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Diploma Programme subject outline—Group 5: mathematics

VIDSAN CHARTERHOUSE 003604


School name School code

Name of the DP subject Maths SL


(indicate language)
(English)

Level X
(indicate with X)
Higher Standard completed in two years Standard completed in one year *

K Prudhvi Date of IB training


Name of the teacher who
completed this outline
Name of workshop
Date when outline was
completed (indicate name of subject and workshop category)

* All Diploma Programme courses are designed as two-year learning experiences. However, up to two standard level subjects, excluding languages ab initio and pilot subjects, can be completed in
one year, according to conditions established in the Handbook of procedures for the Diploma Programme.

1. Course outline

– Use the following table to organize the topics to be taught in the course. If you need to include topics that cover other requirements you have to teach (for
example, national syllabus), make sure that you do so in an integrated way, but also differentiate them using italics. Add as many rows as you need.

– This document should not be a day-by-day accounting of each unit. It is an outline showing how you will distribute the topics and the time to ensure that
students are prepared to comply with the requirements of the subject.

– This outline should show how you will develop the teaching of the subject. It should reflect the individual nature of the course in your classroom and should
not just be a “copy and paste” from the subject guide.

– If you will teach both higher and standard level, make sure that this is clearly identified in your outline.
Topic/unit Contents Allocated time Assessment Resources
instruments to be List the main resources to be
(as identified
used used, including information
in the IB
45 minutes. technology if applicable.
subject One class is
guide)
State the topics/units in
In one week
the order you are planning
there are
5 classes.
to teach them.

Topic 1 - Algebra Arithmetic sequences & series, sum 6 classes Discussion sessions Mathematics SL Guide
Year 1
of finite arithmetic series Exploration First examination 2014
Understanding graphs (pre-publication)
Geometric sequence, sum of finite 7 classes and how to use graphical
&infinite geometric series, calculators and softwares Other resources
Applications: compound interest & www.occ.ibo.org
Investigations
population growth and use of G.D.C
Laws of exponents, rational indices, 6 classes
expansion, exponential equations, Text Book:
graphs of exponential functions, Mathematics for the
growth and decay , Surds (Presumed international student
Mathematics SL – Haese
Knowledge) Mathematics
Introduction, Base 10, Laws of 6 classes
logarithms, Exponential equations.
Natural Log (Presumed Knowledge) IB Mathematics Standard
level – IBID Press
Graphs of logarithms, Growth and
Decay, C.I, Change of base
IB Diploma Program
Topic 2 - Functions Concept of function; domain, range, 10 classes Mathematics Standard
image, notation, Composite,
Reciprocal, Inverse, Identity function.
( NOT REQUIRED TO DO-- Domain
Restriction, TO DO -- Inverse of only
one to one function)
Quadratic function: its graph, y – 4 classes Level Course companion –
intercept, rational coefficients only, Oxford University Press
axis of symmetry, completing the
square. Online resources:
Form: x→ a(x-h)² + k, Form: x → a(x-
Types of functions
p)(x-q)
Application of graphing skills and http://library.thinkquest.org/
2647/algebra/ftcompos.htm
solving equations to real life
situations. Inverse function
Solution of quadratic equation, 4 classes http://www.themathpage.co
quadratic formula, applications, m/aprecalc/inverse-
discriminant, modelling. functions.htm

Investigation of key features of 4 classes


graphs – identification of horizontal Introduction to graphs
and vertical asymptotes, functional http://www.themathpage.co
transformations( To DO-- Symmetry m/aprecalc/graphs-of-
of graph while sketching) functions.htm
Topic 3 – Circle Radian Measure, Arc length and 8 classes Good notes are available
theorem and sector area, Applications of the unit on solving equations,
Trigonometry circle. Exact values of trigonometric
ratios of 0,π/6, π/4, π/3, π/2 and
their multiples.
radian measure of angles,
conversions
Unit circles, Sine function, modeling 8 classes
Sine function, tide models,
Application of sine models

Solving sine and cosine equations 2 classes


Identities, double angle formulae 3 classes
Topic 5 – Statistics Cumulative data, curves, Standard 4 classes polynomials, graphing the
and Probability deviation, Variance, Normal curve. functions
Use of G.D.C in statistics. ( TO DO --- http://tutorial.math.lamar.ed
Effect of constant changes to original u
data)
5
Correlation: Direction, Linearity, 10 classes wolfram alpha
Strength, Outliers and Causation. www.wolframalpha.com
Pearson’s Correlation Coefficient
Softwares
Line of Best Fit
Least Square Regression Line Autograph 3.3
Interpolation and Extrapolation Geogebra
Sample space: event, complementary 5 classes Graphical display calculator
event, equally likely events, Grid, Casio fx 9860 G II/ TI-83
Independent events plus silver edition
Dependent events, tree diagrams;
tables of outcomes, Problems using
“with replacement” and “without
replacement; Sets & Venn diagrams;
Laws of probability: Combined 10 classes
events, Mutually exclusive events,
Independent & Conditional events.

The binomial theorem: expansion, 3 classes


Binomial coefficients can be
determined by using Pascal’s triangle
or by using a GDC. nCr should be
found using both the formula and
technology.
Concept of discrete random variables 2 classes
and their probability distributions,
Expected value (mean), E(X) for
discrete data Applications of
expectation.

Binomial distribution. Mean of the 6 classes


binomial distribution
Normal distribution. Properties of the
normal distribution
Standardization of normal variables, z 6 classes
-distribution.
Use of calculator or tables to find
normal probabilities: the reverse
Topic 6 – Calculus process.
Informal ideas of limit and 6 classes
Applications of normal distribution
convergence + Introduction – rate of
change. Definition of derivative, use
of this definition for derivatives of
polynomial
Simple rules,functions, firstproduct
chain rule, principle.
and 4 classes
Limit notation,
quotient rules Integration by
inspection or substitution
2nd derivative , Finding equations of 5 classes
tangents and normal
Derivatives of sinx, cosx, tanx, Rate of 4 classes
change, economic models
Optimisation, Kinematic problems, 7 classes
Identifying increasing and decreasing
functions, Graphical behavior of
functions – both “global” and “local”
behaviour, Tangents
Local maximum and normals
and minimum points, 4 classes
, horizontal inflections, stationary
points, Distinction between
maximum and minimum points.
Rational functions, Horizontal and 4 classes
vertical aymptotes, Use of terms
“concave-up” for , “concave-down”
for .
Points of inflexion with zero and non-
zero gradients.
Optimisation, The significance of the
second derivative; Economic models.
Topic 6 – Calculus Indefinite integration as anti- 4 classes
differentiation.
Year 2
Indefinite integral , of . Composites of
any of the above with the linear
function ax+b
Anti- differentiation with a boundary
condition to determine the constant
term.
Integration by substitution, Distance 4 classes
from velocity
Definite integrals, Areas under curves
(between the curve and the x-axis),
areas between curves.
Application based questions 5 classes
Trigonometric integration, functions,
definite integrals properties
Area determination, Volumes of 6 classes
revolution – Revolution about the x-
axis only, Area under velocity-time
graph represents distance
Topic 4 - Vectors Vectors as displacements in the plane 14 classes
and in three dimension
Distance between points in three
dimension
Components of a vector, Algebraic
and geometric approaches to the
following topics: sum and difference
of two vectors; zero vector; the
vector –v; Multiplication by a scalar;
magnitude of a vector, ; unit vectors
– base vectors i, j, k; position vectors .

Scalar product of two vectors, 6 classes


Perpendicular vectors
Parallel vectors Angle between two
vectors.

2. IB internal assessment requirement to be completed during the course

Briefly explain how and when you will work on it. Include the date when you will first introduce the internal assessment requirement to your students, the different
stages and when the internal assessment requirement will be due.

 A sample math exploration work is shown to the students and explained in detail along with IB Math Internal assessment criteria
 Mini-investigations are taken up in regular class sessions in few of the impactful contents of the syllabus which have a greater scope for investigation and
research.
 Discussion sessions with students to decide on their topic which need to be explored, as this is the first time , we are doing exploration, I’m planning it in
the end of the first year where a good amount of topics are covered, so student will have an idea to choose the topic/area where s/he wants to explore
and investigate further
 Setting date for the first draft in the month of October – second year of IB.
3. Links to TOK

You are expected to explore links between the topics of your subject and TOK. As an example of how you would do this, choose one topic from your course
outline that would allow your students to make links with TOK. Describe how you would plan the lesson.

Topic Link with TOK (including description of lesson plan)

Functions and equations  As a knower, the student is guided on the usage of mathematics as a tool in exploring in various subject(s).
 In his ways of knowing, The student uses mathematical language like asymptotes, rational numbers, composite
functions, domain, range etc
 Student is guided on looking for reason(s) behind every mathematical statements, which accept as truth.

 Knowledge issues: Does studying the graph of a function contain the same level of mathematical rigour as
studying the function algebraically(analytically)? ( resource : pre-publication guide )
 Discussions will be carried out on “Mathematics as not only as a tool to analyse but how it helps as a area of
knowledge”,
 To encourage students to use mathematics as one of the areas of knowledge in their TOK essays
 Rigorous practice of developing a right ‘Knowledge question’ for few contents of the syllabus (Support: ToK
links of the syllabus)

4. Approaches to learning

Every IB course should contribute to the development of students’ approaches to learning skills. As an example of how you would do this, choose one topic from
your outline that would allow your students to specifically develop one or more of these skill categories (thinking, communication, social, self-management or
research).

Topic Contribution to the development of students’ approaches to learning skills (including one or more skill category)

Functions & Equations : Input- Reverse process of finding the original function f(x), given the output function with replaced ‘x’. Ex : f(3x+1)=-1-5x, then
output of a function f(x)= ?------Thinking & Critical thinking skills.
Mini investigation on exploring the inverse graph of a given graph--------Research & Communication skills
Solving of worksheets & daily recap sessions- Self-management skills
5. International mindedness

Every IB course should contribute to the development of international-mindedness in students. As an example of how you would do this, choose one topic from your
outline that would allow your students to analyse it from different cultural perspectives. Briefly explain the reason for your choice and what resources you will use to
achieve this goal.

Topic Contribution to the development of international mindedness (including resources you will use)
Functions and equations  To make students understand the notations of mathematics in various cultures and their importance
 Discussion on origins of mathematical discoveries and inventions from history
Resources :
IB Course Companion : Mathematics Higher Level

6. Development of the IB learner profile

Through the course it is also expected that students will develop the attributes of the IB learner profile. As an example of how you would do this, choose one
topic from your course outline and explain how the contents and related skills would pursue the development of any attribute(s) of the IB learner profile that you will
identify.

Topic Contribution to the development of the attribute(s) of the IB learner profile


Functions and equations Inquiry approach: Student will be given small tasks to investigate unfamiliar situation(s), both abstract and real-life, making
conjectures and drawing conclusion. ( I use properties of cubics as a task during this topic, so that student does inquiry and
draws a conclusion )
Communicator: A debate on development of mathematics from history until date will help the students to communicate their
ideas on mathematics and the stages of development of mathematics

7. Resources

Describe the resources that you and your student will have to support the subject. Indicate whether they are sufficient in terms of quality, quantity and variety.
Briefly describe what plans are in place if changes are needed.

Yes, all the resources are available to make the student explore the contents in best possible way. The resources are either in the form of reference books,
Graphing softwares, Programmable Calculators, Internet and laptop & the class notes (note-taking).