IB Diploma Programme Mathematics:

Unit Planner: Part 2:

Representing Space: non Applications &
right angled trig and volumes Interpretation
Open-minded Risk-takers Knowledgeable Communicators Balanced Caring Inquirers Reflective Thinkers Principled

Measuring Space Grade

Start: IB AI SL
Unit Plan 2 Term 1 Level:
End: Non right angled trigonometry PTE, DAN, DLA
Teacher:

Unit Question How is space measured?

Essential Questions: Learning Objectives:

Based on ‘Understanding by Design’ or other ideas. Overview of skills, attitudes, concepts, knowledge, assessment statement keys
What part of your lawn can a sprinkler
water and how does it depend on the To develop an understanding of the concepts, principles
angle of the sprinkler’s rotation?
and nature of mathematics
To understand the below concepts.

How are the exact locations of landmarks

established in mapmaking?
How do you find the height of a mountain?
Key Concepts Content summary
Concepts Microconcepts
■ Area of a triangle and other 2D figures
■ Area of a sector
■ 3D solids: right cylinder; pyramid; right
cone; sphere; hemisphere
■ An angle between two lines, and between a
line and a plane
■ Volume
■ Surface area of 3D figures

Duration / Timing Assumed prior knowledge and skills:

Weeks 3
Periods (double) 2
Period (single) 0
Homework
Number of tasks 6
6

Approx. hours

Assessment Overview
Content/ Knowledge Formative or
Summative?
Assessment method to be used:
Understanding of key concepts & knowledge
https://app.myimaths.com/myportal/library/search
Online quizzes to evaluate learning with
Area of triangle, area of sector, 3D solids, angle between two lines, volume, SA of F
feedback
3D figures.
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 F Online quiz to evaluate learning with
 IB Diploma Programme Mathematics:
Unit Planner: Part 2:
Representing Space: non Applications &
right angled trig and volumes Interpretation
feedback

Principled
Open-minded
Developing Inquiry Skills via use of the mathematical toolkit to No formal assessment but used as training
F
encourage active learning – consider Max box problem 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

Risk-takers
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?)

Reflective – How is a circle split up and why? Degrees,

radians, gradians. Develop the ability to reflect critically upon
their own work and the work of others

Knowledgeable
Thinkers -

Knowledgeable -

Inquirers -

Principled -

Communicators - Communicate mathematics clearly,

Communicators
concisely and confidently in a variety of contexts

Open minded – consider the concept of dimensions. 2D, 3D, 4D+ ?

Flatlands the film https://www.youtube.com/watch?
v=eyuNrm4VK2w

Risktakers-

Balanced
Balanced –

Caring –

Caring
Inquirers

Use of ICT, Information Literacy & Academic Honesty Aims of the Subject (which aims, found in the subject guide, will be addressed? How?)
Reflective

Limited access to ICT rooms, encourage BYOD 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,
Explore compound errors in calculations it emphasizes the meaning of mathematics in context by focusing on
topics that are often used as applications or in mathematical modelling.
To give this understanding a firm base, this course also includes topics
that are traditionally part of a pre-university mathematics course such as
calculus and statistics.
Thinkers

The course makes extensive use of technology to allow students to

explore and construct mathematical models. Mathematics: applications
and interpretation will develop mathematical thinking, often in the
context of a practical problem and using technology to justify
conjectures.
 IB Diploma Programme Mathematics:
Unit Planner: Part 2:
Representing Space: non Applications &
right angled trig and volumes Interpretation
Caring

Making Connections
Balanced

How can this unit support other subject areas? How can this unit be supported by other subject areas?
Geography - Map work, scales and distances Science can support by insisting answers have units.
English can support by ensuring key words are understood.

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

The latest space projects; India moon mission, Saturn probe mission.

Measuring on the surface of the globe, when does the curve have to be
taken into account?
Principled

Angles in a triangle on the surface of the globe add to greater than 180
degrees.
Knowledgeable
Thinkers
Risk-takers
Reflective
Open-minded
Inquirers

Learning Experiences
Theoretical: Practical/ Applied:
Modelling using triangles The height of the flag on the TSS building.
Height of building and trees.
Height of mountains,
Jebel Akhdar 3075m,
Jebal Shams 3028m

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 
 IB Diploma Programme Mathematics:
Unit Planner: Part 2:
Representing Space: non Applications &
right angled trig and volumes Interpretation
Resources Required
Texts, worksheets (where can they be found?) Practical Resources
Inquirers

Oxford IB Course Companion Casio Graphic Display Calculator

InThinking website Promethean Interactive Board
Tes.com Maps & a globe
Knowledgeable

Worksheets and past paper resources from Maths staff shared

folders.
IB Questionbank
Online/ Web resources & Audio-visual (with URLs) Assessment instructions or rubrics
Caring

https://www.youtube.com/watch?v=5iYQCdL-bz4
Non right angled trig Further Reading:
Academic Honesty Policy
https://www.youtube.com/watch?v=CMP9a2J4Bqw Access & Inclusion Policy
squaring the circle Assessment Policy
Risk-takers
Balanced

Language Policy

Differentiation
Higher Level Students & Extension Standard Level Students Non-IB students (if applicable)

n/a All students are SL n/a

Communicators
Open-minded

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