacher:

Unit Question How is a runners speed measured with respect to time

Essential Questions: Learning Objectives:

Based on ‘Understanding by Design’ or other ideas. Overview of skills, attitudes, concepts, knowledge, assessment statement keys
How can a company maximize its profits and minimise losses? To introduce differentiation
Reflective

At which time must a rocket perform its re-entry into the To learn rules of differentiation – product rule, quotient rule, chain
atmosphere? rule
How can we minimize materials needed to make packaging? To graphically interpret derivatives
How does rate of flow into a reservoir effect change in height of the To understand how to find maximums and minimums
water level? To understand implicit differentiation
Key Concepts Content summary
Limits of functions and covergence, limit definition of a derivative,
Inquirers

gradient as a rate of change, basic differentiation rules, maximum and

minimum points of a function, points of inflection, first and second
derivative tests, equations of tangents and normals
Caring

Duration / Timing Assumed prior knowledge and skills:

Balanced

Weeks 3 Rules of indices

Periods (double) 2 Graphing functions
Period (single) 0
Homework
Number of tasks 6
Approx. hours 6
Communicators

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.
Knowledgeable

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 – River crossing for IA – 20% of IB course

Summative Assessment: ‘Assessment of learning’- Gives grades for PG and reporting

Risk-takers

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 –
Caring -
Open-minded

Communicators -
Inquirers -
Knowledgeable – several rules to remember and when to apply
Open-minded -
Principled -
Reflective – thinking about whether or not answers seem reasonable
 IB Diploma Programme
Principled Unit Planner: Unit 4 Mathematics

in the real world O

Risk-takers – a new branch of mathematics they have never done p
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Use of ICT, Information Literacy & Academic Honesty Aims of the Subject (which aims, found in the subject guide, will be addressed? How?) i
Oxford IB eBooks This course recognizes the need for analytical expertise in a world where s
MyiMaths innovation is increasingly dependent on a deep understanding of k
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 t
Khan Academy amenable to investigation, conjecture and proof, for instance the study a
k
Promethean Interactive Boards of sequences and series at both SL and HL, and proof by induction at HL.
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ActivInspire The course allows the use of technology, as fluency in relevant
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Resources from maths shared area mathematical software and hand-held technology is important s
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 K
help access academic honesty. algorithmic methods to solve problems with accuracy without the need n
Also explorations are placed through Turnitin. for a detailed look at applications. o
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 IB Diploma Programme
Unit Planner: Unit 4 Mathematics

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Making Connections
How can this unit support other subject areas? How can this unit be supported by other subject areas?
Marginal cost, marginal revenue, marginal profit, market structures (economics); Business can show the practical applications of maximizing and
kinematics, induced emf and simple harmonic motion (physics); interpreting the minimizing.
gradient of a curve (chemistry)

Links with ToK (possible links – can it be communicated to ToK teachers?) Links with current national/ global affairs
Current plastic crisis in the ocean. How can we reduce plastic
consummption?
IB Diploma Programme
Unit Planner: Unit 4 Mathematics
 IB Diploma Programme
Ope Unit Planner: Unit 4 Mathematics
 IB Diploma Programme
Unit Planner: Unit 4 Mathematics

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Learning Experiences e
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Balanced

Approaches to learning: Approaches to teaching through: -

Tick as appropriate:
ATL 1 Research skills
ATL 2 Communication skills
ATL 3 Social Skills
Communicators
Tick as appropriate: m
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 Inquiry  d
 Concepts  e
 Differentiation  d

ATL 4 Thinking skills  Contextually/Authenticity 

ATL 5 Self-management skills  Collaboration  R
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Resources Required -
Texts, worksheets (where can they be found?) Practical Resources t
Oxford IB Course Companion Casio Graphic Display Calculator a
InThinking website Promethean Interactive Board k
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Knowledgeable

Tes.com
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Worksheets and past paper resources from Maths staff shared
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folders.
IB Questionbank K
Online/ Web resources & Audio-visual (with URLs) Assessment instructions or rubrics n
 MyiMaths: www.myimaths.com Homework – 10% o
 InThinking: www.inthinking.org Unit Assessments - 40% w
 Teaching resources TES: www.tes.com End of Year Examination - 50% l
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Risk-takers

 Online graphing calculator: www.desmos.com

d
 IB Questionbank: https://questionbank.ibo.org/en Further Reading:
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 GDC emulator fx-CG Academic Honesty Policy
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Access & Inclusion Policy
a
Assessment Policy b
Language Policy l
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Differentiation
Principledn-minded

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

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 IB Diploma Programme
Unit Planner: Unit 4 Mathematics

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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