IB Diploma Programme

Mathematics:
Unit Planner: Unit 3 Analysis &
Modelling Relationships
Approaches
Open-minded Risk-takers Knowledgeable Communicators Balanced Caring Inquirers Reflective Thinkers Principled

Op
Grade IB1
Start: Unit 3 – Modelling Relationships:
Unit Plan 3 Level: SL
End: Linear and Quadratic Functions
Thinkers

Teacher: DTU, ASH

Unit Question Can this relationship be modelled?

Essential Questions: Learning Objectives:

Based on ‘Understanding by Design’ or other ideas. Overview of skills, attitudes, concepts, knowledge, assessment statement keys
How can you represent the relationship between two currencies? Representation
How can you use mathematics to model the motion of a falling Relationships
Reflective

object? Space
How much does the temperature change in the Celsius scale for each Quantity
one-degree increase in the Fahrenheit scale? Equivalence.
How does raising the ticket price for an event change the projected
income from the event?
Key Concepts Content summary
■ Domain and range of a function  Gradient of a linear function
■ Inverse and composite functions  Linear functions
Inquirers

■ Features of a parabola: symmetry, vertex, intercepts, equation of  Transformations of functions

axis of symmetry  Graphing quadratic functions
■ Forms of a quadratic function: general form, intercept form and  Solving quadratic equations by factorization and completing
vertex form the square
■ Factorization and completing the square  The quadratic formula and the discriminant
■ Roots of an equation/zeros of a function, discriminant  Applications of quadratics
■ Transformations: reflection, stretches and translation
Caring

Duration / Timing Assumed prior knowledge and skills:

Weeks 3 Solve simple linear and quadratic equations for a given variable.
Periods (double) 2 Factorize mathematical expressions
Period (single) 0
Homework
Number of tasks 6
Balanced

Approx. hours 6

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

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?
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

Investigation of the catenary

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?)
Risk-takers

 The term “function”was introduced by the German

Inquirers - Always mathematician Gottfried Wilhelm Leibniz in the 17th century,
Knowledgeable - Always and the notation was coined by Swiss Leonard Euler in the 18th
Reflective – There will be an assessment at the end of this unit century.
Thinkers – Applying the new knowledge  The Shulba Sutras in ancient India and the Bakhshali manuscript
contained an algebraic formula for solving quadratic equations
 How do you use the Babylonian method of multiplication?
 Ancient Babylonians and Egyptians studied quadratic equations
Open-minded

thousands of years ago to find, for example, solutions to

problems concerning the area of a rectangle
 Over one thousand years ago, Arab and Hindu mathematicians
were developing methods similar to completing the square to
solve quadratic equations.
 IB Diploma Programme
Mathematics:
Unit Planner: Unit 3 Analysis &
Modelling Relationships
Approaches
Principled

 Over 2000 years ago, Babylonians and Egyptians used quadratics

to work with land area.

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
Kognity topics that are often used as applications or in mathematical modelling.
Khan Academy To give this understanding a firm base, this course also includes topics
Promethean Interactive Boards that are traditionally part of a pre-university mathematics course such as
ActivInspire calculus and statistics.
Resources from maths shared area The course makes extensive use of technology to allow students to
explore and construct mathematical models. Mathematics: applications
Academic Honesty- Exploration first draft teacher/student interviews and interpretation will develop mathematical thinking, often in the
help access academic honesty.
context of a practical problem and using technology to justify
Also explorations are placed through Turnitin.
conjectures.

Making Connections
How can this unit support other subject areas? How can this unit be supported by other subject areas?
Projectiles – Physics Use your own knowledge. Use the IB subject guide to look for links

Links with ToK (possible links – can it be communicated to ToK teachers?) Links with current national/ global affairs
Descartes showed that geometric problems could be solved Use the boxes from the book and insert your own example links
algebraically and vice versa. What does this tell us about
mathematical representation and mathematical knowledge?

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%
 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
Access & Inclusion Policy
Assessment Policy
 IB Diploma Programme
Mathematics:
Unit Planner: Unit 3 Analysis &
Modelling Relationships
Approaches
Principled

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 IB Diploma Programme
Mathematics:
Unit Planner: Unit 3 Analysis &
Modelling Relationships
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

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