Diploma Programme subject outline—Group 5: mathematics

THE GANDHI MEMORIAL INTERCONTINENTAL SCHOOL 003869

School name School code

Name of the DP subject Mathematics: Applications & Interpretation HL

(indicate language)

Level X
(indicate with X)
Higher Standard completed in two Standard completed in one year
years *

Mukesh Chandra Pant Date of IB training October 11, 2019 to October 13,
Name of the teacher
who completed this 2019
outline
August 22, 2022 Name of workshop DP Mathematics: Applications
Date when outline
(indicate name of subject and workshop
was completed category)
and Interpretation Cat 2 (class B)

* 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 Assessment Resources
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Year
Number & 1_Simplifying expressions, both numerically Students will be given We will use
1 Algebra and algebraically, involving rational informal feedback on Oxford IB
exponents. homework, quizzes, Diploma
2_Approximation: decimal places, significant tests, and Programme
figures. presentations that are Mathematics:
3_Upper and lower bounds of rounded shared in class. These Applications &
numbers. exercises will also be Interpretation
4_Percentage errors. evaluated using the Higher Level
5_Estimation. criteriaon based Course Book,
6_Exponents assessment Authors
7_Logarithms techniques used for Suzanne Doering
Introduction to logarithms with base 10 and internal and external Panayiotis
e. assessments. This will Economopoulos
Laws of logarithms allow students to Peter Gray
log a ( xy )=log a ( x ) + log a ( y ) become familiar with David Harris
the evaluation Tony hasely
log a ()x
y
=log a ( x )−log a ( y ) strategies of IB DP.
Students will take
Michael Ortman
Nuriye Sirinoglu
m
log a ( x ) =mlog a ( x ) their national Singh
For a, x, y ¿0
8_Approximation: decimal places, significant curriculum required Jennifer Chang
figures. exams as mock exams. Wathall
9_Upper and lower bounds of rounded This will show us and
numbers the students about
10_Percentage errors. their performance and
11_Estimation progress.
12_Arithmetic sequences and series. At the end of the 2nd
Use of the formulae for the nth term and the year students will take
sum of the first n terms of the sequence. Use Paper1-with calculator
of sigma notation for sums of arithmetic , , Paper 2- with
sequences. calculator and Paper
Applications. 3- with calculator.
Analysis, interpretation and prediction These exams will cover
where a model is not perfectly arithmetic in 80% of the students
real life. final grade. 20% of the
13_Geometric sequences and series. Use of final grade is IA which
the formulae for the nth term and the sum is Exploration. For
of the first n terms of the sequence. Exploration, students
Use of sigma notation for the sums of will be introduced in
geometric sequences. the First year in Apri
Applications.
The sum of infinite geometric sequences
14_Financial applications of geometric
sequences and series: • compound interest •
annual depreciation.
15_Amortization and annuities using
technology.
16_Use technology to solve: • Systems of
linear equations in up to 3 variables •
Polynomial equations
17_Complex numbers: the number i such
that ⅈ 2 = − 1.
Cartesian form: z = a + bi;
the terms real part, imaginary part,
conjugate, modulus and argument. Calculate
sums, differences, products, quotients, by
hand and with technology. Calculating
powers of complex numbers, in Cartesian
form, with technology.
The complex plane. Complex numbers as
solutions to quadratic equations of the form
a x 2 + bx + c = 0, a ≠
real coefficients where b 2 − 4ac < 0.
Modulus–argument (polar) form:
z = r cosθ + isinθ = rcisθ.
Exponential form: z = rⅇ ⅈθ .
Conversion between Cartesian, polar and
exponential forms, by hand and with
technology.
Calculate products, quotients and integer
powers in polar or exponential forms.
Adding sinusoidal functions with the same
frequencies but different phase shift angles.
Geometric interpretation of complex
numbers.
18_Matrices_Definition of a matrix: the
terms element, row, column and order for m
× n matrices.
Algebra of matrices: equality; addition;
subtraction; multiplication by a scalar for m
× n matrices.
Multiplication of matrices. Properties of
matrix multiplication: associativity,
distributivity and
non-commutativity.
Identity and zero matrices. Determinants
and inverses of n × n matrices with
technology, and by hand for 2x2 matrices.
 Awareness that a system of linear equations
can be written in the form Ax = b.
Solution of the systems of equations using
inverse matrix
Eigenvalues and eigenvectors. Characteristic
polynomial of 2x 2 matrices.
Diagonalization of 2x2 matrices (restricted
to the case where there are distinct real
eigenvalues)
Applications to powers of 2x2 matrices.

Functions 1_STRAIGHT LINES_Different forms of the

equation of a straight line. Gradient;
intercepts.
Lines with gradients m1 and m2 Parallel lines
m 1 = m2. Perpendicular lines m 1 × m2= − 1.
2_FUNCTIONS_Concept of a function,
domain, range and graph.
Function notation, for example
f(x) , v(t) , C(n).
The concept of a function as a mathematical
model.
Composite functions in context. The notation
(f ∘ g)(x) = f(g(x))
nformal concept that an inverse function
reverses or undoes the effect of a function.
Inverse function as a reflection in the line y =
x, and the notation f −1(x).
Inverse function f −1(x, including domain
restriction. Finding an inverse function.
3_The graph of a function; its equation y
=f(x).
Creating a sketch from information given or
a context, including transferring a graph
from screen to paper. Using technology to
graph functions including their sums and
differences.
Determine key features of graphs.
Finding the points of intersection of two
curves or lines using technology.
4_Transformations of graphs
Translations: y = f(x) + b ;
y = f(x − a).
Reflections: in the x axis y = − f(x), and in the
y axis y = f( − x).
Vertical stretch with scale factor p: y = p f(x).
Horizontal stretch with scale factor 1 q : y =
f(qx)
Composite transformations.
5_Modelling with the following functions:
Linear models. f( x) = mx + c
Quadratic models.
f (x) = a x 2 + bx + c ; a ≠ 0.
Axis of symmetry, vertex, zeros and roots,
intercepts on the x-axis and y -axis.
Cubic models:
f( x) = a x 3 + b x 2 + cx + d.
Exponential growth and decay models.
f(x) = ka x + c
f(x) = ka−x + c
(for a > 0)
f(x) = kⅇ rx + c
Equation of a horizontal asymptote
Exponential models to calculate half-life
Direct/inverse variation:
f( x) = a x n , n ∈ ℤ
The y-axis as a vertical asymptote when n <0
Natural logarithmic models:
 f(x) = a + blnx
Logistic models:
L
f( x) = −kx where
1+ c ⅇ
L, c,k > 0
Piecewise models.
Sinusoidal models:
f (x) = asin(bx) + d,
f( x) = acos(bx) + d
f (x) = asin b( x – c) + d
6_Modelling skills:
Use the modelling process described in the
“mathematical modelling” section to create,
fit and use the theoretical models and their
graphs.
Develop and fit the model:
Given a context recognize and choose an
appropriate model and possible parameters.
Determine a reasonable domain for a model
Find the parameters of a model.
Test and reflect upon the model: Comment
on the appropriateness and reasonableness
of a model. Justify the choice of a particular
model, based on the shape of the data,
properties of the curve and/or on the
context of the situation
Use the model: Reading, interpreting and
making predictions based on the model
Scaling very large or small numbers using
logarithms. Linearizing data using logarithms
to determine if the data has an exponential
or a power relationship using best-fit straight
lines to determine parameters
Interpretation of log-log and semi-log graphs
Geometry & 1_The distance between two points in three
Trigonometry dimensional space, and their midpoint.
Volume and surface area of three-
dimensional solids including right-pyramid,
right cone, sphere, hemisphere and
combinations of these solids.
The size of an angle between two
intersecting lines or between a line and a
plane.
2_Use of sine, cosine and tangent ratios to
find the sides and angles of right-angled and
non right angled triangles.
a b C
The sine rule: = =
sin A sin B sin C
The cosine rule:
2 2 2
c =a + b −2 ab cos C and
a2 +b2 −c 2
cosC =
2 ab
1
Area of a triangle as absinC.
2
Applications of right and non-right angled
trigonometry, including Pythagoras’
theorem.
Angles of elevation and depression.
Construction of labelled diagrams from
written statements.
The circle: length of an arc; area of a sector
3_Equations of perpendicular bisectors
4_Voronoi diagrams: sites, vertices, edges,
cells.
Addition of a site to an existing Voronoi
diagram.
Nearest neighbour interpolation.
Applications of the “toxic waste dump”
problem.
5_The definition of a radian and conversion
between degrees and radians.
Using radians to calculate area of sector,
length of arc.
The definitions of cosθ and sinθ in terms of
the unit circle.
The Pythagorean identity:
cos 2 θ+ sin 2 θ = 1
Definition of tanθ as sinθ /cosθ Extension of
the sine rule to the ambiguous case.
Graphical methods of solving trigonometric
equations in a finite interval.
6_Geometric transformations of points in
two dimensions using matrices: reflections,
horizontal and vertical stretches,
enlargements, translations and rotations.
Compositions of the above transformations.
Geometric interpretation of the determinant
of a transformation matrix.
7_Concept of a vector and a scalar.
Representation of vectors using directed
line segments.
Unit vectors; base vectors i,   j,   k
Components of a vector; column
representation.

()
v1
v = v 2 =v 1 ⅈ+ v 2 j+ v 3 k
v3
The zero vector 0, the vector −v
Position vectors OA→ = a
Rescaling and normalizing vectors
Vector equation of a line in two and three
dimensions: r = a + λb, where b is a direction
vector of the line.
Vector applications to kinematics. Modelling
linear motion with constant velocity in two
and three dimensions.
Motion with variable velocity in two
dimensions.
Definition and calculation of the scalar
product of two vectors.
The angle between two vectors; the acute
angle between two lines.
Definition and calculation of the vector
product of two vectors.
Geometric interpretation of
|v×w|
Components of vectors.
8_Graph theory: Graphs, vertices, edges,
adjacent vertices, adjacent edges. Degree of
a vertex.
Simple graphs; complete graphs; weighted
graphs.
Directed graphs;
in degree and out degree of a directed
graph. Subgraphs; trees.
Adjacency matrices. Walks. Number of k -
length walks (or less than k -length walks)
between two vertices.
Weighted adjacency tables. Construction of
the transition matrix for a strongly
connected, undirected or directed graph.
tree and cycle algorithms with undirected
graphs. Walks, trails, paths, circuits, cycles.
 Eulerian trails and circuits. Hamiltonian
paths and cycles. Minimum spanning tree
(MST)
graph algorithms: Kruskal’s and Prim’s
algorithms for finding minimum spanning
tree.
Chinese postman problem and algorithm for
solution,
to determine the shortest route around
aweighted graph with up to four odd
vertices, going along each edge at least once.
Travelling salesman problem to determine
the Hamiltonian cycle of least weight in a
weighted complete graph. Nearest
neighbour algorithm for determining an
upper bound for the travelling salesman
problem. Deleted vertex algorithm for
determining a lower bound for the travelling
salesman problem.

Year Statistics and 1_Concepts of population, sample, random

2 probability sample, discrete and continuous data.
Reliability of data sources and bias in
sampling.
Interpretation of outliers.
Sampling techniques and their effectiveness.
Presentation of data (discrete and
continuous): frequency distributions (tables).
Design of valid data collection methods, such
as surveys and questionnaires.
Selecting relevant variables from many
variables.
Choosing relevant and appropriate data to
analyse.
Histograms. Cumulative frequency;
cumulative frequency graphs;
use to find median, quartiles, percentiles,
range and interquartile range (IQR).
Production and understanding of box and
whisker diagrams.
Measures of central tendency (mean,
median and mode). Estimation of mean from
grouped data.
Modal class.
Measures of dispersion (interquartile range,
standard deviation and variance).
Effect of constant changes on the original
data.
Quartiles of discrete data.

2_Linear correlation of bivariate data.

Pearson’s product-moment correlation
coefficient, r.
Scatter diagrams; lines of best fit, by eye,
passing through the mean point.
Equation of the regression line of y on x.
Use of the equation of the regression line for
prediction purposes.
Interpret the meaning of the parameters, a
and b, in a linear regression y = ax + b.
Spearman’s rank correlation coefficient, rs .
Awareness of the appropriateness and
limitations of Pearson’s product moment
correlation coefficient and Spearman’s rank
correlation coefficient, and the effect of
outliers on each.
3_Regression with non-linear functions.
Evaluation of least squares regression curves
using technology.
Sum of square residuals (SSres) as a measure
of fit for a model.
The coefficient of determination (R 2 ).
Evaluation of R 2 using technology.
4_Probability_Concepts of trial, outcome,
equally likely outcomes, relative frequency,
sample space (U) and event.
The probability of an event A is P(A) = n(A)
n(U) .
The complementary events A and A′ (not A).
Expected number of occurrences.
5_Use of Venn diagrams, tree diagrams,
sample space diagrams and tables of
outcomes to calculate probabilities.
Combined events:
P(A ∪ B) = P(A) + P(B) − P(A ∩ B). Mutually
exclusive events:
P (A ∩ B) = 0.
Conditional probability: P(A|B) = P(A ∩
B)/P(B).
Independent events:
P(A ∩ B) = P(A)P(B).

6_Concept of discrete random variables and

their probability distributions.
Expected value (mean), E X for discrete data.
Applications.
7_Linear transformation of a single random
variable.
Expected value of linear combinations of n
random variables.
Variance of linear combinations of n
independent random variables.
x¯ as an unbiased estimate of μ.
2
2
δ n−1 as an unbiased estimate of σ 2.
8_Binomial distribution.
Mean and variance of the binomial
distribution.
9_The normal distribution and curve.
Properties of the normal distribution.
Diagrammatic representation.
Normal probability calculations.
Inverse normal calculations.

A linear combination of n independent

normal random variables is normally
distributed. In particular,
X~N μ, σ 2 ⇒ X¯~N μ,σ 2 n .

Central limit theorem.

Poisson distribution,
its mean and variance.
Sum of two independent Poisson
distributions has a Poisson distribution.

Confidence intervals for the mean of a

normal population.

Critical values and critical regions.

10_Hypothesis and testing_Formulation of

null and alternative hypotheses,
H0 and H1 .
Significance levels. p -values
Expected and observed frequencies.

The χ 2 test for independence: contingency

tables, degrees of freedom, critical value.
Categorizing numerical data in a χ 2 table
and justifying the choice of categorisation.
Choosing an appropriate number of degrees
of freedom when estimating parameters
from data when carrying out the χ 2
goodness of fit test.
The χ 2 goodness of fit test.

The t -test. Use of the p -value to compare

the means of two populations. Using one-
tailed and two-tailed tests.

Definition of reliability and validity.

Reliability tests. Validity tests.
Critical values and critical regions

Test for population mean for normal

distribution.

Test for proportion using binomial

distribution.

Test for population mean using Poisson

distribution.

Use of technology to test the hypothesis that

the population product moment correlation
coefficient (ρ) is 0 for bivariate normal
distributions.
 Type I and II errors including calculations of
their probabilities.

11_Transition matrices.
Powers of transition matrices.
Regular Markov chains.
Initial state probability matrices.

Calculation of steady state and long-term

probabilities by repeated multiplication of
the transition matrix or by solving a system
of linear equations.

Calculus 1_Introduction to the concept of a limit

2_Derivative interpreted as gradient
function and as rate of change
3_Increasing and decreasing functions.
Graphical interpretation of f ′(x) > 0, f ′(x) = 0,
f ′(x) < 0
4_Derivative of f(x) = a x nis f ′(x) = an x n−1, n
∈ℤ
The derivative of functions of the form f (x) =
a x n + b x n−1 +... where all exponents are
integers
5_Tangents and normals at a given point,
and their equations.
6_The derivatives of sin x, cos x, tan x, e x , ln
x, where n ∈ ℚ.
The chain rule, product rule and quotient
rules. Related rates of change.
Values of x where the gradient of a curve is
zero.
Solution of f ′(x) = 0.
Local maximum and minimum points
Optimisation problems in context

7_The second derivative.

Use of second derivative test to distinguish
between a maximum and a minimum point.
8_ntroduction to integration as anti-
differentiation of functions of the form f(x) =
a x n+ b x n−1 + ...., where n ∈ ℤ, n ≠ − 1
9_Anti-differentiation with a boundary
condition to determine the constant term.
10_Definite integrals using technology. Area
of a region enclosed by a curve y = f(x) and
the x-axis, where f(x) > 0.
11_Approximating areas using the
trapezoidal rule.
12_Definite and indefinite integration of x n
where n ∈ ℚ, including n == − 1 ,
1
sin x, cos x, 2 and ⅇ ϰ .
cos x
13_Integration by inspection, or substitution
of the form
∫ f(g(x))g′(x)dx
14_Area of the region enclosed by a curve
and the x or y-axes in a given interval.
y-axes in a given interval. Including negative
integrals. Volumes of revolution about the x-
axis or y- axis
Kinematic problems involving displacement
s, velocity v and acceleration a.

15_Differential equations
Setting up a model/differential equation
 from a context. Setting up a
model/differential equation from a context.
Solving by separation of variables
Slope fields and their diagrams
Euler’s method for finding the approximate
solution to first order differential equations.
Numerical solution of dy/ dx = f(x, y).
Numerical solution of the coupled system
dx/ dt = f 1 (x, y, t) and
dy /dt = f 2 (x, y, t).
Phase portrait for the solutions of coupled
differential equations of the form: dx/ dt =
ax + by
dy/ dt = cx + dy.
Qualitative analysis of future paths for
distinct, real, complex and imaginary
eigenvalues. Sketching trajectories and using
phase portraits to identify key features such
as equilibrium points, stable populations and
saddle points.
ⅆ2 x
Solutions of = f(x, dx /dt , t) by Euler’s
ⅆt2
method and by finding exact solutions

2. IB internal assessment requirement to be completed during the course

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.

In IB DP Mathematics:Applications and Interpretation HL :

one of the most important Internal assessment process is to study on Exploration since all students are required to study on a mathematics topic in
depth. We will introduce exploration deeply at the second week of the April, in the IB-DP first year. Especially, the criteria of assessment will be
discussed and examined closely. Additionally, we will introduce some examples and do an assessment sample on the one of the IB exploration
samples given on the ibo.org Students will choose their topic in the second week of the August(2nd year). They will give their first draft, and finalize
their work by Jan23, Second year. The total time we will allocate to exploration will be 18 teaching hours which is approximately 12 hours.
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.

Topic Link with TOK (including description of lesson plan)

Statistics In Statistics choosing the right and appropriate sample is important since by the data obtained from the sample we
make generalizations. So if one chooses wrong sample, s/he may get wrong results. Also the sample size is another
matter. First Lesson : Keeping all these in mind we will ask students the following questions in the first week of
studying statistics. 1. To what extent can we trust samples of data?
2. Is there a difference between information and data? Then we will give students an article on choosing wrong
sample data and the results gotten. ”A quick puzzle to tell whether you know what people are thinking” by Kevin
Schaul ii Second Lesson Students will be grouped into 4 or 5. Firstly, they will discuss the questions asked in the
previous lesson and discuss on the results they get by reading the article. Then they will make a 2 minutes
presentation about their ideas to the class. At the end students will discuss on the conclusions they arrived. By these
examples and studies we will try to enrich students thoughts about the nature of Mathematics, reasoning and sense
perception.

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)

Statistics & Probability During this unit Students will learn to make null and alternaive hypothesis statements. They will learn to use testing
for population mean, population correlation etc. They will take a problem from real life contexts (eg. Covid 19 data of
a country) and will use the statistics and probability to get the solution. It will make them enquirer, thinker, open-
minded and balanced.

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)

Number and Algebra The increase in the number of people in the world is called population growth. The population growth rate causes an
exponential increase in the world population. That is why global human population increases 75 million annualy, and
if it continues in this rate by the mid-2050 the world population will be 9.6 billion. This will bring so many problems
with itself . Some of them are scarce world resources, increasing in the number of cars, increase in the consumption
of gas, increasing in the number of houses and etc. Students will be asked to model the growth of the world
population by their own functions via regression models using Casio fx 9860 GII SD or TI-84 plus CE. Then they may
disscuss on their findings and make a research on the effects of the population growth by the means of economics,
health, environment, water resources, energy…etc.

6. 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.

Topic Contribution to the development of the attribute(s) of the IB learner profile

Functions An important part of being a well rounded math student is being able to communicate using a variety of models, and
also being able to collaborate and work in groups towards a common goal. In small groups, students will be asked to
discuss on the question “Is zero the same as “nothing”?” and will present their work to the class using correct
mathematical language. They may use pictures, formulas and mathematics they know to prove the concept of “0”.
The students will also be asked to include a discussion of who they found to be the discoverers of zero “0” and to
report their findings.

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.
1. Oxford IB Diploma Programme
Mathematics: Applications & Interpretation Higher Level Course Book,
Authors
Suzanne Doering
Panayiotis Economopoulos
Peter Gray
David Harris
Tony hasely
Michael Ortman
Nuriye Sirinoglu Singh
Jennifer Chang Wathall
2. Hase mathematics: : Mathematics Applications & Interpretation HL, Core Topics
Mathematics Applications & Interpretation HL
for IB Diploma Programme,
Authors
Michael haese, Mark Humphries, Chris Sangwin, Ngoc Vo

3. National Curriculum Exam Preparation Books and teacher course notes

ICT Resources: MY IB, Casio fx 9860 GII SD or TI 84 Plus CE. IB DP Questionbank Mathematica (http://www.wolframalpha.com/), GeoGebra, Graph
Programme Google Drive and Google Spreadsheets Full access to web-based resources All commonly used computer resources (Khanacademy)

(Student) IB Exams and Markschemes TI 84 Plus CE , or Casio fx 9860 GII SD, Mathematica (http://www.wolframalpha.com/), GeoGebra, Graph
Programme Google Drive and Google Spreadsheets Excel and other such programs, including word-processing, etc