IB Diploma Programme

Mathematics:
Unit Planner: Unit 2 Analysis &
Representing Relationships
Approaches
Open-minded Risk-takers Knowledgeable Communicators Balanced Caring Inquirers Reflective Thinkers Principled

Op
Grade IB1
Start: Unit 2 – Representing Relationships:
Unit Plan 2 Term 1 Level: SL
End: Introducing Functions
Thinkers

Teacher: DTU, ASH

Unit Question What kind of relationships exist between two quantities or variables?

Essential Questions: Learning Objectives:

Based on ‘Understanding by Design’ or other ideas. Overview of skills, attitudes, concepts, knowledge, assessment statement keys
How far will a car drive on a fuel tank of fuel? Representation
Is the relationship between runner and water the same as car and Relationships
Reflective

fuel? Space
Can shadows be modelled using functions? Quantity
What kind of relationships exist between two quantities or variables? Equivalence.
Key Concepts Content summary
■ Function What is a function
■ Mapping Functional notation
■ Input Drawing graphs of functions
■ Output The domain and range of a function
Inquirers

■ Domain Composite functions

■ Range Inverse functions
■ Composite functions
■ Inverse functions
■ Identity functions
■ One-to-one functions
■ Self-inverses
Caring

■ Variables

Duration / Timing Assumed prior knowledge and skills:

Weeks 3 Plot coordinates
Periods (double) 2
Period (single) 0
Homework
Balanced

Number of tasks 6
Approx. hours 6

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

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.
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
Knowledgeable

No formal assessment but used as training

encourage active learning – “Graphs of functions: describing F
for IA – 20% of IB course
the ‘what’ and researching the ‘why’ ”

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

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

Core Considerations
Risk-takers

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?)
Thinking skills, Communicating, Research One of the first mathematicians to study the concept of functions was
Frenchman Nicole Oresme in the 14th century.
The development of functions bridged many countries including France
(Rene Descartes), Germany (Gottfried Wilhelm Leibnitz) and Switzerland
(Leonhard Euler).
Which do you think is superior; the Bourbaki group analytical approach
Open-minded

or the Mandelbrot visual approach to mathematics?

Use of ICT, Information Literacy & Academic Honesty Aims of the Subject (which aims, found in the subject guide, will be addressed? How?)
Oxford IB eBooks This course recognizes the increasing role that mathematics and
MyiMaths technology play in a diverse range of fields in a data-rich world. As such,
General spreadsheets it emphasizes the meaning of mathematics in context by focusing on
 IB Diploma Programme
Mathematics:
Unit Planner: Unit 2 Analysis &
Representing Relationships
Approaches
Principled

Kognity topics that are often used as applications or in mathematical modelling.

Khan Academy To give this understanding a firm base, this course also includes topics
Promethean Interactive Boards that are traditionally part of a pre-university mathematics course such as
ActivInspire calculus and statistics.
Resources from maths shared area The course makes extensive use of technology to allow students to
explore and construct mathematical models. Mathematics: applications
Academic Honesty- Exploration first draft teacher/student interviews and interpretation will develop mathematical thinking, often in the
help access academic honesty.
context of a practical problem and using technology to justify
Also explorations are placed through Turnitin.
conjectures.

Making Connections
How can this unit support other subject areas? How can this unit be supported by other subject areas?
Radioactive decay, Kinematics, Projectile motion, Simple harmonic motion, Use your own knowledge. Use the IB subject guide to look for links
charging and discharging capacitors (physics).
First order reactions and activation energy (chemistry)
Growth curves (biology).
Modelling (sciences group subjects)
Production possibilities curve model (economics).

Links with ToK (possible links – can it be communicated to ToK teachers?) Links with current national/ global affairs
What is the relationship between real-life problems and
mathematical models?
“The object of mathematical rigour is to sanction and legitimize the
conquests of intuition”-Jacques Hadamard.
Do you think that studying the graph of a function contains the same
level of mathematical rigour as studying the function algebraically?
Is mathematics independent of culture?
Do you think that mathematics is just the manipulation of symbols
under a set of rules?
If there is a potentially controversial topic with many opinions and
theories. How can you protect against your own biases?

Learning Experiences
Approaches to learning: Approaches to teaching through:
Tick as appropriate: Tick as appropriate:
ATL 1 Research skills  Inquiry 
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
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%
 InThinking: www.inthinking.org Unit Assessments - 40%
 Teaching resources TES: www.tes.com End of Year Examination - 50%
 IB Diploma Programme
Mathematics:
Unit Planner: Unit 2 Analysis &
Representing Relationships
Approaches
Principled

 Online graphing calculator: www.desmos.com O

 IB Questionbank: https://questionbank.ibo.org/en Further Reading: p
 GDC emulator fx-CG Academic Honesty Policy e
Access & Inclusion Policy n
Assessment Policy -
Language Policy m
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Differentiation
Thinkers

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Higher Level Students & Extension Standard Level Students Non-IB students (if applicable) e
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 IB Diploma Programme
Mathematics:
Unit Planner: Unit 2 Analysis &
Representing Relationships
Approaches
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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