IB Diploma Programme

Unit Planner: Part13

Mathematics:
Approximating irregular Applications &
spaces: Integration
Interpretations
Open-minded Risk-takers Knowledgeable Communicators Balanced Caring Inquirers Reflective Thinkers Principled

February
Approximating Grade IB2
Unit Plan 13
Start:
End:
2020
March 2020
irregular spaces: Level: IB AI SL
Teacher: PTE, DAN, DLA
Integration
Unit Question How can you estimate the area of an oil spill at sea ?

Essential Questions: Learning Objectives:

Based on ‘Understanding by Design’ or other ideas. Overview of skills, attitudes, concepts, knowledge, assessment statement keys
How can we use mathematic to find areas enclosed in spaces? 13.1 Finding areas
13.2 Integration, the reverse process of differentiation

Key Concepts Content summary

Factual—

The area can be calculated by applying the integration process

Conceptual—
How do areas under curves within a given interval relate to the definite
integral and to lower and upper rectangle sums on the same interval?

How does the sum of the areas of trapezoids defined by a curve

approximate the area under the curve within a given interval?

How does integration relate to differentiation?

Debatable—

Why is n not equal to -1 given in the power rule?

What geometric methods can be used to approximate integrals?

Duration / Timing Assumed prior knowledge and skills:

Weeks 3 Find the area of a trapezium
Periods (double) 6 Find simple derivatives
Period (single) 0 Find the area of circles and semi-circles
Homework Use simple function notation
Number of tasks 6
Approx. hours 9

Assessment Overview
Content/ Knowledge Formative or
Summative?
Assessment method to be used:
Understanding of key concepts & knowledge
https://app.myimaths.com/myportal/library/search Online quizzes to evaluate learning with
F
feedback
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.
Skills/ Internal Assessment Assessment Criteria
Formative or
Assessment method to be used:
Testing skills/ preparation for IA Summative?
https://app.myimaths.com/myportal/library/search Online quiz to evaluate learning with
F
feedback
Developing Inquiry Skills via use of the mathematical toolkit to No formal assessment but used as training
F
encourage active learning – Optimization problem solving for IA – 20% of IB course
 IB Diploma Programme
Unit Planner: Part13
Mathematics:
Approximating irregular Applications &
spaces: Integration
Interpretations
Summative Assessment: ‘Assessment of learning’- Gives grades for PG and reporting End of topic assessment
Formative Assessment: ‘Assessment for learning’ - Supports learning and reflection Assumed prior knowledge skills test

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 – are students open to the idea of using flipped The importance of science and technology in the everyday world is clear,
instruction to self-pace and self-study? but the vital role of mathematics is not so well recognized. It is the
language of science, and underpins most developments in science and
technology. A good example of this is the digital revolution, which is
transforming the world, as it is all based on the binary number system in
mathematics.
Examples of global issues relating to international-mindedness (Int)
are given in the Chapter planning at the end of the Unit Plan.

Use of ICT, Information Literacy & Academic Honesty Aims of the Subject (which aims, found in the subject guide, will be addressed? How?)
Geogebra, GDC 2. Problem soling
4. Technology
6. Investigative Approaches

Making Connections
How can this unit support other subject areas? How can this unit be supported by other subject areas?
Area under curves can help explain concepts in Science and Economics Information from other subjects of real world situations/examples
they use which involve area under curves or in spaces.

Links with ToK (possible links – can it be communicated to ToK teachers?) Links with current national/ global affairs
 IB Diploma Programme
Unit Planner: Part13
Mathematics:
Approximating irregular Applications &
spaces: Integration
Interpretations
Research TOK links with Physics Rates of change in economics, kinematics and medicine.
Balanced

Is intuition a valid way of knowing in Mathematics ? How is it possible Efficient use of material in packaging.
to reach the same conclusion from different research paths?
Communicators
Risk-takers
Knowledgeable
Open-minded

Learning Experiences
Theoretical: Practical/ Applied:

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 Mathematics Applications and Interpretations SL textbook

Online/ Web resources & Audio-visual (with URLs) Assessment instructions or rubrics
www.kognity.com
http://www.thinkib.net/mathstudies
http://www.radfordmathematics.com/
www.khanacademy.org (include list of specific videos)
www.examsolutions.net

Integration
Higher Level Students & Extension Standard Level Students Non-IB students (if applicable)
 IB Diploma Programme
Unit Planner: Part13
Mathematics:
Approximating irregular Applications &
spaces: Integration
Interpretations
Communicators
Thinkers

Differentiation by learning styles ESL/ Language Support strategies Special Educational Needs (if applicable)
Knowledgeable
Reflective

Ongoing Reflection and Evaluation

Aspect Successes or positive experiences Improvements to be made
Inquirers

Teaching/ learning
Risk-takers

Assessment of skills/ knowledge

Making connections
Caring

Core considerations
Open-minded
Balanced

Further notes/ reflection

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