Mathematics: Analysis & Approaches: Unit Question
Mathematics: Analysis & Approaches: Unit Question
Mathematics: Analysis & Approaches: Unit Question
Mathematics:
Unit Planner: Unit 4 Analysis &
Equivalent representations
Approaches
Open-minded Risk-takers Knowledgeable Communicators Balanced Caring Inquirers Reflective Thinkers Principled
Op
Start: Unit 4 - Equivalent representations: Grade IB1
Unit Plan 4 Term 2 Level: SL
End:
Thinkers
Unit Question Does a reciprocal function represent the relationship between two variables?
Period (single) 0
Homework
Number of tasks 6
Approx. hours 6
Assessment Overview
Balanced
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
encourage active learning – Koch Snowflake etc, give relevant F
for IA – 20% of IB course
examples
Knowledgeable
Core Considerations
Learner Profile (how will some LP’s be addressed in this unit?) International Mindedness
Think broader than ‘knowledgeable’ and ‘communicators’ for the obvious subject areas. (Where do opportunities arise to explore this dimension?)
The word asymptote is derived from the Greek asymptotes, which
Communicators - means “not falling together”.
Inquirers -This chapter promotes Inquiry skills The first Chinese abacus was invented around 500 BCE. The Moroccan
Risk-takers
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
IB Diploma Programme
Mathematics:
Unit Planner: Unit 4 Analysis &
Equivalent representations
Approaches
Principled
Making Connections
How can this unit support other subject areas? How can this unit be supported by other subject areas?
Graph drawing and interpretation skills are vital in the Sciences, Physics and science graph sketching
Economics and Business.
Links with ToK (possible links – can it be communicated to ToK teachers?) Links with current national/ global affairs
“Film is one of the three universal languages, the other two: Links to infinity.
mathematics and music”, is a quote from movie director, Frank Capra. Graham’s number. https://www.youtube.com/watch?v=XTeJ64KD5cg
To what extent do you agree?
How can a mathematical model give us knowledge even if it does not
yield accurate predictions?
When students see a familiar equation with a transformation, they
will often get a “gut feeling" about what the function looks like.
Respond to this question. Is intuition helpful or harmful in
mathematics?
What are the ethical considerations when sharing mathematical
knowledge?
What is the biggest number that you know? Million? Billion? What
about the prefixes used in storage like giga and tera? What are they?
What is a googol? What is larger?
Hilberts paradox of the Grand Hotel.
What do you think is meant by infinity?
Learning Experiences
Approaches to learning: Approaches to teaching through:
Tick as appropriate: Tick as appropriate:
ATL 1 Research skills Inquiry
ATL 2 Communication skills Concepts
ATL 3 Social Skills 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
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%
IB Diploma Programme
Mathematics:
Unit Planner: Unit 4 Analysis &
Equivalent representations
Approaches
Principled
d
Differentiation e
Higher Level Students & Extension Standard Level Students Non-IB students (if applicable) d
N/A All students are SL. N/A
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Knowledgeable
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IB Diploma Programme
Mathematics:
Unit Planner: Unit 4 Analysis &
Equivalent representations
Approaches
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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
Making connections
Core considerations
Open-minded Risk-takers Knowledgeable Communicators Balanced Caring Inquirers Reflective Thinkers Principled