Mathematics:

IB Diploma Programme
Unit Planner: Unit 10 Analysis &
Approaches
Open-minded Risk-takers Knowledgeable Communicators Balanced Caring Inquirers Reflective Thinkers Principled

Unit 10 – From approximation to Grade

Start: generalization: integration
Unit Plan Level: IB1 AA SL
Thinkers

End:
Teacher:

Unit Question When an approximation produces a powerful exact formula

Essential Questions: Learning Objectives:

Based on ‘Understanding by Design’ or other ideas. Overview of skills, attitudes, concepts, knowledge, assessment statement keys
How can you find how much paint is needed to cover a parabolic-shaped Antiderivatives and the indefinite
Reflective

door? integral
How much work is needed to stretch a spring a fixed amount? More on indefinite integrals
Suppose you know the function that models the rate at which a given item Area and definite integrals
moves along an assembly line in metres per second. How can you find a Fundamental theorem of calculus
function that models the number of metres the manual is from the start of the Area between two curves
assembly line t seconds after it begins moving?
Key Concepts Content summary
■ Approximation Antiderivative and the indefinite integral
Inquirers

■ Generalization
Areas and definite integrals
Fundamental theorem of calculus
Area between two curves

Duration / Timing Assumed prior knowledge and skills:

Caring

Weeks 3 Use geometric formulae to find area.

Expand mathematical expressions.
Periods (double) 2
Express radicals with rational
Period (single) 0 exponents.
Homework
Number of tasks 6
Approx. hours 6
Balanced

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 Teacher assessed
Communicators

F
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 – for IA – 20% of IB course
Knowledgeable

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?)
See below
Balanced –
Risk-takers

Caring -
Communicators -
Inquirers -
Knowledgeable -
Open-minded -
Principled -
Reflective -
Open-minded

Risk-takers – Taking the leap from approximations to exact integrals

Thinkers –
 Mathematics:
IB Diploma Programme
Unit Planner: Unit 10 Analysis &
Approaches
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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?) l
Oxford IB eBooks This course recognizes the increasing role that mathematics and e
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 C
Kognity topics that are often used as applications or in mathematical modelling. o
Khan Academy To give this understanding a firm base, this course also includes topics m
Promethean Interactive Boards that are traditionally part of a pre-university mathematics course such as m
ActivInspire calculus and statistics. u
Resources from maths shared area The course makes extensive use of technology to allow students to n
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explore and construct mathematical models. Mathematics: applications
Academic Honesty- Exploration first draft teacher/student interviews c
and interpretation will develop mathematical thinking, often in the a
help access academic honesty.
context of a practical problem and using technology to justify t
Also explorations are placed through Turnitin.
conjectures. o
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 Mathematics:
IB Diploma Programme
Unit Planner: Unit 10 Analysis &
Approaches
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Making Connections
How can this unit support other subject areas? How can this unit be supported by other subject areas?
Calculating the area under a curve is a key skill for Science. Connections to speed, distance, time graphs.
Connections to Economic curves.

Links with ToK (possible links – can it be communicated to ToK teachers?) Links with current national/ global affairs
Packaging optimisation, to reduce waste and save resources.
 Mathematics:
IB Diploma Programme
Unit Planner: Unit 10 Analysis &
Approaches
Communicators

Approaches to learning:
Tick as appropriate:
ATL 1 Research skills
ATL 2 Communication skills
ATL 3 Social Skills
Knowledgeable
Learning Experiences
Approaches to teaching through:
Tick as appropriate:
 Inquiry 
 Concepts 
 Differentiation 

ATL 4 Thinking skills  Contextually/Authenticity 

ATL 5 Self-management skills  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
Risk-takers

Tes.com
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%
Open-minded

 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
 Mathematics:
IB Diploma Programme
Unit Planner: Unit 10 Analysis &
Approaches
Access & Inclusion Policy O
Caring

Assessment Policy p
Language Policy e
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Differentiation m
Higher Level Students & Extension Standard Level Students Non-IB students (if applicable) i
Balanced

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 Mathematics:
IB Diploma Programme
Unit Planner: Unit 10 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