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Teacher(s) Raymond Meris Subject group and course Group 5: Mathematics

Course part Unit 1: Number and Algebra SL or HL/Year 1 or 2 SL/HL Dates 10 August 2020 –
and topic 04 September 2020
Topics: Sequences, series and sigma notation; Year 1
Arithmetic and geometric sequences and series; Proof
(HL); Counting principles and the binomial theorem

Unit description and texts DP assessment(s) for unit

Number and algebra allow us to represent patterns, show equivalencies Paper 1 style examination questions (No calculator allowed)
and make generalizations which enable us to model real-world
- Short-response questions
situations. Algebra is an abstraction of numerical concepts and
- Extended-response questions
employs variables which allow us to solve mathematical problems.
Paper 2 style examination questions (calculator required)
Textbook: Oxford IB Diploma Programme: IB Mathematics: analysis
and approaches, Higher Level (Pages 2 to 61) - Short-response questions
- Extended response questions

INQUIRY: establishing 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) Recall, select and use their knowledge of mathematical skills, results and models in both abstract and real-world contexts to solve problems.
(2) Investigate unfamiliar situations, both abstract and from the real world, involving organizing and analysing information, making conjectures,
drawing conclusions, and testing their validity

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 Essential understandings
List here the key content/skills/concepts that students will know/develop by the end of the unit.

Students will know the following content:

1. Number patterns and sigma notation
2. Arithmetic and geometric sequences
3. Arithmetic and geometric series
4. Modelling using arithmetic and geometric series
5. The binomial theorem
6. Proofs
Students will develop the following skills:
1. Mathematical inquiry skills - use of strategies which stimulate students’ critical thinking, reasoning, and problem-solving skills.
2. Mathematical modelling skills - the process of mathematical modelling requires critical reflection throughout the process; it is an important
technique used in problem solving, to make sense of the real world.
Students will grasp the following concepts:
1. Models - This concept refers to the way in which mathematics can be used to represent the real world.
2. Representation - This concept refers to using words, formulae, diagrams, tables, charts, graphs and models to represent mathematical information.
3. Generalization - This concept refers to a general statement made on the basis of specific examples.

Missed concepts/misunderstandings
List here likely misunderstandings students may have during the unit with relation to skills, content and concepts.

Content-based:
1. Errors in algebraic manipulation. Often times, when solving problems related to arithmetic and geometric sequences and series, students encounter
errors in calculation and algebraic manipulation.
2. Premature rounding. Only the final answers should be rounded. Where the results of interim calculations are needed to arrive at the final answer,
these should not be rounded off.
3. Students are often confused in terms of the identifying whether the problem is a sequence problem or a series problem.
4. Oftentimes, students find it difficult if a both arithmetic and geometric sequences are involved in one single problem.
5. Students may forget defining their variables and using correct mathematical notations.

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 Skills-based:
1. Oftentimes, students find it difficult to translate a real-world problem mathematically.
2. In terms of inquiry skills, students oftentimes substitute randomly into the given equation or formula without understanding the reason why.
3. In terms of modelling skills, student oftentimes forget to consider whether the results they obtained in reliable (e.g., negative distance)
Concept-based:
1. Oftentimes, students think that there is only one model or function that can be used to model real-world phenomenon. (There can be multiple
models depending on the parameters chosen and assumptions made)
2. Oftentimes, students think that there is only a way to represent a given real-world phenomenon mathematically. (There can be varied modes of
mathematical representations, such as graphs, equations, diagrams, tables, etc.)
3. Oftentimes, student give generalizations without an accompanying proof. (Proof is needed whenever making generalizations).

Inquiry questions
List here the understandings above written in question form, preferably as ones that inspire students to answer them. Feel free to create additional
questions that help inspire further inquiry in the unit but may not directly connect to an above essential understanding.

Content-based:
1. Number patterns and sigma notation – How can we describe patterns of numbers? Why is sigma notation important? How do we express number
patterns mathematically? What are the properties of sigma notation? What are the real-world applications of sigma notation?
2. Arithmetic and geometric sequences – What is the difference between arithmetic and geometric sequences? What is the formula for finding the
general term of an arithmetic or geometric sequence? Is there a relationship between arithmetic and geometric sequence? How can we apply
arithmetic and geometric sequence in real life?
3. Arithmetic and geometric series – what is the difference between sequences and series? What are the different ways of solving arithmetic and
geometric series? How can we apply arithmetic and geometric series in real life? What is the relationship between compound interest and
geometric series?
4. Modelling using arithmetic and geometric series – What are the parameters that must be considered whenever modelling real-world phenomenon
involving arithmetic and geometric series? How can we express real-world problems in terms of mathematical equations involving arithmetic and
geometric series?
5. The binomial theorem – What is Pascal’s triangle and what is its relationship to binomial theorem? How can we use the binomial theorem in
expanding binomial expressions? What is the real world application of the binomial theorem?
6. Proofs – How can proofs be used in making generalizations in mathematics? What is the difference between mathematical induction and indirect
proof? Why are proofs important in mathematics?

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 Skills-based:
1. Mathematical inquiry skills – How can we apply mathematical inquiry in this unit? What are the steps involve in the process of mathematical
inquiry? How do we generalize the results of mathematical inquiry?
2. Mathematical modelling skills – What are the parameters and assumptions that must be considered whenever making mathematical model? What
are the processes involve in mathematical modelling? How can we determine the accuracy and validity of the mathematical models we generate?

Concept-based:
1. Models - How can modelling real-life situations with the structure of arithmetic and geometric sequences and series allow for prediction, analysis
and interpretation? How can patterns in numbers inform the development of algebraic tools that can be applied to generate models?
2. Representation – How can different representations of numbers enable equivalent quantities to be compared and used in calculations with ease to
an appropriate degree of accuracy?
3. Generalization – How can formulae, which are a generalization made on the basis of specific examples, be extended to new examples?

ACTION: teaching and learning through inquiry

Essential understanding goals Assessment of essential understanding goals Learning process

Copy and paste the essential understanding goals from Write a 1:1 matching assessment for all goals. Check the boxes for any
above “Inquiry” section. Assessments should be labelled formative (F) or pedagogical approaches used
summative (S). during the unit. Aim for a
variety of approaches to help
facilitate learning.

Students will know the following content: Content-based: Lecture

1. Number patterns and sigma notation Checking for understanding – question and answer session Socratic seminar
2. Arithmetic and geometric sequences in the classroom (F)
3. Arithmetic and geometric series Small group/pair work
Short-response problem-solving homework (F)
4. Modelling using arithmetic and geometric series Powerpoint lecture/notes
5. The binomial theorem Extended-response problem sets (F)
6. Proofs Individual presentations
Seatwork and drills (F)
Group presentations

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 Students will develop the following skills: End of chapter quiz (F) Student lecture/leading
1. Mathematical inquiry skills - use of strategies which Paper 1 and Paper 2 style examination questions (S) Interdisciplinary learning
stimulate students’ critical thinking, reasoning, and
Skills-based: Details:
problem-solving skills.
2. Mathematical modelling skills - the process of In preparation for the math exploration IA, students will Other/s: Problem-solving
mathematical modelling requires critical reflection be given real-world data and they have to process the data exercises
throughout the process; it is an important technique to generate different mathematical models (F)
used in problem solving, to make sense of the real Students will be given mathematical investigation activity,
world. wherein they will have to observe patterns and form
Students will grasp the following concepts: conjectures and generalizations. They need to provide prof
to their generalizations based from the patterns they
1. Models - This concept refers to the way in which
observed (F)
mathematics can be used to represent the real world.
2. Representation - This concept refers to using words, Concept-based:
formulae, diagrams, tables, charts, graphs and The assessment of how the students understood the key
models to represent mathematical information. and related concepts are embedded in the end of unit
3. Generalization - This concept refers to a general summative assessment task, which is a paper 1 and paper
statement made on the basis of specific examples. 2 style examination (S)
In class, questions will be given to the students to check
their understanding of these concepts (F)
Some homework questions will be given that will allow
students to demonstrate their understanding of the
concepts (F)

Resources

Oxford IB Diploma Programme: IB Mathematics: analysis and approaches, Higher Level

Mathematics Analysis and Approaches for the IB Diploma Higher Level (Pearson International Baccalaureate Diploma: International Editions)
Graphing Calculators (TI-84 CE), Graphing Software (Geogebra), Spreadsheet (MS Excel), IA Assessment Criteria, Past papers and markschemes, Other
exam style review papers from InThinking

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 Approaches to learning (ATL) Metacognition Differentiation:
Check the boxes for any explicit approaches to Check the boxes for any metacognitive For more information on the IB’s approach to
learning connections made during the unit. For approaches used that ask students to reflect on differentiation, please see (add hyperlink to
more information on ATL, please see (add unit content, their own skills, or unit concepts. guide):
hyperlink to guide): For more information on the IB’s approach to
metacognition, please see the ATL guide (add
hyperlink to guide):

Thinking Reflection on content Affirm identity—build self-esteem

Social Reflection on skills Value prior knowledge
Communication Reflection on concepts Scaffold learning
Self-management Details: Extend learning
Research The focus of this unit is on the development of Details:
problem-solving and reasoning skills of students
Details: Value prior knowledge – before the start of the
as it applies to mathematics. Students will be
unit and before each chapter is introduced, the
In order for students to select appropriate given different activities that promote both
teacher will check the prior understanding of
mathematics when solving problems in both inquiry and application, helping students to
students. The teacher will also use the prior
familiar and unfamiliar situations, students must develop problem-solving techniques that
experience of students during discussion. Each
practise observing carefully in order to recognize transcend the discipline and that are useful in the
lesson will open with a review of the previous
problems. (ATL Category: Thinking, ATL world outside school. Students will also be
topic and each topic builds and connects with the
Cluster: Critical-thinking skills) encouraged to use ICT tools to represent
previous ones.
information, to explore and model situations, and
In order for students to apply the selected
to find solutions to various problems. These are
mathematics successfully when solving problems,
skills that are useful in a wide range of arenas.
students must apply skills and knowledge in Scaffold learning – whenever students are stuck
The activities mentioned above will give
unfamiliar situations. (ATL Category: Thinking, on a problem or do not know how to proceed, the
opportunities for the students to reflect on the
ATL Cluster: Transfer skills) teacher will give hints and other scaffolds to help
skills they acquire in this unit.
students go to the right direction in their
In order for students to solve problems correctly
mathematical learning. Groupwork activities will
in a variety of contexts, students must combine
also be structured in such a way that able/good
knowledge, understanding and skills to create
students can provide hints or scaffolds to
products or solutions. (ATL Category: Thinking,

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 ATL Cluster: Transfer skills) struggling students.

Language and learning TOK connections CAS connections

Check the boxes for any explicit language and Check the boxes for any explicit TOK connections Check the boxes for any explicit CAS
learning connections made during the unit. For made during the unit. connections. If you check any of the boxes,
more information on the IB’s approach to provide a brief note in the “details” section
language and learning, please see (add hyperlink explaining how students engaged in CAS for this
to guide): unit.

Activating background knowledge Personal and shared knowledge Creativity

Scaffolding for new learning Ways of knowing Activity
Acquisition of new learning through Areas of knowledge Service
practice
The knowledge framework Details:
Demonstrating proficiency
Details: Sequences and series are also covered in MYP
Details: Mathematics. Students may consider providing
Mathematics has its application in almost all areas
help such as teaching Grade 8 students on how to
Drills, exercises, and other problem-solving of knowledge. Nonetheless, the most common
solve problems involving sequences and series.
activities will be given in class to provide area of knowledge where advances in
Students can also produce videos or podcasts that
students with sufficient practice. These drills, mathematics are used extensively is in natural
middle school students can use when they review
exercises, and other problem-solving activities sciences. In this unit, students will be engaging
sequences and series for an upcoming
will make use of subject-specific terms and with this knowledge question:
examination.
vocabularies. Engaging in these practice drills and
Is mathematical reasoning different from
exercises can help students not only develop
scientific reasoning, or reasoning in other Areas
language proficiency in mathematics, but also
of Knowledge?
improve their critical thinking and problem-
solving skills. Students will be placed in groups and they are
expected to produce a Venn Diagram with short
Bilingual dictionaries will be available in class
explanation detailing how reasoning in
during discussions.
mathematics is similar to or different from other
areas of knowledge.

REFLECTION: Considering the planning, process and impact of the inquiry

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 What worked well What didn’t work well Notes/changes/suggestions:

Solving in problems worked very well. Students When students are given problems involving Students need more exposure to unfamiliar and
shared their ideas with one another and provided unfamiliar and abstract contexts, they are often abstract problems.
support to each other in order to improve their confronted with difficulties.
skill.
The students were able to apply the concepts and
Students are still struggling in translating real-
skills learned in this unit to real-world problems.
world problems mathematically.

Transfer goals
List the transfer goals from the beginning of this unit planner.

(1) Recall, select and use their knowledge of mathematical skills, results and models in both abstract and real-world contexts to solve problems.
(2) Investigate unfamiliar situations, both abstract and from the real world, involving organizing and analysing information, making conjectures,
drawing conclusions, and testing their validity

Transfer reflection
How successful were the students in achieving the transfer goals by the end of the unit?

Students were successful in using and applying their mathematical skills in solving problems in both abstract and real-world contexts. Nonetheless,
students need more practice in applying their skills. In terms of applying the concepts and skills learned in this unit to familiar settings, students did well.
However, students need more time to process data and information if they are to apply their skills in unfamiliar setting. Students were also able to translate
some real-world problems mathematically and produce some accurate and reliable models. They have also used simple proofs to support their simple
conjectures. Students need more practice in terms of testing the validity of their models or the generalizations they made.

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