Mathematics:

IB Diploma Programme
Unit Planner: Unit 8 Applications &
Interpretation
Open-minded Risk-takers Knowledgeable Communicators Balanced Caring Inquirers Reflective Thinkers Principled

Unit Plan 8 Start: Unit 8 – Testing for validity Grade IB1 AI SL

End: Level: O
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 Mathematics:
IB Diploma Programme
Unit Planner: Unit 8 Applications &
Interpretation
Principled

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Unit Question Do the heights of the students at your school really follow a bell-shaped normal distribution

Essential Questions: Learning Objectives:

Based on ‘Understanding by Design’ or other ideas. Overview of skills, attitudes, concepts, knowledge, assessment statement keys
To understand the concepts below

Key Concepts Content summary

Duration / Timing Assumed prior knowledge and skills:

Weeks 3
Periods (double) 2
Period (single) 0
Homework
Number of tasks 6
 Mathematics:
IB Diploma Programme
Unit Planner: Unit 8 Applications &
Interpretation
6

Approx. hours

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
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?
https://app.myimaths.com/myportal/library/search No formal assessment but used as training
F
for IA – 20% of IB course

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?)

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

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.
 Mathematics:
IB Diploma Programme
Unit Planner: Unit 8 Applications &
Interpretation

Making Connections
How can this unit support other subject areas? How can this unit be supported by other subject areas?
Research methodologies in Psychology and Business management Science – finding out whether there is any difference between the
achievement level of two physics groups doing the same test

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

Learning Experiences
Approaches to learning: Approaches to teaching through:
Tick as appropriate: Tick as appropriate:
ATL 1 Research skills  Inquiry 
Communicators

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
Knowledgeable

Oxford IB Course Companion Casio Graphic Display Calculator

InThinking website Promethean Interactive Boa
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%
Risk-takers

 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
Language Policy
Open-minded

Differentiation
Higher Level Students & Extension Standard Level Students Non-IB students (if applicable)
 Mathematics:
IB Diploma Programme
Unit Planner: Unit 8 Applications &
Interpretation
Cari

N/A All students are SL. N/A O

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 Mathematics:
IB Diploma Programme
Unit Planner: Unit 8 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