DP unit planner 2 (MYP aligned)

Teacher(s) Ms. Darshana Jain Subject group and course Group 5 – Mathematics AA HL/SL

Course part Probability, Bivariate statistics, Discrete and continuous SL or HL/Year 1 or 2 Y2 Dates HL/SL: Starts by
and topic random variables October in Y2 and
ends by November
Y2

Unit description and texts DP assessment(s) for unit

SL: HL: P1, P2, P3

DP unit planner 2 (MYP aligned) 1

INQUIRY: establishing the purpose of the unit Deleted: ¶

Transfer goals
List here one to three big, overarching, long-term goals for this unit. Transfer goals are the major goals that ask students to “transfer”, or apply, their
knowledge, skills, and concepts at the end of the unit under new/different circumstances, and on their own without scaffolding from the teacher.
Statistics is concerned with the collection, analysis and interpretation of data and the theory of probability can be used to estimate parameters, Deleted: ¶
discover empirical laws, test hypotheses and predict the occurrence of events. Statistical representations and measures allow us to represent data in
many different forms to aid interpretation.
Probability enables us to quantify the likelihood of events occurring and so evaluate risk. Both statistics and probability provide important Formatted: Normal (Web), Space Before: 0.1 pt, After: 0.1
representations which enable us to make predictions, valid comparisons and informed decisions. These fields have power and limitations and should pt
be applied with care and critically questioned to differentiate between the theoretical and the empirical/observed. Probability theory allows us to make
informed choices, to evaluate risk, and to make predictions about seemingly random events. Deleted: ¶

Essential understandings Formatted: Font: Times

List here the key content/skills/concepts that students will know/have at the end of the unit

Students will know the following content:

SL 4.1* Concepts of population, sample, random sample, discrete and continuous data; reliability of data sources and bias in sampling; interpretation of
outliers (where outlier defined as a data item which is more than 1.5 × interquartile range (IQR) from the nearest quartile); sampling techniques: simple
random, convenience, systematic, quota and stratified.
SL 4.2* Presentation of data (discrete and continuous); frequency histograms with equal class intervals; cumulative frequency; cumulative frequency
graphs; use to find median, quartiles, percentiles, range and interquartile range (IQR); production and understanding of box and whisker diagrams; use of
box and whisker diagrams to compare two distributions, using symmetry, median, interquartile range or range; determining whether data may be normally
distributed by consideration of the symmetry of the box and whiskers.
SL 4.3* 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. SL 4.4* 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.
SL 4.5* Concepts of trial, outcome, equally likely outcomes, relative frequency, sample space (U) and event; the probability of an event complementary
events A and A’ (not A ); expected number of occurrences.
SL 4.6* Use of Venn diagrams, tree diagrams, sample space diagrams and tables of outcomes to calculate probabilities; combined events P(AÈB) =
P(A)+P(B)-P(AÇB); mutually

DP unit planner 2 (MYP aligned) 2

 exclusive events P(AÇ B) = 0 ; conditional probability; independent events P(AÇB) = P(A)P(B). Problems can be solved with the aid of a Venn diagram,
tree diagram, sample space diagram or table of outcomes without explicit use of formulae.
SL 4.7* Concept of discrete random variables and their probability distributions; expected value (mean), E(X) for discrete data; applications.
SL 4.8* Binomial distribution; situations where the binomial distribution is an appropriate model; mean and variance of the binomial distribution.
SL 4.9* The normal distribution and curve; properties of the normal distribution; diagrammatic representation; normal probability calculations; inverse
normal calculations. SL 4.10 Equation of the regression line of x on y; use of the equation for prediction purposes.
(()∩+)
SL 4.11 Formal definition and use of the formulae: 𝑃(𝐴|𝐵) = for conditional
((+)
probabilities, and
P(A| B)= P(A) = P(A| B¢)for independent events; testing for independence.
SL 4.12 Standardization of normal variables (z-values); inverse normal calculations where mean and standard deviation are unknown.
AHL 4.13 Use of Bayes’ theorem for a maximum of three events. Formatted: No Spacing, Space Before: 0 pt, After: 0 pt
AHL 4.14 Variance of a discrete random variable; continuous random variables and their probability density functions. including piecewise functions; mode
and median of continuous random variables; mean, variance and standard deviation of both discrete and continuous random variables; use of the notation
E(X),E(X2), Var(X) , where Var(X) = E(X2) - [E(X)]2 and related formulae; the effect of linear transformations of X . Deleted: ¶
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Students will develop he following skills: color: Text 1,
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 Students will grasp the following concepts: Deleted: ¶
¶
• Organizing, representing,analysingandinterpretingdataandutilizingdifferentstatistical tools facilitates prediction and drawing of conclusions. ¶
• Different statistical techniques require justification and the identification of their limitations and validity. ¶
• Approximation in data can approach the truth but may not always achieve it. ¶
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• Some techniques of statistical analysis, such as regression,standardization or formulae, can be applied in a practical context to apply to
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general cases.
• Modelling through statistics can be reliable, but may have limitations. Formatted: No underline
• Organizing, representing, analysing and interpreting data and utilizing different statistical tools facilitates prediction and drawing of conclusions. Formatted: Font: Verdana, 9 pt
• Different statistical techniques require justification and the identification of their limitations and validity. Formatted: Font: Verdana, 9 pt
• Approximation in data can approach the truth but may not always achieve it. Formatted: Font: Verdana, 9 pt
Properties of probability density functions can be used to identify measure of central tendency such as mean, mode and median.
Formatted: Font: Verdana, 9 pt
Probability methods such as Bayes theorem can be applied to real-world systems, such as medical studies or economics, to inform decisions and
Formatted: Font: Verdana, 9 pt
to better understand outcomes. Formatted: Font: Verdana, 9 pt
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Inquiry questions Formatted: Font: (Default) Verdana, 9 pt
List here the understandings above written in question form, preferably as ones that inspire students to answer them. Formatted: Font: (Default) Verdana, 9 pt
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Content-based: Formatted: List Paragraph, Space Before: 0 pt, After: 0 pt
What is the connection between theoretical variability and experimental variability? Deleted: ¶
How do you know when to use which measures of numerical summary for different distributions?
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What makes one model better than another when trying to find patterns within a distribution?
What is the connection between sample data and the theoretical population data?
How can data from a sample be used to make inferential decisions about a population? Deleted: ¶
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Skills-based:
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How could you choose a sample of people from your school to survey which would reliably tell you about the eating habits of studnets in the whole pt
school?
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What does it mean to be average?
How can you use different charts to tell you different information about a data set?
What would persuade you that octopus could predict the outcomes of soccer matches? Is it just guessing? How about a groundhog predicting the
weather?

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 Formatted: No Spacing, Space Before: 0 pt, After: 0 pt

Concept-based: Deleted: ¶

What measures can be taken to limit the variability within a sample?

How does this variability affect our decision-making process?
How can you tell how accurate a prediction is going to be? Deleted: ¶
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pt

ACTION: teaching and learning through inquiry Deleted: ¶

Content/skills/concepts Learning process

Cut and paste or draw from the essential understandings listed above in “Inquiry”. Check the boxes for any pedagogical approaches used during
the unit. Aim for a variety of approaches to help facilitate
learning.

Students will know the following content: Learning experiences and strategies/planning for self-supporting
learning:
As mentioned above
Lecture Formatted: Highlight

Socratic seminar Formatted: Highlight

Small group/pair work Formatted: Highlight

Powerpoint lecture/notes Formatted: Highlight

Individual presentations
Formatted: Highlight
Group presentations
Formatted: Highlight
Student lecture/leading Formatted: Highlight
Formatted: Highlight

DP unit planner 2 (MYP aligned) 7

 Students will develop the following skills: Interdisciplinary learning
As mentioned above Details: Deleted: ¶

Other/s:

Formative assessment:
Sub unit based pen and paper test, TOK link (Axiomatic Formatted: Line spacing: single
Students will grasp the following concepts: probability systems- Paul – The octopus) discussed a group work. Deleted: ¶
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As mentioned above ¶
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Summative assessment: Formatted: Font: Not Bold

Exam style questions in a pen and paper test Deleted: ¶

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Differentiation:
For more information on the IB’s approach to differentiation,
please see the guide.
Affirm identity—build self-esteem
Value prior knowledge Formatted: Highlight

Scaffold learning Formatted: Highlight

Formatted: Highlight
Extend learning
Formatted: Highlight
Details:
Use of Desmos.com and graphing solutions for visual learning
as well as use of interactive boards.
Use of tarsia and matching exercises for kinesthetic learning.
Use of questioning to assess aural learners

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 Throughout the course attention is drawn to key words are
their meaning is explained.

• Mathematically capable students of this unit will be

identified and will be asked to help the students with
difficulties in this unit this will increase confidence of
more mathematically able students,
• Consolidations along with sub topic worksheets will be
given to some students who require extra help in this
unit.
• Students will be grouped together according to their
abilities in order to be supported depending on
difficulties faced during this unit.
• Mathematically capable students of this unit will be
given more challenging problems to solve in order keep
them engage and motivated along with some self-
learning.
• Many of the word problems in this unit are possible
SAT questions or will aid in solving similar questions.
Hence good examples of these word problems will help
them tremendously.

Approaches to learning (ATL)

Check the boxes for any explicit approaches to learning connections made during the unit. For more information on ATL, please see the guide.

Thinking Formatted: Highlight

Social Formatted: Highlight

Communication
Self-management Formatted: Highlight
Formatted: Highlight

DP unit planner 2 (MYP aligned) 9

 Research
Details:
Thinking: during explicit TOK discussion
Self-management: Initial sub topics were given as self-study module. Formatted: Font: Bold

Language and learning TOK connections CAS connections

Check the boxes for any explicit language and Check the boxes for any explicit TOK connections Check the boxes for any explicit CAS
learning connections made during the unit. For made during the unit. connections. If you check any of the boxes,
more information on the IB’s approach to provide a brief note in the “details” section
language and learning, please see the guide. explaining how students engaged in CAS for this
unit.

Activating background knowledge Personal and shared knowledge Creativity Formatted: Highlight

Scaffolding for new learning Ways of knowing Activity Formatted: Highlight

Acquisition of new learning through practice Areas of knowledge Service Formatted: Highlight

Demonstrating proficiency The knowledge framework Details:

Details: Details:
Probability vocab and notations, Grouped and • Background research on “Paul the octopus” Formatted: List Paragraph, Bulleted + Level: 1 + Aligned at:
ungrouped data, central tendencies and variability 0.63 cm + Indent at: 1.27 cm
and “groundhog day” where Punxsutawney
Phil is a groundhog, immortalised in the
film Groundhog Day, can help produce
Daily worksheet provided Formatted: Font: Not Bold
interesting discussions. Do you believe that
people can predict the future with
certainty? Can you give examples? If so,
why do you believe this? Which of the
following are involved in prediction and
how? Reason, intuition, emotion, faith

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 • To what extent can we trust mathematical
models such as the normal distribution? How
can we know what to include, and what to
exclude, in a model? Formatted: Font: (Default) Times New Roman, 12 pt,
Formatted: Normal (Web), Indent: Left: 1.27 cm, Space
Before: 0.1 pt, After: 0.1 pt, Tab stops: Not at 8.13 cm
Resources
List and attach (if applicable) any resources used in this unit.

IBDP Mathematics AA SL and AA HL – Publications: Hodder, Pearson, IBID, Hases Harris, Oxford
Revision village, https://www.christosnikolaidis.com/en/, exam-mate, Online graphing calculator: www.desmos.com, IB Questionbank: Formatted: Font: Times New Roman, Bold
https://questionbank.ibo.org/en, GDC emulator fx-CG Formatted: Normal, No bullets or numbering
Formatted: Underline, Font color: Hyperlink

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REFLECTION: Considering the planning, process and impact of the inquiry

What worked well What didn’t work well Notes/changes/suggestions:

Explaining the notation of derivatives and HL and SL sitting together and heavy usage of Need to have separate classes for Hl and SL
integration, set the tone for the unit. GDC was not liked by the class. Deleted: ¶

Overal all sub units went well

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Transfer goals
List the transfer goals from the beginning of this unit planner.
Statistics is concerned with the collection, analysis and interpretation of data and the theory of probability can be used to estimate parameters,
discover empirical laws, test hypotheses and predict the occurrence of events. Statistical representations and measures allow us to represent data in
many different forms to aid interpretation.
Probability enables us to quantify the likelihood of events occurring and so evaluate risk. Both statistics and probability provide important Formatted: Font: Verdana, 9 pt
representations which enable us to make predictions, valid comparisons and informed decisions. These fields have power and limitations and should Formatted: Normal

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 be applied with care and critically questioned to differentiate between the theoretical and the empirical/observed. Probability theory allows us to make
informed choices, to evaluate risk, and to make predictions about seemingly random events.

Transfer reflection
How successful were the students in achieving the transfer goals by the end of the unit?

Very successful

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