Mathematics:

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

Unit 10 Modelling rates of change: Grade

Start: exponential and logarithmic functions
Unit Plan 10 Level: IB1 AI SL
Thinkers

End:
Teacher:

Unit Question How long will it take something if it follows an exponential relationship?

Essential Questions: Learning Objectives:

Based on ‘Understanding by Design’ or other ideas. Overview of skills, attitudes, concepts, knowledge, assessment statement keys
How long will it take you to become a millionaire? Geometric sequences and series
Reflective

How can you work out which rate gives you the most interest on your Compound interest, annuities and amortization
savings? Exponential modelling
A cup of tea cooling at given rate, will it ever reach 0 degrees? Exponential equations and logarithms

Key Concepts Content summary

Understand Geometric growth and series.
Inquirers

Understand Compound interest.

Calculate annuity problems using the GDC.
Modelling exponential functions
Solve equations using exponential and logarithm relationships
Caring
Balanced
Communicators

Duration / Timing Assumed prior knowledge and skills:

Weeks 3 Power notation
Periods (double) 2 Percentages
Period (single) 0 Sigma notation
Knowledgeable

Homework
Number of tasks 6
Approx. hours 6

Assessment Overview
Content/ Knowledge Formative or
Summative?
Assessment method to be used:
Understanding of key concepts & knowledge
MyiMaths homework tasks F Computer based assessment
Risk-takers

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?
No formal assessment but used as training
Open-minded

F
for IA – 20% of IB course

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

 Mathematics:
IB Diploma Programme
Unit Planner: Unit 10 Applications &
Interpretation
Principled

Formative Assessment: ‘Assessment for learning’ - Supports learning and reflection O

p
Core Considerations e
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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?)
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Balanced –
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Caring -
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Communicators - e
Inquirers - d
Knowledgeable -
Open-minded - R
Principled - i
Reflective - s
Risk-takers - k
Thinkers – -
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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?)
Oxford IB eBooks This course recognizes the increasing role that mathematics and
K
MyiMaths technology play in a diverse range of fields in a data-rich world. As such, n
General spreadsheets it emphasizes the meaning of mathematics in context by focusing on o
Kognity topics that are often used as applications or in mathematical modelling. w
Khan Academy To give this understanding a firm base, this course also includes topics l
Promethean Interactive Boards that are traditionally part of a pre-university mathematics course such as e
ActivInspire calculus and statistics. d
Resources from maths shared area The course makes extensive use of technology to allow students to g
explore and construct mathematical models. Mathematics: applications e
Academic Honesty- Exploration first draft teacher/student interviews a
and interpretation will develop mathematical thinking, often in the
help access academic honesty. b
context of a practical problem and using technology to justify l
Also explorations are placed through Turnitin.
conjectures. e

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 Mathematics:
IB Diploma Programme
Unit Planner: Unit 10 Applications &
Interpretation
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Making Connections
How can this unit support other subject areas? How can this unit be supported by other subject areas?
Cooling in science Plotting graphs and relationships in Science
Population growth in Science
Compound interest in Accounting/Business

Links with ToK (possible links – can it be communicated to ToK teachers?) Links with current national/ global affairs
Open-minded

Learning Experiences
Approaches to learning: Approaches to teaching through:
 Mathematics:
IB Diploma Programme
Unit Planner: Unit 10 Applications &
Interpretation
Tick as appropriate: Tick as appropriate: O
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Caring

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ATL 1 Research skills  Inquiry 
n
ATL 2 Communication skills  Concepts 
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ATL 3 Social Skills  Differentiation  m
ATL 4 Thinking skills  Contextually/Authenticity  i
ATL 5 Self-management skills  Collaboration 
Balanced

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Resources Required
Texts, worksheets (where can they be found?) Practical Resources R
Oxford IB Course Companion Casio Graphic Display Calculator i
Communicators

InThinking website Promethean Interactive Board s

Tes.com k
Worksheets and past paper resources from Maths staff shared -
folders. t
a
IB Questionbank
k
Online/ Web resources & Audio-visual (with URLs) Assessment instructions or rubrics e
 MyiMaths: www.myimaths.com Homework – 10% r
 InThinking: www.inthinking.org Unit Assessments - 40% s
 Teaching resources TES: www.tes.com End of Year Examination - 50%
Knowledgeable

 Online graphing calculator: www.desmos.com K

 IB Questionbank: https://questionbank.ibo.org/en Further Reading: n
o
 GDC emulator fx-CG Academic Honesty Policy
Access & Inclusion Policy w
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Assessment Policy
e
Language Policy
d
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Differentiation e
PrincipledRisk-takers

Higher Level Students & Extension Standard Level Students Non-IB students (if applicable) a
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N/A All students are SL. N/A l
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Reflective

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 Mathematics:
IB Diploma Programme
Unit Planner: Unit 10 Applications &
Interpretation
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Differentiation by learning styles ESL/ Language Support strategies Special Educational Needs (if applicable)
Use of Desmos.com and graphing solutions for Throughout the course attention is drawn to Extra time is available in tests for students with
visual learning as well as use of interactive key words and their meaning is explained. SEN requirements.
boards.
Use of tarsia and matching exercises for See command terms in IB subject guide. Also see the documents Meeting student
kinesthetic learning. learning diversity in the classroom and The IB
Use of questioning to assess aural learners 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