Mathematics:

IB Diploma Programme
Unit Planner: Unit 12 Analysis &
Approaches
Open-minded Risk-takers Knowledgeable Communicators Balanced Caring Inquirers Reflective Thinkers Principled

Unit Plan 12 Start: Year 2 Term Unit 12 – Periodic relationships: Grade IB1 AA SL
End: 1 Level: O
trigonometric finctions
Thinkers

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 Mathematics:
IB Diploma Programme
Unit Planner: Unit 12 Analysis &
Approaches
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How can I model sound waves?
Unit Question
Essential Questions: Learning Objectives:
Based on ‘Understanding by Design’ or other ideas. Overview of skills, attitudes, concepts, knowledge, assessment statement keys
How can I model my height on the Ferris wheel? To understand radian measure of angles; length of an arc; area of a
Can I visualize the amplitude, pitch and frequency of musical notes? sector.
What is the best time to surf?
To know the definition of sinx and cosx in terms of the unit circle;
What time is sunset in Bali on my birthday?
definition of tanx as sinx /cosx; exact values of trigonometric ratios of
π π π π
0, ' ’ ' and their multiples; extension of the sine rule to the
6 4 3 2
ambiguous case.
To understand the Pythagorean identity cos 2 θ+ sin 2 θ=1 ; double
angle identities for sine and cosine; the relationship between
trigonometric ratios.
To graph circular functions sinx, cosx, and tanx. Underatnd key
features: amplitude, their periodic natur.
Graph and analyse composite functions of the form
f ( x )=a sin ( b ( x+ c )) + d including modelling real life contexts.
Solve trigonometric equations in a finite interval, both graphically and
analytically including equations leading to quadratic equations in sinx,
cosx, or tanx.

Key Concepts Content summary

■ Equivalence Microconcepts
■ Relationships ■ Radians
■ Arcs and sectors
■ Unit circle and the ambiguous case of the
sine rule
■ Trigonometric identities and equations
■ Trigonometric periodic functions

Duration / Timing Assumed prior knowledge and skills:

Weeks 4
Periods (double) 2
Period (single) 0
Homework
 Mathematics:
IB Diploma Programme
Unit Planner: Unit 12 Analysis &
Approaches
Number of tasks 8
8

Approx. hours

Assessment Overview
Content/ Knowledge Formative or
Summative?
Assessment method to be used:
Understanding of key concepts & knowledge
MyiMaths homework tasks F Computer based assessment
Kognity 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
encourage active learning :
- Intro Research how Bach and other compsers used
No formal assessment but used as training
mathematics in their musical compositions (Ted Talk) F
for IA – 20% of IB course
- Modelling desmos activity: Burning Daylight
- End of chapter Modelling Investigation “The Sound of
Mathematics” p540
- Understanding trig graphs: Graphing Sine Intro and Online quiz (myimaths/kognity) to evaluate
F
Trig Graphs transformations learning with feedback

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 –
Caring -
Communicators – Making connections between the three
trigonometric functions – how are they all related to each other?
Inquirers – They explore and manipulate trig graphs using computer
software, developing their own generalisations and understanding of
key features of sine, cosine and tangent graphs
Knowledgeable –
How did Bach and other composers use mathematics in their musical
compositions? Ted Talk
Modelling real life systems such as tides, sunset and sunrise around the
world (video on Kognity)
Who invented the symbol for pi? Where and when was the symbol first
used? Before the symbol was invented, how do we know which cultures
had an understanding of Pi?

Open-minded - What phenomena have a periodic, or repeating

 Mathematics:
IB Diploma Programme
Unit Planner: Unit 12 Analysis &
Approaches
pattern, such as tides and Ferris wheels, may be modelled with
trigonometric functions? Making connections to the real world.

Principled -
Reflective -
Risk-takers –

Thinkers – Where did radians come from any why do you think they
are used instead of degrees? Building understanding that different
units could be used as a measure of angle.

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 increasing role that mathematics and
MyiMaths technology play in a diverse range of fields in a data-rich world. As such,
General spreadsheets it emphasizes the meaning of mathematics in context by focusing on
Kognity topics that are often used as applications or in mathematical modelling.
Khan Academy To give this understanding a firm base, this course also includes topics
Promethean Interactive Boards that are traditionally part of a pre-university mathematics course such as
ActivInspire calculus and statistics.
Resources from maths shared area The course makes extensive use of technology to allow students to
explore and construct mathematical models. Mathematics: applications
Academic Honesty- Exploration first draft teacher/student interviews and interpretation will develop mathematical thinking, often in the
help access academic honesty.
context of a practical problem and using technology to justify
Also explorations are placed through Turnitin.
conjectures.

Making Connections
How can this unit support other subject areas?
Links to science (sound waves) and music
How can this unit be supported by other subject areas?
Physics – concepts of sound waves: frequency, amplitude. Circular
motion.
Geography – tides, difference in sunrise/sunset times around the world,
data from around the world that could be modelled using trig functions.
Music and ICT - There are a large number of useful programmes that you can
use to consider sound waves.
Using these programmes It is possible to record or generate a sound and view a
graphical representation of the soundwave with respect to time.
If you have a music department in your school and/or access to such a
programme, you could try this.

Links with ToK (possible links – can it be communicated to ToK teachers?) Links with current national/ global affairs
 Mathematics:
IB Diploma Programme
Unit Planner: Unit 12 Analysis &
Approaches
Predicting sunrise/sunset time for different places at different times of
year – how does daylight saving time affect mathematical models?

Learning Experiences
Caring

Approaches to learning: Approaches to teaching through:

Tick as appropriate: Tick as appropriate:
ATL 1 Research skills  Inquiry 
Balanced

ATL 2 Communication skills  Concepts 

ATL 3 Social Skills  Differentiation 
ATL 4 Thinking skills  Contextually/Authenticity 
ATL 5 Self-management skills  Collaboration 

Resources Required
Communicators

Texts, worksheets (where can they be found?) Practical Resources

Oxford IB Course Companion Casio Graphic Display Calculator
InThinking website Promethean Interactive Board
Tes.com Desmos investigations on computer for modelling (links in IA section)
Worksheets and past paper resources from Maths staff shared Radians / Degrees memory game
folders.
IB Questionbank
Online/ Web resources & Audio-visual (with URLs) Assessment instructions or rubrics
Knowledgeable

 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
 Desmos https://teacher.desmos.com/ (many trigonometry Access & Inclusion Policy
graphing and modelling lessons) Assessment Policy
Risk-takers

 Kognity – videos in chapter sections Language Policy

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

N/A All students are SL. N/A

Open-minded
 Mathematics:
IB Diploma Programme
Unit Planner: Unit 12 Analysis &
Approaches
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 Mathematics:
IB Diploma Programme
Unit Planner: Unit 12 Analysis &
Approaches
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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 and their meaning is explained.
See command terms in IB subject guide.
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