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Content Guidance, Clarification and Syllabus Links

The document provides guidance on content and skills for various topics in mathematics. It includes: 1) Descriptions of key concepts and models to be covered for each topic such as graphing functions, determining features of graphs, and modelling with linear, quadratic, exponential and other functions. 2) Suggested applications and links to other mathematical concepts. 3) Clarification on skills expected of students and use of technology. 4) Links between topics to help integrate related concepts.

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Lorraine Sabbagh
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© © All Rights Reserved
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Download as PPTX, PDF, TXT or read online on Scribd
21 views

Content Guidance, Clarification and Syllabus Links

The document provides guidance on content and skills for various topics in mathematics. It includes: 1) Descriptions of key concepts and models to be covered for each topic such as graphing functions, determining features of graphs, and modelling with linear, quadratic, exponential and other functions. 2) Suggested applications and links to other mathematical concepts. 3) Clarification on skills expected of students and use of technology. 4) Links between topics to help integrate related concepts.

Uploaded by

Lorraine Sabbagh
Copyright
© © All Rights Reserved
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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SL 2.

Content Guidance, clarification and syllabus links


The graph of a function; its equation y = f (x). Students should be aware of the difference between the
command terms “draw” and “sketch”.
Creating a sketch from information given or a context, All axes and key features should be labelled.
including transferring a graph from screen to paper. This may include functions not specifically mentioned
Using technology to graph functions including their in topic 2.
sums and differences.

SL 2.4

Content Guidance, clarification and syllabus links

Determine key features of graphs. Maximum and minimum values; intercepts;


symmetry; vertex; zeros of functions or roots
of equations; vertical and horizontal
asymptotes using graphing technology.

Finding the point of intersection of two curves


or lines using technology.
SL 2.5

Content Guidance, clarification and syllabus links

Modelling with the following functions:

Linear models. Including piecewise linear models, for example


f  x  = mx + c. horizontal distances of an object to a wall, depth of a
swimming pool, mobile phone charges.
Link to: equation of a straight line (SL 2.1) and
arithmetic sequences (SL 1.2).

Quadratic models. Technology can be used to find roots.


f  x  = ax2 + bx + c   ;   a ≠ 0. Axis of symmetry, Link to: use of technology to solve quadratic equations
vertex, zeros and roots, intercepts on the x-axis and y (SL 1.8).
-axis.
Exponential growth and decay models. Link to: compound interest (SL 1.4), geometric
sequences and series (SL 1.3) and amortization (SL
1.7).
f (x) = kax + c
f (x) = ka− x + c   (for a > 0)
f (x) = kerx + c

Equation of a horizontal asymptote.


Direct/inverse variation:
f  x  = axn,   n ∈ ℤ
The y-axis as a vertical asymptote when n < 0.
Cubic models:
f  x  = ax3 + bx2 + cx + d.
Sinusoidal models: Students will not be expected to translate between
f  x  = asin(bx) + d,    f  x  = acos(bx) + d. sinx and cosx, and will only be required to predict or
find amplitude (a), period ( 360∘ ), or equation of the
b
principal axis (y = d).
SL 2.6

Content Guidance, clarification and syllabus links

Modelling skills: Fitting models using regression is covered in topic


Use the modelling process described in the 4.
“mathematical modelling” section to create, fit and Link to: theoretical models (SL 2.5) to be used to
use the theoretical models in section SL2.5 and develop the modelling skills and, for HL students,
their graphs. (AHL 2.9).

Develop and fit the model:


Given a context recognize and choose an
appropriate model and possible parameters.
Determine a reasonable domain for a model.

Find the parameters of a model. By setting up and solving equations


simultaneously (using technology), by
consideration of initial conditions or by
substitution of points into a given function.
At SL, students will not be expected to perform
non- linear regressions, but will be expected to set
up and solve up to three linear equations in three
variables using technology.

Test and reflect upon the model: Comment on the


appropriateness and
reasonableness of a model.
Justify the choice of a particular model, based on
the shape of the data, properties of the curve
and/or on the context of the situation.

Use the model: Students should be aware of the dangers of


Reading, interpreting and making predictions extrapolation.
based on the model.
SL 3.1

Content Guidance, clarification and syllabus links

The distance between two points in three- In SL examinations, only right-angled


dimensional space, and their midpoint. trigonometry questions will be set in reference
Volume and surface area of three-dimensional to three- dimensional shapes.
solids including right-pyramid, right cone, In problems related to these topics, students
sphere, hemisphere and combinations of these should be able to identify relevant right-angled
solids. triangles in three-dimensional objects and use
The size of an angle between two intersecting them to find unknown lengths and angles.
lines or between a line and a plane.
SL 3.2
Content Guidance, clarification and syllabus links
Use of sine, cosine and tangent ratios to find In all areas of this topic, students should be
the sides and angles of right-angled triangles. encouraged to sketch well-labelled diagrams to
support their solutions.
Link to: inverse functions (SL2.2) when
finding angles.
The sine rule:    a    =    b    =    c This section does not include the ambiguous
case of the sine rule.
sinA     sinB     sinC
The cosine rule: c2 = a2 + b2 − 2abcosC
cosC = a2 + b2 − c2
2ab
Area of a triangle as 1 absinC.
2

SL 3.3

Content Guidance, clarification and syllabus links

Applications of right and non-right angled Contexts may include use of bearings.
trigonometry, including Pythagoras’ theorem.
Angles of elevation and depression.
Construction of labelled diagrams from written
statements.

SL 3.4

Content Guidance, clarification and syllabus links

The circle: length of an arc; area of a sector. Radians are not required at SL.

SL 3.5

Content Guidance, clarification and syllabus links

Equations of perpendicular bisectors. Given either two points, or the equation of a


line segment and its midpoint.
Link to: equations of straight lines (SL 2.1).
SL 3.6

Content Guidance, clarification and syllabus links

Voronoi diagrams: sites, vertices, edges, cells. In examinations, coordinates of sites for
Addition of a site to an existing Voronoi calculating the perpendicular bisector
diagram. Nearest neighbour interpolation. equations will be given. Students will not be
Applications of the “toxic waste dump” required to construct perpendicular bisectors.
problem. Questions may include finding the equation of
a boundary, identifying the site closest to a
given point, or calculating the area of a region.
All points within a cell can be estimated to
have the same value (e.g. rainfall) as the value
of the site.
In examinations, the solution point will always
be at an intersection of three edges.
Contexts: Urban planning, spread of diseases,
ecology, meteorology, resource management.

SL 5.1

Content Guidance, clarification and syllabus links

Introduction to the concept of a limit. Estimation of the value of a limit from a table
or graph.
Not required: Formal analytic methods of
calculating limits.
Derivative interpreted as gradient function and Forms of notation: dy , f ′(x), dV or ds for the
as rate of change. first
dx            dr      dt
derivative.
Informal understanding of the gradient of a
curve as a limit.
SL 5.2
Content Guidance, clarification and syllabus links

Increasing and decreasing functions. Graphical Identifying intervals on which functions are
interpretation of increasing ( f ′(x) > 0) or decreasing ( f ′(x) <
f ′(x) > 0, f ′(x) = 0, f ′(x) < 0. 0).
SL 5.3
Content Guidance, clarification and syllabus links

Derivative of f (x) = axn is f ′(x) = anxn − 1, n


∈ℤ
The derivative of functions of the form
f  x  = axn + bxn − 1 +... where all exponents
are integers.

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