IB Diploma Programme

Unit Planner: Unit 8 Mathematics

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

Start: Unit 8 – Modelling 3D space - Vectors Grade

Unit Plan 8 Level: IB1 AA HL
End:
Thinkers

Teacher:

Unit Question How can a 3D character be mapped out and created?

Essential Questions: Learning Objectives:

Based on ‘Understanding by Design’ or other ideas. Overview of skills, attitudes, concepts, knowledge, assessment statement keys
How can a finger scanner calculate whether or not we have the right To understand basic vector algebra
finger? To understand the vector equation of a line
Reflective

How can underground metro systems avoid collisions in construction? To understand angles between vectors
To understand the vector equation of a plane
To apply knowledge of vectors

Key Concepts Content summary

vectors as displacements in the plane; component form & column
form of a vector; addition & subtraction of vectors; scalar
Inquirers

multiplication of a vector; parallel vectors; magnitude of a vector;

unit vectors; direction vectors; base vectors; position vectors; scalar
(dot) product; perpendicular vectors; angle between vectors; vector
equation of a line in 2 and 3 dimensions; Cartesian & parametric
equations of a line in 3 dimensions; angle between lines;
intersection of two lines; application of lines to motion; vector
(cross) product; properties & geometric interpretation of vector
product; vector, Cartesian & parametric equations of a plane;
Caring

distance between a point and a plane; intersection and angle

between line and a plane, and between two planes
Balanced

Duration / Timing Assumed prior knowledge and skills:

Weeks 3 Pythagoras
Periods (double) 2 Understand properties of parallel and perpendicular lines
Period (single) 0 Solve simultaneous equations
Homework Know the distance between two points
Communicators

Number of tasks 6 Know the gradient

Approx. hours 6

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
Knowledgeable

End of Chapter- Review Exercise F Teacher assessed

End of unit assessment Teacher assessed with additional student
S
self-reflection review sheet.
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 – Ski Slope for IA – 20% of IB course
Risk-takers

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

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?)
Open-minded

Balanced –
Caring -
Communicators -
Inquirers -
Knowledgeable -
 IB Diploma Programme
Principled Unit Planner: Unit 8 Mathematics

Open-minded – A new way of representing coordinate geometry that O

is more applicable to 3D. Let go of the old 2D mindset. p
Principled - e
Reflective - n
Risk-takers - -
Thinkers – What is really going on with the equations involving m
vectors? i
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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?) a
Oxford IB eBooks This course recognizes the increasing role that mathematics and t
MyiMaths technology play in a diverse range of fields in a data-rich world. As such, o
General spreadsheets it emphasizes the meaning of mathematics in context by focusing on r
Kognity topics that are often used as applications or in mathematical modelling. s
Khan Academy To give this understanding a firm base, this course also includes topics
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Promethean Interactive Boards that are traditionally part of a pre-university mathematics course such as
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ActivInspire calculus and statistics.
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Resources from maths shared area The course makes extensive use of technology to allow students to a
explore and construct mathematical models. Mathematics: applications n
Academic Honesty- Exploration first draft teacher/student interviews and interpretation will develop mathematical thinking, often in the c
help access academic honesty. e
context of a practical problem and using technology to justify
Also explorations are placed through Turnitin. d
conjectures.
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 IB Diploma Programme
Unit Planner: Unit 8 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?
Forces and dynamics (physics). Vectors, scalars, forces and dynamics (physics).
Magnetic forces and fields (physics).

Links with ToK (possible links – can it be communicated to ToK teachers?) Links with current national/ global affairs
 IB Diploma Programme
Balanced Unit Planner: Unit 8 Mathematics

Learning Experiences
Approaches to learning: Approaches to teaching through:
Tick as appropriate: Tick as appropriate:
ATL 1 Research skills  Inquiry 
Communicators

ATL 2 Communication skills  Concepts 

ATL 3 Social Skills  Differentiation 
ATL 4 Thinking skills  Contextually/Authenticity 
ATL 5 Self-management skills  Collaboration 

Resources Required
Texts, worksheets (where can they be found?) Practical Resources
Knowledgeable

Oxford IB Course Companion Casio Graphic Display Calculator

InThinking website Promethean Interactive Board
Tes.com
Worksheets and past paper resources from Maths staff shared
folders.
IB Questionbank
Online/ Web resources & Audio-visual (with URLs) Assessment instructions or rubrics
 MyiMaths: www.myimaths.com Homework – 10%
Risk-takers

 InThinking: www.inthinking.org Unit Assessments - 40%

 Teaching resources TES: www.tes.com End of Year Examination - 50%
 Online graphing calculator: www.desmos.com
 IB Questionbank: https://questionbank.ibo.org/en Further Reading:
 GDC emulator fx-CG Academic Honesty Policy
Access & Inclusion Policy
Assessment Policy
Language Policy
Open-minded

Differentiation
Higher Level Students & Extension Standard Level Students Non-IB students (if applicable)
 IB Diploma Programme
Cari Unit Planner: Unit 8 Mathematics

All students are HL. N/A N/A O

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 IB Diploma Programme
Unit Planner: Unit 8 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 and their meaning is explained. SEN requirements.
boards.
Use of tarsia and matching exercises for See command terms in IB subject guide. 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