IB Diploma Programme

Unit Planner: Unit 5 Mathematics

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

Unit 5 – Analysing and quantifying Grade

Start: randomness-statistics and probability
Unit Plan 5 Level: IB1 AA HL
Thinkers

End:
Teacher:

Unit Question How can you choose a sample that would tell about the eating habits of a whole school

Essential Questions: Learning Objectives:

Based on ‘Understanding by Design’ or other ideas. Overview of skills, attitudes, concepts, knowledge, assessment statement keys
What does it mean to be average? To learn different methods of sampling
Reflective

How can use different charts to tell you different information about To be able to calculate the mean, median, mode, range, quartiles, IQR
different data sets? and standard deviation of a data set
To learn when different statistics should be used
To be able to perform a linear regression
To understand the correlation coefficient
Key Concepts Content summary
Sampling; mean, median, mode, range, quartiles, IQR, box plots,
Inquirers

histograms, scatter plots, linear regression, correlation coefficients.

Caring

Duration / Timing Assumed prior knowledge and skills:

Weeks 3 Find basic statistics from a simple list or frequency table
Periods (double) 2
Balanced

Period (single) 0
Homework
Number of tasks 6
Approx. hours 6

Assessment Overview
Communicators

Content/ Knowledge Formative or

Summative?
Assessment method to be used:
Understanding of key concepts & knowledge
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 Formative or
Knowledgeable

Assessment Criteria
Summative?
Assessment method to be used:
Testing skills/ preparation for IA
Developing Inquiry Skills via use of the mathematical toolkit to No formal assessment but used as training
F
encourage active learning – IB Students investigation. for IA – 20% of IB course

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

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

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?)

Balanced –
Caring -
Communicators – Using statistics to argue your case
Inquirers -
Open-minded

Knowledgeable -
Open-minded – Realisation that statistics and interpretation can be
subjective
Principled – Discuss the idea of using statistics fairly and not to
mislead people
Reflective -
 IB Diploma Programme
Principled Unit Planner: Unit 5 Mathematics

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Use of ICT, Information Literacy & Academic Honesty Aims of the Subject (which aims, found in the subject guide, will be addressed? How?) r
Oxford IB eBooks This course recognizes the need for analytical expertise in a world where i
MyiMaths innovation is increasingly dependent on a deep understanding of n
General spreadsheets mathematics. This course includes topics that are both traditionally part g
Kognity of a pre-university mathematics course as well as topics that are
Khan Academy amenable to investigation, conjecture and proof, for instance the study I
Promethean Interactive Boards of sequences and series at both SL and HL, and proof by induction at HL. n
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ActivInspire The course allows the use of technology, as fluency in relevant
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Resources from maths shared area mathematical software and hand-held technology is important
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Academic Honesty- Exploration first draft teacher/student interviews approaches has a strong. The emphasis is on the use of technology and e
help access academic honesty. algorithmic methods to solve problems with accuracy without the need r
 IB Diploma Programme
Unit Planner: Unit 5 Mathematics

Also explorations are placed through Turnitin. for a detailed look at applications. s

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Making Connections
How can this unit support other subject areas? How can this unit be supported by other subject areas?
Descriptive statistics and random samples (biology, psychology, sports exercise Other subjects can show that their areas can use mathematical
and health science, environmental systems and societies, geography, economics; modelling to draw conclusions
business management); research methodologies (psychology).

Links with ToK (possible links – can it be communicated to ToK teachers?) Links with current national/ global affairs
Brexit campaign. The message on the Boris Bus. Was it misleading?
 IB Diploma Programme
Unit Planner: Unit 5 Mathematics

Learning Experiences
Caring

Approaches to learning: Approaches to teaching through:

Tick as appropriate: Tick as appropriate:
ATL 1 Research skills  Inquiry 
Balanced

ATL 2 Communication skills  Concepts 

ATL 3 Social Skills  Differentiation 
ATL 4 Thinking skills  Contextually/Authenticity 
ATL 5 Self-management skills  Collaboration 
Communicators

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
Knowledgeable

 MyiMaths: www.myimaths.com Homework – 10%

 InThinking: www.inthinking.org Unit Assessments - 40%
 Teaching resources TES: www.tes.com End of Year Examination - 50%
 Online graphing calculator: www.desmos.com
 IB Questionbank: https://questionbank.ibo.org/en Further Reading:
 GDC emulator fx-CG Academic Honesty Policy
Access & Inclusion Policy
Assessment Policy
Risk-takers

Language Policy

Differentiation
Higher Level Students & Extension Standard Level Students Non-IB students (if applicable)

All students are HL. N/A N/A

Open-minded
IB Diploma Programme
Unit Planner: Unit 5 Mathematics

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 IB Diploma Programme
Unit Planner: Unit 5 Mathematics

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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 are their meaning is explained. SEN requirements.
boards.
Use of tarsia and matching exercises for 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