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Teacher(s)
Course part
and topic

Krishnendu Saha
Calculus

Unit description and texts

Subject group
and course
SL or HL/Year 1
or 2

Group 5 Mathematics Studies

Studies SL
Year 1

Dates

2 WEEKS

DP assessment(s) for unit

Paper 1 With GDC
Paper 2 With GDC

INQUIRY: establishing the purpose of the unit

Transfer goals
List here one to three big, overarching, long-term goals for this unit. Transfer goals are the major goals that ask students to transfer, or apply, their
knowledge, skills, and concepts at the end of the unit under new/different circumstances, and on their own without scaffolding from the teacher.
1. Students will understand the concept of rate of change of different quantities and how to interprete them in practical
situation.
2. Students will understand the difference between average rate of change and instantaneous rate of change and their
applications in appropriate areas
3. Students will know how to differentiate functions and their interpretations.

ACTION: teaching and learning through inquiry

Content/skills/conceptsessential understandings

Learning process
Check the boxes for any pedagogical approaches used during the unit.

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Aim for a variety of approaches to help facilitate learning.

Students will know the following content:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.

Functional dependence
Quantitative aspects of change
Average rate of change
Determining the average rate of change
Velocity as a measure of rate of change of displacement
Qualitative aspects of change
Describing the behaviour of a graph
Producing a graph from a physical situation
Informal idea of limits
The derivative and the gradient function

Learning experiences and strategies/planning for self-supporting learni

Socratic seminar
Small group/pair work
Powerpoint lecture/notes
Individual presentations
Group presentations
Student lecture/leading
Interdisciplinary learning

Students will develop the following skills:

Details:
Other/s:

1.

Quantitative aspects and measures of change.

2.

Qualitative aspects and measures of change.

3.

Instantaneous rate of change

Formative assessment:

4.

Differentiation process

Verbal checks through questioning.

Investigative study
Visual checks for understanding, including graphic organizers.
Written checks on worksheets given.

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Summative assessment:
Paper 1 Non GDC
Paper 2 With GDC

Differentiation:
Affirm identitybuild self-esteem
Value prior knowledge
Scaffold learning
Extend learning
Details:

+Support classes for weak students

-Design a sheet with a variety of levels.

-Give a differentiated homework

-Divide a group work in to doable tasks for weak students.

-Prepare extra problems for competent students

Approaches to learning (ATL)

Check the boxes for any explicit approaches to learning connections made during the unit. For more information on ATL, please see the guide.
Thinking
Social
Communication

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Self-management
Research

Details: Collaborative learning is used through group and pair work to increase students motivation and engagement to improve academic
performance especially for low achieving students

Language and learning

TOK connections

CAS connections

Check the boxes for any explicit language and

learning connections made during the unit. For
more information on the IBs approach to
language and learning, please see the guide.

Check the boxes for any explicit TOK connections

made during the unit.

Check the boxes for any explicit CAS connections.

If you check any of the boxes, provide a brief note
in the details section explaining how students
engaged in CAS for this unit.

Activating background knowledge

Personal and shared knowledge

Creativity

Scaffolding for new learning

Ways of knowing

Activity

Acquisition of new learning through practice

Areas of knowledge

Service

Demonstrating proficiency

The knowledge framework

Resources
List and attach (if applicable) any resources used in this unit.
Books

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MATHEMATICAL STUDIES SL (FABIO CIRRITO)

OXFORD STUDIES SL
Technology & websites
GDC

Stage 3: Reflection, considering the planning, process and impact of the inquiry
What worked well

What didnt work well

Notes/changes/suggestions:

List the portions of the unit (content, assessment,

planning) that were successful.

List the portions of this unit (content, assessment,

planning) that were not as successful as hoped.

List any notes, suggestions, or considerations for

the future teaching of this unit.

The students understood the graphical

representations and explanations of the
concepts.

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Lot of classes were cancelled or repeated due

to EYP & Confluence.

GDC should be used right from the beginning to

make it user friendly for students.