Diploma Programme subject outline—Group 5: mathematics

Manila Xiamen International School 002768

School name School code

Name of the DP subject Mathematics Analysis and Approaches (Math AA)

(indicate language)

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

Raymond Meris Date of IB training January 2010

Name of the teacher who
completed this outline October 2013
14 February 2021 Name of workshop DP Math HL (Category 1)
Date when outline was
completed (indicate name of subject and workshop category) DP Math SL (Category 2)

* 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 in the
used used, including information
IB subject guide)
minutes. technology if applicable.
State the topics/units in the order One class is 90
you are planning to teach them.

In one week there are 2.5 classes.

Year 1
Unit 1: Number and Algebra Sequences, series and 1.5 hours Paper 1 exam style Oxford IB Diploma
(Part 1) sigma notation questions (without Programme: IB
calculator) Mathematics: analysis
Arithmetic and 6 hours - Short response and approaches, Higher
geometric sequences questions Level
and series - Extended
response Mathematics Analysis and
Proof (HL) 3 hours questions Approaches for the IB
Diploma Higher Level
Counting principles 4.5 hours Paper 2 exam style (Pearson International
and the binomial questions (with Baccalaureate Diploma:
theorem calculator) International Editions)
Unit 2: Functions (Part 1) Functional 1.5 hours - Short response
relationships questions Graphing Calculators (TI-
- Extended 84 CE)
Special functions and 3 hours response
their graphs (HL) questions Graphing Software
(Geogebra)
Classification of Paper 3 exam style
functions 3 hours questions (HL only) Spreadsheet (MS Excel)
- Extended
Operations with 4.5 hours response IA Assessment Criteria
functions problem-solving
questions Past papers and
Function 4.5 hours markschemes
 transformations
Other exam style review
Unit 3: Functions (Part 2) Quadratic equations 6 hours papers from InThinking
and inequalities

Complex numbers 4.5 hours

Polynomial equations 4.5 hours

and inequalities (HL)

The fundamental 3 hours

theorem of algebra

Solving equations and 4.5 hours

inequalities

Solving systems of 4.5 hours

linear equations
Unit 4: Calculus (Part 1) Limits, continuity and 3 hours
convergence (HL)

The derivative of a 1.5 hours

function

Differentiation rules 3 hours

Graphical 4.5 hours

interpretation of the
derivatives

Applications of 6 hours
differential calculus

Implicit 4.5 hours

 differentiation and
related rates (HL)
Unit 5: Statistics and Sampling 1.5 hours
Probability (Part 1)
Descriptive statistics 2 hours

The justification of 1.5 hours

statistical techniques

Correlation, causation 6 hours

and linear regression
Unit 6: Geometry and The properties of 3D 1.5 hours
Trigonometry (Part 1) space

Angles of measure 1.5 hours

Ratios and identities 1.5 hours

Trigonometric 4.5 hours

functions

Trigonometric 4.5 hours

equations
Unit 7: Calculus (Part 2) Integration as 6 hours
antidifferentiation and
definite integrals

Exponents and 3 hours

logarithms

Derivatives of 4.5 hours

exponential and
logarithmic functions;
tangents and normals
 Integration 6 hours
techniques (HL)
Year 2 Unit 8: Calculus (Part 3) Areas and volumes 3 hours Paper 1 exam style Oxford IB Diploma
questions (without Programme: IB
Kinematics 4.5 hours calculator) Mathematics: analysis
- Short response and approaches, Higher
Ordinary differential 9 hours questions Level
equations (ODEs) (HL) - Extended
response Mathematics Analysis and
Limits revisited (HL) 2 hours questions Approaches for the IB
Unit 9: Geometry and Geometrical 2 hours Diploma Higher Level
Trigonometry (Part 2) representation of Paper 2 exam style (Pearson International
vectors questions (with Baccalaureate Diploma:
calculator) International Editions)
Introduction to vector 1.5 hours - Short response
algebra questions Graphing Calculators (TI-
- Extended 84 CE)
Scalar product and its 1.5 hours response
properties questions Graphing Software
(Geogebra)
Vector equations of a 3 hours Paper 3 exam style
line questions (HL only) Spreadsheet (MS Excel)
Extended response
Vector product and 3 hours problem-solving IA Assessment Criteria
properties (HL) questions
Past papers and
Vector equation of a 4.5 hours markschemes
plane (HL)
Other exam style review
Lines, planes and 4.5 hours papers from InThinking
angles (HL)

Application of vectors 6 hours

Unit 10: Number and Forms of a complex 3 hours
Algebra (Part 2) number

Operations with 4.5 hours

complex numbers in
polar form (HL)

Powers and roots of 6 hours

complex numbers in
polar form (HL)
Unit 10: Probability (Part 2) Axiomatic probability 1.5 hours
systems

Probability 4.5 hours

distributions (HL)

Continuous random 3 hours

variables (HL)

Binomial distribution 3 hours

The normal 3 hours

distribution
Exploration Introduction 30 hours

Statement of Task

Mathematical
Processes

Conclusion

Validity
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.

The exploration will be introduced towards the end of Year 1 (second week of April). All the five branches of mathematics were already introduced to
the students. The students will be given copies of the assessment criteria, as well as samples of poor, good, and excellent explorations. The purpose of
this is for students to familiarized themselves on how the exploration will be assessed and on what constitute a poor, good, and excellent exploration.
On the last week of May, students are expected to have already written the introduction part of their exploration. The introduction contains the
purpose of the exploration, its aim, and the math processes to be used to realize the aim. During the summer vacation, the students will collect their
data and start carrying out the math processes to be used in their exploration. On the third week of August in Year 2, the students will submit their
work in progress to the teacher. Suggestions will be given with regard to the overall structure and direction of their exploration, as well as on the
correctness and relevance of the math processes they carried out. The students will continue working on their exploration. They are expected to write
the conclusion and the limitiation/validity of the math processes they used in the exploraiton. After the first term, on the third week of November, the
students are expected to give a complete first draft of the exploration. The student and the teacher will discuss exploration. Feedback will be given
with regard to the student’s first complete final draft. The student will continue working on the exploration and the final draft will be submitted on the
second week of March in Year 2.

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)

 Unit 1: Number and Algebra (Part In this unit, the students will be given the opportunity to explore the nature of mathematical knowledge particularly in the
1) methods employed in mathematics. One such method used to create or verify knowledge is proof. In groups, students will be given
the following knowledge questions to reflect upon :
Proof (e.g., Simple deductive
proof, mathematical induction, What is the role of the mathematical community in determining the validity of a mathematical proof? Do proofs provide us with
proof by contradiction) completely certain knowledge? What is the difference between the inductive method in science and proof by induction in
mathematics?

As the students reflect on these questions, students will be given a big chart paper where they can create a mind map that provide
answers to the knowledge question mentioned above. Once the groups are ready, they will present their mind map to the class.
The teacher and the other groups will provide feedback to their presentation. Before the class ends, the students will write a 300
word reflection essay with regard to the effectiveness of proof as a method to construct and verify knowledge produced in
mathematics.

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)

Unit 5: Statistics and Probability Communication Skills (Understand and use mathematical notation ; Organize and depict information logically ; Make inferences
(Part 1) and draw conclusions)
This topic about statistics will allow students to apply the concepts learned in a real-world setting. As such, they will be
The justification of statistical tasked to collect, present, analyze, and interpret the data. More than just mathematical thinking, statistics is about communicating
techniques the mathematical results to an audience. With this in mind, students will be given opportunities to develop their communication
skills, particularly in the skill category of understanding and using mathematical notations ; organizing and depicting information
logically (presenting and organizing the data collected) ; and making inferences and drawing conclusions (performing statistical
tests and making conclusions based on the results obtained).

Social Skills (Listen actively to other perspectives and ideas ; Give and receive meaningful feedback)
This topic will also included different group work and collaborative activities. It is expected that in these activities students
will be given the opportunity to listen actively to other perspetive and ideas, as well as to give and receive meaningful feedback to
their work and the work of others.

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)

Unit 2: Functions (Part 1) I have chosen the concept of function as a topic in math that contributes to the development of international-
mindedness. This is because functions were developed through the contributions of different mathematicians in
Functional relationships different geographical locations and different time periods, such as by Rene Descartes (France), Gottfried Wilhelm
Leibnitz (Germany) and Leonhard Euler (Switzerland). The notation for functions was developed by a
Classification of functions number of different mathematicians in the 17th and 18th centuries. This fact is a good opportunity for students to
explore how did the notation we use today become internationally accepted knowing that different nations have
Operations with functions contributed to such development? Aside from that, this is also a good opportunity for students to understand that
although there are different notations involved in functions, all these notations are accepted and that no single
notation is considered as a standard. Hence, allowing them to see the international dimension of mathematics.

The resources to be used to bring about this teaching point are short videos detailing the history of the development of
functions. In class, students will also be exposed to the different functional notations whenever solving problems. The
teachers will use all the notations and will not be inclined to use just one particular notation related to functions.

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

 Unit 10: Number and Algebra The main content of this unit is about the representation and mathmatical operations involving complex numbers.
(Part 2) The skills to be taught include critical thinking, reasoning, and problem-solving skills.

Forms of a complex number The content of this unit will be taught using the mathematical investigation approach. Students will be given
investigation activities that will allow them to discover how complex numbers can be represented in an Argand diagram
Operations with complex and how operations involving complex numbers are carried out. Students willd develop their critical thinking and
numbers in polar form reasoning skills, while being inquirers. This investigation activity will use the content related to complex numbers and
the skills of critical thinking and reasoning for students to develop the attributes of being inquirers.
Powers and roots of complex
numbers in polar form Various problem-solving questions set in both familiar and unfamiliar settings will also be used in this unit. Here
students are expected to engage in critical thinking as they develop their reasoning and problem solving skills. To be
successful in these learning engagements, students have to be knowledgeable and display the characteristics of being a
thinker.

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.

Textbooks – the main textbooks to be used the ones published by Oxford University Press
Supplemental textbooks – IB Math books by Hasse and Harris, and Pearson Publishing will be used as supplemental references
Graphing Calculators – students have graphing calculators and these are used in every lesson
Graphing software – the main graphing software to be used is geogebra which is a free online graphing utility
Spreedsheets – Microsoft Excel will be used especially when covering topics in statistics
Past papers – past examination papers will be used to develop the students critical thinking and problem solving skills
Revision papers – other revision or exam style questions coming from inthinking will be used.

All the resources mentioned above are sufficient in quality and quantity.