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Level X
(indicate with X)
Higher Standard completed in two years 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/unit Contents Allocated time Assessment Resources
instruments to be List the main resources to be
(as identified
used used, including information
in the IB
45 minutes. technology if applicable.
subject One class is
guide)
State the topics/units in
In one week
the order you are planning
there are
5 classes.
to teach them.
Topic 1 - Algebra Arithmetic sequences & series, sum 6 classes Discussion sessions Mathematics SL Guide
Year 1
of finite arithmetic series Exploration First examination 2014
Understanding graphs (pre-publication)
Geometric sequence, sum of finite 7 classes and how to use graphical
&infinite geometric series, calculators and softwares Other resources
Applications: compound interest & www.occ.ibo.org
Investigations
population growth and use of G.D.C
Laws of exponents, rational indices, 6 classes
expansion, exponential equations, Text Book:
graphs of exponential functions, Mathematics for the
growth and decay , Surds (Presumed international student
Mathematics SL – Haese
Knowledge) Mathematics
Introduction, Base 10, Laws of 6 classes
logarithms, Exponential equations.
Natural Log (Presumed Knowledge) IB Mathematics Standard
level – IBID Press
Graphs of logarithms, Growth and
Decay, C.I, Change of base
IB Diploma Program
Topic 2 - Functions Concept of function; domain, range, 10 classes Mathematics Standard
image, notation, Composite,
Reciprocal, Inverse, Identity function.
( NOT REQUIRED TO DO-- Domain
Restriction, TO DO -- Inverse of only
one to one function)
Quadratic function: its graph, y – 4 classes Level Course companion –
intercept, rational coefficients only, Oxford University Press
axis of symmetry, completing the
square. Online resources:
Form: x→ a(x-h)² + k, Form: x → a(x-
Types of functions
p)(x-q)
Application of graphing skills and http://library.thinkquest.org/
2647/algebra/ftcompos.htm
solving equations to real life
situations. Inverse function
Solution of quadratic equation, 4 classes http://www.themathpage.co
quadratic formula, applications, m/aprecalc/inverse-
discriminant, modelling. functions.htm
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.
A sample math exploration work is shown to the students and explained in detail along with IB Math Internal assessment criteria
Mini-investigations are taken up in regular class sessions in few of the impactful contents of the syllabus which have a greater scope for investigation and
research.
Discussion sessions with students to decide on their topic which need to be explored, as this is the first time , we are doing exploration, I’m planning it in
the end of the first year where a good amount of topics are covered, so student will have an idea to choose the topic/area where s/he wants to explore
and investigate further
Setting date for the first draft in the month of October – second year of IB.
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.
Functions and equations As a knower, the student is guided on the usage of mathematics as a tool in exploring in various subject(s).
In his ways of knowing, The student uses mathematical language like asymptotes, rational numbers, composite
functions, domain, range etc
Student is guided on looking for reason(s) behind every mathematical statements, which accept as truth.
Knowledge issues: Does studying the graph of a function contain the same level of mathematical rigour as
studying the function algebraically(analytically)? ( resource : pre-publication guide )
Discussions will be carried out on “Mathematics as not only as a tool to analyse but how it helps as a area of
knowledge”,
To encourage students to use mathematics as one of the areas of knowledge in their TOK essays
Rigorous practice of developing a right ‘Knowledge question’ for few contents of the syllabus (Support: ToK
links of the syllabus)
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)
Functions & Equations : Input- Reverse process of finding the original function f(x), given the output function with replaced ‘x’. Ex : f(3x+1)=-1-5x, then
output of a function f(x)= ?------Thinking & Critical thinking skills.
Mini investigation on exploring the inverse graph of a given graph--------Research & Communication skills
Solving of worksheets & daily recap sessions- Self-management skills
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)
Functions and equations To make students understand the notations of mathematics in various cultures and their importance
Discussion on origins of mathematical discoveries and inventions from history
Resources :
IB Course Companion : Mathematics Higher Level
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.
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.
Yes, all the resources are available to make the student explore the contents in best possible way. The resources are either in the form of reference books,
Graphing softwares, Programmable Calculators, Internet and laptop & the class notes (note-taking).