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Teacher(s) Raymond Meris Subject group and course Group 5: Mathematics

Course part Unit 3: Functions (Part 1) SL or HL/Year 1 or 2 SL Dates 12 January – 25

and topic February 2021
Topics: Relations and functions; Function notation; Year 1
Domain and range; Rational functions; Composite
functions; Inverse functions; Absolute Value functions

Unit description and texts DP assessment(s) for unit

Models are depictions of real-life events using expressions, equations or Paper 1 style examination questions (No calculator allowed)
graphs while a function is defined as a relation or expression involving
- Short-response questions
one or more variables. Creating different representations of functions to
- Extended-response questions
model the relationships between variables, visually and symbolically as
graphs, equations and tables represents different ways to communicate Paper 2 style examination questions (calculator required)
mathematical ideas. - Short-response questions
Textbook: Hasse and Harris, Mathematics Analysis and Approaches SL - Extended response questions
2 for use with IB Diploma Programme (2019)

INQUIRY: establishing purpose of the unit

Transfer goals
List here one to three big, overarching, long-term goals for this unit. Transfer goals are the major goals that ask students to “transfer”, or apply, their
knowledge, skills, and concepts at the end of the unit under new/different circumstances, and on their own without scaffolding from the teacher.

(1) Transform common realistic contexts into mathematics; comment on the context; sketch or draw mathematical diagrams, graphs or constructions
both on paper and using technology; record methods, solutions and conclusions using standardized notation; use appropriate notation and
terminology.
(2) Use technology accurately, appropriately and efficiently both to explore new ideas and to solve problems.
(3) Investigate unfamiliar situations, both abstract and from the real world, involving organizing and analysing information, making conjectures,

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 drawing conclusions, and testing their validity

Essential understandings
List here the key content/skills/concepts that students will know/develop by the end of the unit.

Students will know the following content:

1. Relations and functions
2. Function notation
3. Domain and range
4. Rational functions
5. Composite functions
6. Inverse functions
7. Absolute value functions
Students will develop the following skills:
1. Mathematical modelling skills - the process of mathematical modelling requires critical reflection throughout the process; it is an important
technique used in problem solving, to make sense of the real world.
Students will grasp the following concepts:
1. Representation- This concept refers to using words, formulae, diagrams, tables, charts, graphs and models to represent mathematical information.
2. Relationship - This concept refers to the connection between quantities, properties or concepts; these connections may be expressed as models,
rules or statements. Relationships provide opportunities for students to explore patterns in the world around them.

Missed concepts/misunderstandings
List here likely misunderstandings students may have during the unit with relation to skills, content and concepts.

Content-based:
1. Errors in translating what is given in the problem to an appropriate function.
2. Errors in algebraic manipulation.
3. Errors in defining the domain and range of a given function.
4. Premature rounding. Only the final answers should be rounded. Where the results of interim calculations are needed to arrive at the final answer,
these should not be rounded off.

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 5. Students may forget defining their variables and using correct mathematical notations.
Skills-based:
1. Oftentimes, students find it difficult to translate a real-world problem mathematically.
2. In terms of inquiry skills, students oftentimes substitute randomly into the given equation or formula without understanding the reason why.
3. In terms of modelling skills, student oftentimes forget to consider whether the results they obtained in reliable.
Concept-based:
1. Students should remember that a change in one variable will imply changes in other variables as well.

Inquiry questions
List here the understandings above written in question form, preferably as ones that inspire students to answer them. Feel free to create additional
questions that help inspire further inquiry in the unit but may not directly connect to an above essential understanding.

Content-based:
1. Relations and functions - What is the difference between a relation and a function? How can we know a function or relation based on its graph?
2. Function notation - What are the different notations for functions? What do the notations tell us about the functions?
3. Domain and range - What is the difference between domain and range? How can we determine the domain of a function based on its graph or
based on its equation? How can we determine the range of a function based on its graph or based on its equation?
4. Rational functions - What is a rational function? What are the characteristics of a rational function? What is the behaviour of a rational function?
How can we determine the domain and range of a rational function?
5. Composite functions - What is a composite function? How can we form composite function? How does the composition of a function affect the
functions domain and range?
6. Inverse functions - How do we get the inverse of a function? How does this relate to the transformation of functions?
7. Absolute value functions - What is an absolute value function? What are the characteristics of an absolute value function? What is the behaviour
of an absolute value function? How can we determine the domain and range of a rational function?
Skills-based:
1. Mathematical modelling skills – What are the parameters and assumptions that must be considered whenever making mathematical model? What
are the processes involve in mathematical modelling? How can we determine the accuracy and validity of the mathematical models we generate?
Concept-based:
1. Representation – How can we represent different functions and relations?

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 2. Relationship – What is the relationship between a function and the real-world scenario it models?

ACTION: teaching and learning through inquiry

Essential understanding goals Assessment of essential understanding goals Learning process

Copy and paste the essential understanding goals from above Write a 1:1 matching assessment for all goals. Assessments Check the boxes for any
“Inquiry” section. should be labelled formative (F) or summative (S). pedagogical approaches used
during the unit. Aim for a
variety of approaches to help
facilitate learning.

Students will know the following content: Content-based: Lecture

1. Relations and functions Checking for understanding – question and answer session Socratic seminar
2. Function notation in the classroom (F)
3. Domain and range Small group/pair work
Short-response problem-solving homework (F)
4. Rational functions Powerpoint lecture/notes
5. Composite functions Extended-response problem sets (F)
6. Inverse functions Individual presentations
Seatwork and drills (F)
7. Absolute value functions Group presentations
End of chapter quiz (F)
Students will develop the following skills: Student lecture/leading
Paper 1 and Paper 2 style examination questions (S)
1. Mathematical modelling skills - the process of Interdisciplinary learning
mathematical modelling requires critical reflection Skills-based:
throughout the process; it is an important technique Details:
In preparation for the math exploration IA, students will be
used in problem solving, to make sense of the real given real-world data and they have to process the data to Other/s: Problem-solving
world. generate different mathematical models (F) exercises
Students will grasp the following concepts: Concept-based:
1. Representation- This concept refers to using words, The assessment of how the students understood the key and
formulae, diagrams, tables, charts, graphs and models related concepts are embedded in the end of unit
to represent mathematical information. summative assessment task, which is a paper 1 and paper 2
2. Relationship - This concept refers to the connection

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 between quantities, properties or concepts; these style examination (S)
connections may be expressed as models, rules or
In class, questions will be given to the students to check
statements. Relationships provide opportunities for
their understanding of these concepts (F)
students to explore patterns in the world around them.
Some homework questions will be given that will allow
students to demonstrate their understanding of the concepts
(F)

Resources

Oxford IB Diploma Programme: IB Mathematics: analysis and approaches, Standard Level

Mathematics Analysis and Approaches for the IB Diploma Standard Level (Pearson International Baccalaureate Diploma: International Editions)
Hasse and Harris, Mathematics Analysis and Approaches Standard Level 2 for use with IB Diploma Programme (2019)
Graphing Calculators (TI-84 CE), Graphing Software (Geogebra), Spreadsheet (MS Excel), IA Assessment Criteria, Past papers and markschemes, Other
exam style review papers from InThinking

Approaches to learning (ATL) Metacognition Differentiation:

Check the boxes for any explicit approaches to
learning connections made during the unit. For
more information on ATL, please see (add
hyperlink to guide):
Check the boxes for any metacognitive approaches For more information on the IB’s approach to
used that ask students to reflect on unit content, differentiation, please see (add hyperlink to
their own skills, or unit concepts. For more guide):
information on the IB’s approach to
metacognition, please see the ATL guide (add
hyperlink to guide):

Thinking Reflection on content Affirm identity—build self-esteem

Social Reflection on skills Value prior knowledge
Communication Reflection on concepts Scaffold learning
Self-management Details: Extend learning

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 Research
Details:
In order for students to use different forms of
mathematical representation to present
information, students must present information in
a variety of formats and platforms. (ATL
Category: Research, ATL Cluster: Information
literacy skills)
In order for students to communicate coherent
mathematical lines of reasoning, students must
draw reasonable conclusions and generalizations.
(ATL Category: Thinking, ATL Cluster: Critical-
thinking skills)
In order for students to organize information using
a logical structure, students must organize and
depict information logically. (ATL Category:
Communication, ATL Cluster: Communication
skills)
Language and learning
Check the boxes for any explicit language and
learning connections made during the unit. For
more information on the IB’s approach to
language and learning, please see (add hyperlink
to guide):
Activating background knowledge
Scaffolding for new learning
Acquisition of new learning through practice
Demonstrating proficiency
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For many students, the content covered in this unit
is new. It is therefore important that students gain
familiarity and mastery of the content covered in
this unit. Students will be given different activities
that will allow them to solidify their understanding
of the mathematical content related to functions
and relations. The content of the lesson will be tied
to both inquiry and application, helping students to
develop problem-solving techniques that transcend
the discipline and that are useful in the world
outside school. The activities mentioned above
will give opportunities for the students to reflect
on the content they need to learn and master in this
unit.
TOK connections
Check the boxes for any explicit TOK connections
made during the unit.
Personal and shared knowledge
Ways of knowing
Areas of knowledge
The knowledge framework
Details:
Value prior knowledge – before the start of the
unit and before each chapter is introduced, the
teacher will check the prior understanding of
students. The teacher will also use the prior
experience of students during discussion. Each
lesson will open with a review of the previous
topic and each topic builds and connects with the
previous ones.
Scaffold learning – whenever students are stuck on
a problem or do not know how to proceed, the
teacher will give hints and other scaffolds to help
students go to the right direction in their
mathematical learning. Groupwork activities will
also be structured in such a way that able/good
students can provide hints or scaffolds to
struggling students.
CAS connections
Check the boxes for any explicit CAS connections.
If you check any of the boxes, provide a brief note
in the “details” section explaining how students
engaged in CAS for this unit.
Creativity
Activity
Service
Details:
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 Details:
Drills, exercises, and other problem-solving
activities will be given in class to provide students
with sufficient practice. These drills, exercises,
and other problem-solving activities will make use
of subject-specific terms and vocabularies.
Engaging in these practice drills and exercises can
help students not only develop language
proficiency in mathematics, but also improve their
critical thinking and problem-solving skills.
Bilingual dictionaries will be available in class
during discussions.
REFLECTION: Considering the planning, process and impact of the inquiry
What worked well
Students enjoyed working in groups and sharing
the results of their mathematical processes in front
of the class.
Students also enjoyed peer-teaching and learning.
The able students were motivated in teaching and
coaching their peers as we discussed some
challenging parts of the unit.
Students enjoyed solving real-world problems
involving probability. They also enjoyed making
their own problems to be solved by their peers.
Transfer goals
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Details: Functions and relations have application in arts.
Students can analyse or create artworks using the
This unit will look at the knowledge framework of
beauty of different functions. Mathematics is
mathematics. As an area of knowledge,
beautiful in itself and students could tap on their
mathematics has its own methods to construct
creative side in this unit.
knowledge. In this class, a group discussion will
center around this stimulus question:
Does studying the graph of a function contain the
same level of mathematical rigour as studying the
function algebraically? What are the advantages
and disadvantages of having different forms and
symbolic language in mathematics?
What didn’t work well Notes/changes/suggestions:
Students need more time to understand continuous
probability density function. They need more
Students need more exposure to unfamiliar and
visualizations in this particular topic.
abstract problems.
Students are still struggling in translating abstract
problems mathematically.
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 List the transfer goals from the beginning of this unit planner.

(1) Construct mathematical arguments through use of precise statements, logical deduction and inference and by the manipulation of mathematical
expressions.
(2) Recall, select and use their knowledge of mathematical facts, concepts and techniques in a variety of familiar and unfamiliar contexts.
(3) Investigate unfamiliar situations, both abstract and from the real world, involving organizing and analysing information, making conjectures, drawing
conclusions, and testing their validity

Transfer reflection
How successful were the students in achieving the transfer goals by the end of the unit?

In terms of using and applying their mathematical skills in solving problems in both familiar and unfamiliar contexts, students were quite successful in this
goal. Students, however, can benefit more from additional practice in applying their skills in many different contexts. Students also performed well in
constructing mathematical arguments through logical deduction and inference especially when set in an abstract context. It would be beneficial for the
students if they are given more time to process data and information if they are to apply their skills in a variety of concrete and abstract setting. Real-world
problems were translated mathematically by the students quite successfully. They were able to produce some accurate and reliable models. If this unit is
taught again in the future, more practice in terms of testing the validity of their models or the generalizations they made are needed.

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