IB Diploma Programme

Mathematics:
Unit Planner: Unit 1 Analysis &
From Patterns to Generalisations
Approaches
Open-minded Risk-takers Knowledgeable Communicators Balanced Caring Inquirers Reflective Thinkers Principled
Principled

Op
Grade IB1 AA
Start: Unit 1 – From Patterns to
Unit Plan 1 Term 1 Level: SL
End: Generalisations: Sequences and Series Teacher: DTU, ASH

Unit Question
Thinkers

Can these patterns be explained mathematically?

Essential Questions: Learning Objectives:

Can patterns be explained mathematically? Number patterns and sigma notation
Reflective

Can patterns be useful in real-life situations? Arithmetic and geometric sequences

If you take out a loan to buy a car how can you determine the actual Arithmetic and geometric series
amount it will cost? Applications of arithmetic and geometric patterns
What information would you require in order to choose the best loan The binomial theorem
offer? What other scenarios could this be applied to? Proofs
Inquirers

Key Concepts Content summary

Number patterns and sigma notation ■ Arithmetic and geometric sequences
Arithmetic and geometric sequences ■ Arithmetic and geometric series
Caring

Arithmetic and geometric series ■ Common difference

Applications of arithmetic and geometric patterns ■ Sigma notation
The binomial theorem ■ Common ratio
Balanced

Proofs ■ Sum of sequences

■ Binomial theorem
■ Proof
■ Sum to infinity
Communicators

Duration / Timing Assumed prior knowledge and skills:

Weeks 3 1 Solve linear equations:
Periods (double) 2 2 Perform operations (+,−, ×, ÷) with fractions and simplify using order of operations:
Period (single) 0 3 Substitute into a formula and simplify using order of operations:
Homework
Knowledgeable

Number of tasks 6
Approx. hours 6

Assessment Overview
Content/ Knowledge Formative or
Assessment method to be used:
Summative?
Risk-takers

Understanding of key concepts & knowledge

MyiMaths homework tasks F Computer based assessment
Kognity exercises F Peer and self-assessment
End of Chapter- Review Exercise F Teacher assessed
End of unit assessment Teacher assessed with additional student
S
-minded

self-reflection review sheet.

F – 10%, S – 90%
Skills/ Internal Assessment Assessment Criteria
Formative or
Assessment method to be used:
Testing skills/ preparation for IA Summative?
Developing Inquiry Skills via use of the mathematical toolkit to No formal assessment but used as training
F
encourage active learning for IA – 20% of IB course
The Koch Snowflake is visited three times this chapter

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

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

Core Considerations
Learner Profile International Mindedness
This first chapter is mostly about Knowledge. Who would you call the founder of algebra?
Is mathematics a language?
The investigations highlights inquiry Do all societies view investment and interest in the same way?
Although Pascal is credited with bringing this triangle to the Western
world, it had been known in China as early as the 13th century. What
criteria should be used to determine who “invented” a mathematical
discovery?

Use of ICT, Information Literacy & Academic Honesty Aims of the Subject (which aims, found in the subject guide, will be addressed? How?)
Oxford IB eBooks This course recognizes the increasing role that mathematics and
MyiMaths technology play in a diverse range of fields in a data-rich world. As such,
General spreadsheets it emphasizes the meaning of mathematics in context by focusing on
Kognity topics that are often used as applications or in mathematical modelling.
Khan Academy To give this understanding a firm base, this course also includes topics
 IB Diploma Programme
Mathematics:
Unit Planner: Unit 1 Analysis &
From Patterns to Generalisations
Approaches
Promethean Interactive Boards - ActivInspire that are traditionally part of a pre-university mathematics course such as
Resources from mathematics shared area calculus and statistics.
The course makes extensive use of technology to allow students to
Academic Honesty- Exploration first draft teacher/student interviews explore and construct mathematical models. Mathematics: applications
help access academic honesty. and interpretation will develop mathematical thinking, often in the
Also Explorations are placed through Turnitin.
context of a practical problem and using technology to justify
conjectures.

Making Connections
How can this unit support other subject areas? How can this unit be supported by other subject areas?
Radioactive decay, nuclear physics, charging and discharging Loans and repayments (economics and business management).
capacitors (physics).
Chemistry (Avogadro’s number); physics (order of magnitude);
biology (microscopic measurements); sciences group subjects
(uncertainty and precision of measurement)

Links with ToK Links with current national/ global affairs

Where did numbers come from?
Do the names that we give things impact how we understand them?
Who would you call the founder of algebra?
Is mathematics a language?
Is all knowledge concerned with identification and use of patterns?
How is intuition used in mathematics?
Is it possible to know things about which we can have no experience,
such as infinity?
Do all societies view investment and interest in the same way?
What is your stance?
Why do we call this Pascal’s triangle when it was in use before Pascal
was born?
Are mathematical theories merely the collective opinions of different
mathematicians, or do such theories give us genuine knowledge of
the real world?
Although Pascal is credited with bringing this triangle to the Western
world, it had been known in China as early as the 13th century. What
criteria should be used to determine who “invented” a mathematical
discovery?
How many different tickets are possible in a lottery? What does this
tell us about the ethics of selling lottery tickets to those who do not
understand the implications of these large numbers?
“Mathematics may be defined as the economy of counting. There is
no problem in the whole of mathematics which cannot be solved by
direct counting." — E. Mach
To what extent do you agree with this quote?
What is the role of the mathematical community in determining the
validity of a mathematical proof?

Learning Experiences
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 
 IB Diploma Programme
Mathematics:
Unit Planner: Unit 1 Analysis &
From Patterns to Generalisations
Approaches
Principled

O
p
Resources Required e
Texts, worksheets (where can they be found?) Practical Resources n
Oxford IB Course Companion Casio Graphic Display Calculator -
Thinkers

InThinking website Promethean Interactive Board m

Tes.com i
Worksheets and past paper resources from Maths staff shared n
folders. d
Inquirers Reflective

e
IB Questionbank
d
Online/ Web resources & Audio-visual (with URLs) Assessment instructions or rubrics
 MyiMaths: www.myimaths.com Homework – 10% R
 InThinking: www.inthinking.org Unit Assessments - 40% i
 Teaching resources TES: www.tes.com End of Year Examination - 50% s
 Online graphing calculator: www.desmos.com k
 IB Questionbank: https://questionbank.ibo.org/en Further Reading: -
Caring

 GDC emulator fx-CG Academic Honesty Policy t

Access & Inclusion Policy a
Assessment Policy k
e
Balanced

Language Policy
r
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Differentiation
Higher Level Students & Extension Standard Level Students Non-IB students (if applicable) K
Communicators

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 IB Diploma Programme
Mathematics:
Unit Planner: Unit 1 Analysis &
From Patterns to Generalisations
Approaches
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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 and their meaning is explained. SEN requirements.
boards.
Use of tarsia and matching exercises for See command terms in IB subject guide. Also see the documents Meeting student
kinaesthetic 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