IB Diploma Programme

Unit Planner: Unit 1 Mathematics

Open-minded Risk-takers Knowledgeable Communicators Balanced Caring Inquirers Reflective Thinkers Principled

Start: Unit 1 – From patterns to generalisations Grade

Unit Plan 1 Level: IB1 AA HL
End:
Thinkers

Teacher:

Unit Question Can patterns be explained mathematically?

Essential Questions: Learning Objectives:

Based on ‘Understanding by Design’ or other ideas. Overview of skills, attitudes, concepts, knowledge, assessment statement keys
How can we find terms in a pattern? To be able to sum geometric and arithmetic series
How can we add terms in a pattern? To introduce 4 methods of proof
Reflective

How can we prove things? To be able to expand binomials to any real n

How can we save time by discovering patterns? To be able to apply combinations and permutations

Key Concepts Content summary

Expressing sequences mathematically Explicitly and recursively defined sequences; arithmetic sequences
Proof by 4 methods & series; sum of finite arithmetic sequences; geometric sequences
Inquirers

Binomial Expansions with all real powers & series; sum of finite & infinite geometric sequences; sigma
Counting principles notation; problems involving compound interest & other examples
of exponential growth & decay
counting principles including permutations & combinations; factorial
notation; expansion of binomial expressions; binomial theorem;
binomial coefficients; Pascal's triangle; proof by mathematical
induction;
Caring

Duration / Timing Assumed prior knowledge and skills:

Weeks 3 Nth term of a sequence
Periods (double) 2 Basic algebraic manipulation including indices and solving quadratics
Period (single) 0
Homework
Number of tasks 6
Approx. hours 6
Balanced

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

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 – Koch Snowflake for IA – 20% of IB course
Knowledgeable

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

Balanced – How did Gausss quickly add the numbers from 1-100?
Caring - A look at Grandi’s series and the sum of natural numbers
Communicators - How did Pythagoreans know the root 2 is irrational?
Inquirers – Explore different patterns and sequences and look for How did the ancient Babylonians estimate the value of root 2?
connections How can we multiply out two inifinte series (Drilecht)?
Knowledgeable -
Open-minded – Explore the concept of infinity
Principled -
Open-minded

Reflective -
Risk-takers – First leap into the unkown of mathematical proof
Thinkers –
 IB Diploma Programme
Principled Unit Planner: Unit 1 Mathematics

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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?) n
Oxford IB eBooks This course recognizes the need for analytical expertise in a world where -
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MyiMaths innovation is increasingly dependent on a deep understanding of
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General spreadsheets mathematics. This course includes topics that are both traditionally part
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Kognity of a pre-university mathematics course as well as topics that are
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Khan Academy amenable to investigation, conjecture and proof, for instance the study e
Promethean Interactive Boards of sequences and series at both SL and HL, and proof by induction at HL. d
ActivInspire The course allows the use of technology, as fluency in relevant
Resources from maths shared area mathematical software and hand-held technology is important R
regardless of choice of course. However, Mathematics: analysis and i
Academic Honesty- Exploration first draft teacher/student interviews approaches has a strong. The emphasis is on the use of technology and s
help access academic honesty. algorithmic methods to solve problems with accuracy without the need k
Also explorations are placed through Turnitin. for a detailed look at applications. -
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 IB Diploma Programme
Unit Planner: Unit 1 Mathematics

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Making Connections
How can this unit support other subject areas? How can this unit be supported by other subject areas?
Radioactive decay, nuclear physics, charging and discharging Loans and repayments (economics and business management).
capacitors (physics).

Links with ToK (possible links – can it be communicated to ToK teachers?) Links with current national/ global affairs
Is maths a language? Claim made recently about a solution to the Riemann Hypothesis
How is intuition used in maths?
Is all knowledge concerned with patterns?
Do all societies view investment and interest in the same way?
What is the role of the maths community in validating mathematical
proofs?
What does combinatorics tell us about ignorant people playing the
lottery and the ethics behind this?
Why is Pascal’s triangle so called when he didn’t invent it?
Open-minded

Learning Experiences
Approaches to learning: Approaches to teaching through:
 IB Diploma Programme
Unit Planner: Unit 1 Mathematics

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ATL 1 Research skills Inquiry 
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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 Frogs investigation k
Worksheets and past paper resources from Maths staff shared -
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IB Questionbank
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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
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 GDC emulator fx-CG Academic Honesty Policy
Access & Inclusion Policy w
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Assessment Policy
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Language Policy
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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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 IB Diploma Programme
Unit Planner: Unit 1 Mathematics

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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 are their meaning is explained. SEN requirements.
boards.
Use of tarsia and matching exercises for 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