Unit 5
Unit 5
Unit 5
Teacher(s) Ms. Darshana Jain Subject group and course Group 5 – Mathematics AA HL
Course part Differentiation, integration, McLaurin series, SL or HL/Year 1 or 2 Y1 and Y2 Dates HL: Starts by April
and topic Differential equations in Y1 and ends by
September in Y2
SL: Starts by April
in Y1 and ends by
August in Y2
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.
Calculus describes rates of change between two variables. Understanding these rates of change allows us to model, interpret and analyze real-world Deleted: ¶
problems and situations. Calculus helps us understand the behavior of functions and allows us to interpret the features of their graphs Deleted: ¶
List here the key content/skills/concepts that students will know/have at the end of the unit
Inquiry questions
List here the understandings above written in question form, preferably as ones that inspire students to answer them.
Content-based:
How do I know when exploring a problem whether I should find the derivative or integral?
How do derivatives and integrals lead to a better understanding of the data that a function describes?
What similarities and differences exist in finding derivatives and integrals for different types of function?
Skills-based:
How can a company maximize its profits and minimise losses?
At which time must a rocket perform its re-entry into the atmosphere?
How can we minimize materials needed to make packaging?
How does rate of flow into a reservoir effect change in height of the water level?
How can you model radioactivity or populations of animals in the wild?
How does your calculator approximate values of functions such as cosine ans sine?
How do medical researchers model nd prdict disease?
How do forensic scientisitis figure out the time a person was murdered when there are no witnesses to the crime?
Concept-based:
How can looking at the derivatives at specific points and integrals over various intervals help us understand more about a function? Formatted: Font: (Default) +Headings (Calibri), 11 pt
How can these properties be proven using Calculus?
How can these properties be used to solve questions about specific curves?
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Formatted: Font: (Default) +Headings (Calibri)
Students will know the following content: Learning experiences and strategies/planning for self-supporting
learning:
As mentioned above
Lecture Formatted: Highlight
Individual presentations
Group presentations Formatted: Highlight
Formative assessment:
Students will grasp the following concepts: Sub unit based pen and paper test, TOK link (taken from Formatted: Line spacing: single
syllabus guide on knowledge of limits) discussed a group work. Deleted: ¶
As mentioned above ¶
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Formatted: Font: Not Bold
Differentiation:
For more information on the IB’s approach to differentiation,
please see the guide.
Affirm identity—build self-esteem
Value prior knowledge Formatted: Highlight
Communication
Self-management
Research Formatted: Highlight
Activating background knowledge Personal and shared knowledge Creativity Formatted: Highlight
Acquisition of new learning through practice Areas of knowledge Service Formatted: Highlight
Resources
List and attach (if applicable) any resources used in this unit.
IBDP Mathematics AA SL and AA HL – Publications: Hodder, Pearson, IBID, Hases Harris, Oxford
Formatted: Font: Times New Roman, Bold
Revision village, https://www.christosnikolaidis.com/en/, exam-mate, Online graphing calculator: www.desmos.com, IB Questionbank: Formatted: Normal, No bullets or numbering
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REFLECTION: Considering the planning, process and impact of the inquiry
Explaining the notation of derivatives and HL and SL sitting together Need to have separate classes for Hl and SL
integration, set the tone for the unit. Deleted: ¶
Transfer goals
List the transfer goals from the beginning of this unit planner.
Calculus describes rates of change between two variables. Understanding these rates of change allows us to model, interpret and analyze real-
world problems and situations. Calculus helps us understand the behavior of functions and allows us to interpret the features of their graphs
Transfer reflection
How successful were the students in achieving the transfer goals by the end of the unit?
Very successful