IB Diploma Programme

Unit Planner: Unit 3 Mathematics

Open-minded Risk-takers Knowledgeable Communicators Balanced Caring Inquirers Reflective Thinkers Principled

Unit 3 – Expanding the number system: Grade

Start: Complex Numbers
Unit Plan 3 Level: IB1 AA HL
Thinkers

End:
Teacher:

Unit Question Are real numbers the only numbers that exist?

Essential Questions: Learning Objectives:

Based on ‘Understanding by Design’ or other ideas. Overview of skills, attitudes, concepts, knowledge, assessment statement keys
How do physicists at the hadron collider in CERN model the smahing To be able to know key facts about quadratic functions, roots, vertices
Reflective

of sub atomic particles? and intercepts

To introduce the idea of complex numbers
To learn the factor and remainder theorem and synthetic division
To find the sum and product of polynomial roots
To use graphs to solve polynomial inequalities
To solve simultaneous equations using row reduction
Key Concepts Content summary
Inquirers

polynomial functions; odd & even functions; quadratic functions;

completing the square; sum & product of the roots of a quadratic
equation; quadratic formula and use of discriminant; polynomial
division; synthetic division [optional]; remainder & factor theorems;
sum & product of the roots of any polynomial equation; rational
functions; solving equations involving radicals, absolute value and
in quadratic form; solving inequalities; partial fractions [optional]
Caring

Duration / Timing Assumed prior knowledge and skills:

Balanced

Weeks 3 Solve simple quadratics

Periods (double) 2 Use a GDC to graph simple functions and find key points
Period (single) 0 Solve basic simultaneous equations
Homework
Number of tasks 6
Approx. hours 6
Communicators

Assessment Overview
Content/ Knowledge Formative or
Summative?
Assessment method to be used:
Understanding of key concepts & knowledge
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.
Knowledgeable

F – 10%, S – 90%
Skills/ Internal Assessment Assessment Criteria
Formative or
Assessment method to be used:
Testing skills/ preparation for IA Summative?
Developing Inquiry Skills via use of the mathematical toolkit to No formal assessment but used as training
F
encourage active learning – roller coaster inquiry question for IA – 20% of IB course

Summative Assessment: ‘Assessment of learning’- Gives grades for PG and reporting

Risk-takers

Formative Assessment: ‘Assessment for learning’ - Supports learning and reflection

Core Considerations
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?)

Balanced –
Caring -
Open-minded

Communicators – Be able to represent functions graphically,

algebraically and in tabular form
Inquirers -
Knowledgeable -
Open-minded – Extend the number system beyond that thought
 IB Diploma Programme
Principled Unit Planner: Unit 3 Mathematics

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Thinkers – Develop basic concepts to extend into the algebraic -
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Use of ICT, Information Literacy & Academic Honesty Aims of the Subject (which aims, found in the subject guide, will be addressed? How?) B
Oxford IB eBooks This course recognizes the need for analytical expertise in a world where a
MyiMaths innovation is increasingly dependent on a deep understanding of l
General spreadsheets mathematics. This course includes topics that are both traditionally part a
Kognity of a pre-university mathematics course as well as topics that are n
Khan Academy amenable to investigation, conjecture and proof, for instance the study c
Promethean Interactive Boards of sequences and series at both SL and HL, and proof by induction at HL. e
ActivInspire The course allows the use of technology, as fluency in relevant d
Resources from maths shared area mathematical software and hand-held technology is important
regardless of choice of course. However, Mathematics: analysis and C
Academic Honesty- Exploration first draft teacher/student interviews approaches has a strong. The emphasis is on the use of technology and a
help access academic honesty. algorithmic methods to solve problems with accuracy without the need r
Also explorations are placed through Turnitin. for a detailed look at applications. i
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 IB Diploma Programme
Unit Planner: Unit 3 Mathematics

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Making Connections
How can this unit support other subject areas? How can this unit be supported by other subject areas?
Concepts in electrical engineering—impedance as a combination of resistance Physics can introduce the idea of using functions to model real world
and reactance, also apparent power as a combination of real and reactive phenomena and representing vectors as a real and imaginary part
powers. These combinations take the form a+bi.

Links with ToK (possible links – can it be communicated to ToK teachers?) Links with current national/ global affairs
How do aeroplanes land?
 IB Diploma Programme
Ope Unit Planner: Unit 3 Mathematics
 IB Diploma Programme
Unit Planner: Unit 3 Mathematics

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Learning Experiences e
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Approaches to learning: Approaches to teaching through:
Balanced

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Tick as appropriate: Tick as appropriate: m
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ATL 1 Research skills  Inquiry  n
ATL 2 Communication skills  Concepts  d
ATL 3 Social Skills  Differentiation  e
ATL 4 Thinking skills  Contextually/Authenticity  d
Communicators

ATL 5 Self-management skills  Collaboration 

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Resources Required -
Texts, worksheets (where can they be found?) Practical Resources t
Oxford IB Course Companion Casio Graphic Display Calculator a
InThinking website Promethean Interactive Board k
Tes.com e
Knowledgeable

Worksheets and past paper resources from Maths staff shared r

folders. s
IB Questionbank
Online/ Web resources & Audio-visual (with URLs) Assessment instructions or rubrics K
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 MyiMaths: www.myimaths.com Homework – 10% o
 InThinking: www.inthinking.org Unit Assessments - 40% w
 Teaching resources TES: www.tes.com End of Year Examination - 50% l
 Online graphing calculator: www.desmos.com e
Risk-takers

 IB Questionbank: https://questionbank.ibo.org/en Further Reading: d

 GDC emulator fx-CG Academic Honesty Policy g
Access & Inclusion Policy e
Assessment Policy a
Language Policy b
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Differentiation
Principledn-minded

Higher Level Students & Extension Standard Level Students Non-IB students (if applicable) C
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 IB Diploma Programme
Unit Planner: Unit 3 Mathematics

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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 are their meaning is explained. SEN requirements.
boards.
Use of tarsia and matching exercises for 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