Group 5 Mathematics SL
Group 5 Mathematics SL
Group 5 Mathematics SL
science
School name Westlake High School School code 923373
Level
(indicate with X) Higher Standard completed in two years X Standard completed in one year *
* 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 Allocated time
(as identified in the IB subject Resources
One 90 minutes.
guide) class is Assessment List the main resources to be
Contents
State the topics in the order instruments to be used used, including information
In one technology if applicable.
you are planning to teach week 2/3 classes.
them. there are
Topic 2: Functions and Equations 2.4 Quadratic Functions 5 class periods Students will be assessed Safari Montage, Ti-84 Plus GDCs,
Year 1 Topic 1: Algebra Solve(2.7) using formative assessments, Promethean Board and Active
Graph (2.2) weekly topic quizzes, monthly expressions, All-in-Learning Student
Characteristics cumulative assessments, response remotes and data analysis.
o Domain/Range performance assessments, the Fathom software, Calculus in motion
internal assessment Sketchpad to visually display
o Relative extrema
concepts. Test generator software,
o Intercepts
USA Test prep where applicable, Text
o Axis of symmetry book TBD
transformations(2.3)
Applications(2.8) 3 class periods
1.2 Elementary treatment of exponents and
logarithms.
Laws of exponents
Laws of logarithms
Change of base
Solving equations(2.7)
3 class periods
2.6 Exponential functions
Solve(2.7)
Graph (2.2)
Characteristics
o Domain/Range
o asymptotes
o Intercepts
o increasing/decreasing
transformations(2.3)
Applications(2.8) 1 class periods
2.1 Inverse function
Establish the relationship between
exponents and logarithms as inverses
3 class periods
algebraically and graphically.
2.6 Logarithmic functions
Solve(2.7)
Graph (2.2)
Characteristics
o Domain/Range
o asymptotes
o Intercepts
Topic Allocated time
(as identified in the IB subject Resources
One 90 minutes. Assessment
guide) Contents class is List the main resources to be
instruments to be used used, including information
State the topics in the order In one
you are planning to teach 2/3 classes. technology if applicable.
week
them. there are
o increasing/decreasing
transformations(2.3)
Applications(2.8)
Topic 1: Algebra 1.1 Arithmetic sequences and series 3 class periods Students will be assessed Safari Montage, Ti-84 Plus GDCs,
Year 1 Sum of a finite series using sigma using formative assessments, Promethean Board and Active
notation weekly topic quizzes, monthly expressions, All-in-Learning Student
Geometric sequences and series cumulative assessments, response remotes and data analysis.
Sum of a finite and infinite series using performance assessments, the Fathom software, Calculus in motion
sigma notation internal assessment Sketchpad to visually display
Applications concepts. Test generator software,
USA Test prep where applicable, Text
1.2 The binomial theorem 2 class periods book TBD
Expansion of (a+b)n
Calculation of binomial coefficients
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 internal assessment (IA) will involve investigations and problem solving assignments. Students will be assessed on their ability to read, interpret and solve a given problem using appropriate
mathematical terms, organize and present information and data in tabular, graphical and/or diagrammatic forms, using appropriate notation and terminology, formulate a mathematical argument and
communicate it clearly, select and use appropriate mathematical strategies and techniques, demonstrate an understanding of both the significance and the reasonableness of results, recognize patterns and
structures, make generalizations, recognize and demonstrate an understanding of the practical applications of mathematics, use appropriate technological devices as mathematical tools and demonstrate an
understanding of and the appropriate use of mathematical modeling. The topic will be introduced and students will begin working on the IA when Calculus is introduced. The IA will be due at the
beginning of the second semester of the second year.
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.
4. 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 analyze 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)
3.1 Circular functions and Students will investigate the origins of the metric system and countries willingness to adopt the metric system for their units of measure for distance, weight and capacity.
trigonometry Students will then investigate the answer the question. Why havent circular functions been converted to the metric system? Students will research the Babylonian origins of
the 360 degree circle and its influences on the world.
5. 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.
6. 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.
Students and the teacher will utilize various resources such as Safari Montage, Ti-84 Plus GDCs,
Promethean Board and Active expressions; All-in-Learning Student response remotes and data analysis, Fathom software, Calculus in motion Sketchpad to visually display
concepts. Test generator software, USA Test prep where applicable, Text book TBD