Diploma Programme subject outline—Group 5: mathematics

School name School code

KING DAVID ACADEMY
Name of the DP subject
(indicate language) MATHEMATICS APPLICATIONS & INTERPRETATIONS.
Level X
(indicate with X)
Higher Standard completed in two years Standard completed in one year *

Date of IB training
Name of the teacher who
completed this outline OBARE MOKUA MAY 2023
Name of workshop
Date when outline was
th (indicate name of subject and workshop category)
completed 15 Dec 2024 MATHEMATICS AI (Cat. 1)

* 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 in the
used used, including information
IB subject guide)
One class is 60 minutes. technology if applicable.
State the topics/units in the order
you are planning to teach them.
In one week there are 4 classes.

Topic 1: Content for both SL & HL Key assessment areas: Textbooks:

Year 1 Number and Algebra evaluating learners’ ability to apply
SL 1.1
what they have learned in mathematics • IB Mathematics: Applications and
-working with numbers of structure Recommended teaching to real world contexts.
a×10k where 1 ≤ a < 10 and k is in Interpretations HL.
place of integer hours: Students will be expected to • IB Mathematics: Applications and
SL 1.2 demonstrate the following:
Interpretations HL.
-Arithmetic progression (sequences
HL: 29 hours
and series)  knowledge and understanding Online resources:
SL 1.3  problem solving
-Geometric progression (sequences  communication and interpretation
• https://questionbank.ibo.org/
and series)  technology • https://app.kognity.com/
SL 1.4  reasoning
-Applications of geometric  inquiry approaches •https://www.thinkib.net/
sequences & series in finance
mathapplications
: compound interest and annual Assessment:
depreciation & appreciation:  will take place during the course • https://resources.ibo.org/home
SL 1.5  discussions
Software/Technology:
-Laws of exponents with integer exponents
 homework
-Introduction to logarithms with base 10
 short tests • GDC
and e
 end of topic tests
SL 1.6 • Desmos
 end of chapter tests
-Approximation
 end of term progress • GeoGebra
Upper and lower bounds of rounded
 check tests
numbers -Percentage errors • Other software
 short Practice IA
-Estimation
SL 1.7
 Students will be strongly Other resources:
encouraged to self-assess
-Amortization and annuities using • YouTube
throughout the course.
technology
SL 1.8
 Grade descriptors through IB DP • Khan Academy
Grade descriptors document.
Use technology to solve: • Mathematical Exploration examples
 Also, see the school assessment
-Systems of linear equations in up to
 3 variables policy. • IB Question Bank
-Polynomial equations.
HL content
AHL 1.9
-Laws of logarithms
AHL 1.10
-Simplifying expressions, both
numerically and algebraically,
involving rational expressions
AHL 1.11
-The sum of infinite geometric
sequences
AHL 1.12
-Complex numbers
AHL 1.13
-Modulus-argument polar form:
𝑧 = 𝑟 (cos 𝜃 + 𝑖 sin 𝜃)
-Exponential form: 𝑧 = 𝑟𝑒 𝑖𝜃
AHL 1.14
-Matrices
AHL 1.15
-Eigenvalues and eigenvectors
- 2 × 2 matrices

Topic 2: Content for both SL &HL

Functions SL 2.1
-Equation of a straight line
-Gradients; intercepts Recommended teaching
SL 2.2
-Function hours:
SL 2.3
-The graph of a function
HL: 42 hours
SL 2.4
-Key features in graphs
-Point of intersection of two curves
or lines using technology
SL 2.5
Modelling with the following
functions:
-Linear models
-Quadratic models
-Exponential growth and decay
 models
-Direct/inverse variation
-Cubic models
-Sinusoidal models
SL 2.6
Modelling skills
HL content
AHL 2.7
-Composite functions
-Inverse functions
AHL 2.8
-Transformation of graphs
-Translations
-Reflections in the 𝑥-axis and in the
𝑦-axis
-Vertical stretch
-Horizontal stretch
-Composite transformations
AHL 2.9
Modelling with the following
functions:
1.Exponential models to calculate
half-life
2.Natural logarithmic models
3.Sinusoidal models
4.Logistic models
5.Piecewise models
AHL 2.10
-Scaling very large or small numbers
using logarithms
-Linearizing data using logarithms or
a power relationship.

Topic 3: Content for SL

Geometry & Trigonometry SL 3.1
-The distance between two points in
three-dimensional space, and their
midpoint.
-Volume and surface area of three-
dimensional solids including right-
pyramid, right-cone, sphere,
hemisphere and combination of
 these solids.
-The size of an angle between two
interjecting lines or between a line
and a plane.
SL 3.2
-Use of sine, cosine and tangent
ratios to find the sides and angles of
right-angled triangles.
- The sine rule
-The cosine rule
-Area of a triangle Recommended teaching
SL 3.3
-Applications of right and non-right- hours:
angled trigonometry, including
Pythagoras´ theorem.
HL: 46 hours
-Angles of elevation and depression
SL 3.4
-The circle: length of an arc; area of
a sector
SL 3.5
-Equations of perpendicular bisectors
SL 3.6
-Voronoi diagrams
-Nearest neighbor interpolation
-Application of the “toxic waste
dump” problem
HL content
AHL 3.7
-The definition of a radian and
conversion between degrees and
radians.
-Using radians to calculate area of
sector, length of arc
AHL 3.8
-The definitions of cos 𝜃 and sin 𝜃 in
terms of the unit circle
-The Pythagorean identity
-Definition of tan 𝜃
-Extension of the sine rule to the
ambiguous case
-Graphical methods of solving
 trigonometric equations in a finite

interval.
AHL 3.9
-Geometric transformations of points
in two dimensions using matrices
-Geometric interpretations of the
determinant of a transformation matrix
AHL 3.10
-Vectors and scalars
AHL 3.11
-Vector equation of a line in 2D and
3D
AHL 3.12
-Vector applications to kinematics
-Modelling linear motion
Introduction to Mathematical
Exploration Revision
AHL 3.13
-Scalar product of two vectors
-The angle between two vectors; the
acute angle between two lines
-Vector product of two vectors
-Geometric interpretation of |𝑣 × 𝑤|
AHL 3.14
-Graph theory
-Simple graphs; complete graphs;
weighted graphs
-Directed graphs
-Subgraphs; trees
AHL 3.15
-Adjacency matrices
-Walks
-Weighted adjacency tables
-Construction of the transition matrix
for a strongly
-connected, undirected or directed
Graph
AHL 3.16
-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
-Chinese postman problem and
algorithm
-Travelling salesman problem to
determine the Hamiltonian cycle of
least weight in a weighted complete
graph
-Nearest neighbour algorithm
-Deleted vertex algorithm

Introduction to BOTH SL & HL

Mathematical Exploration -Discuss what the Internal
Assessment is, the criteria for Recommended teaching
grading, academic honesty,
samples, and how to choose hours:
topics for (IA).
HL: 14 hours
-Practice (AI).

Topic 4: Both SL & HL content

Year 2
Statistics and Probability SL 4.1 Assessment revolves around Textbooks:
 IB Mathematics: Applications
-Concepts of population, Recommended teaching evaluating students´ ability to
and Interpretations HL.
sample, random sample, apply what they have learned in  IB Mathematics: Textbooks:
hours:  IB Mathematics: Applications
discrete and continuous mathematics to real-world
and Interpretations HL.
contexts.
data
HL: 52 hours
-Reliability of data source
and bias in sampling
-Interpretation of outliers
Students will be expected to Online resources:
-Sampling techniques and  https://questionbank.ibo.org/
demonstrate the following:
their effectiveness  https://app.kognity.com/
 knowledge and  https://www.thinkib.net/
SL 4.2 mathapplication
understanding
 https://resources.ibo.org/
-Presentation of data
 (discrete and continuous):  problem solving home
Software/Technology:
frequency distributions  communication and
 GDC
(table) interpretation  Desmos
 GeoGebra
-Histograms  technology
 Other software
-Cumulative frequency  reasoning
Other resources:
 inquiry approaches
graphs  YouTube
 Khan Academy
-Box and whisker diagrams
 Mathematical Exploration
Assessment that will take place
SL 4.3 examples
during the course include:  IB Question Bank
-Measures of central
 discussions
tendency
 homework
-Estimation of mean from
 short tests
grouped data
 end of topic tests
-Modal class
 end of chapter tests
-Measures of dispersion  end of term progress
-Effect of constant changes  check tests
to the original data  Final IA (tbc)
-Quartiles of discrete data  Final Exam
SL 4.4 Students will be strongly
-Linear correlation of encouraged to self-assess
bivariate data throughout the course.
-Pearson´s product-moment
correlation coefficient 𝑟 IA Assessment criteria:

-Scatter diagrams; lines of A – Presentation

B – Mathematical
best fit
communication
-Equation of the regression
line of 𝑦 on 𝑥
C – Personal Engagement
D – Reflection
SL 4.5
E – Use of Mathematics
-Concepts of trial, outcome,
equally likely outcomes,
relative frequency, sample
Final Exam and Assessment
space (𝑈) and event outline (HL):
-The probability of an event
 𝐴 -External Paper 1, 120 min.,
-The complementary events 30%
𝐴, 𝐴´ Paper 2, 120 min., 30%

-Expected numbers of Paper 3, 60 min., 20 %

occurrences -Internal Mathematical

SL 4.6 Exploration, 20%

-Venn diagrams, tree

diagrams, sample space
diagrams and tables of
outcomes
-Combined events
-Mutually exclusive events
-Conditional probability
-Independent events
SL 4.7
-Discrete random variables
and their probability
distributions
-Expected value (mean),
𝐸(𝑋) for discrete data
SL 4.8
-Binomial distribution
SL 4.9
-The normal distribution and
curve
-Normal probability
representations
-Inverse normal calculations
SL 4.10
-Spearman´s rank correlation
coefficient
-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
SL 4.11
-Formulation of null and
alternative hypotheses
-Significant levels
-𝑝-values
-Expected and observed
frequences
-The 𝜒 2 test for
independence: contingency
tables, degree of freedom,
critical value
-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.
HL content
AHL 4.12
-Data collection methods:
surveys and questionnaires
-Selecting relevant variables
from many variables
-Choosing relevant and
appropriate data to analyse
-Categorising numerical data
in a 𝜒 2 table -Reliability and
validity + tests
AHL 4.13
-Non-linear regression
-Evaluating of least squares
regression curves using
technology
-Sum of square residuals
(𝑆𝑆𝑟𝑒𝑠)
-The coefficient of
determination (𝑅 2)
AHL 4.14
-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
- 𝑥̃ as an unbiased estimate
of 𝜇
- S2n-1 as an unbiased estimate
of 𝜎2
AHL 4.15
-A linear combination of 𝑛
independent normal random
 variables are normally
distributed
-Central limit theorem
AHL 4.16
-Confidence intervals for the
mean of a normal population
AHL 4.17
-Poisson distribution, its mean
and variance
-Sum of two independent
Poisson distributions
AHL 4.18
-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 is 0 for bivariate
normal distributions
-Type I and II errors including
calculations of their
probabilities
AHL 4.19
-Transition matrices
-Regular Markov chains
-Initial state probability
 matrices
-Steady state and long-term
probabilities

Topics 5: SL content
SL 5.1
Calculus -Introduction to the concept Recommended teaching
of a limit
-Derivative interpreted as hours:
gradient function and as rate
HL: 41 hours
of change
SL 5.2
-Increasing and decreasing
functions
-Graphical interpretation of
𝑓´(𝑥) > 0, 𝑓´(𝑥) = 0, 𝑓
´(𝑥) < 0
SL 5.3
-Derivative of 𝑓(𝑥) = 𝑎𝑥 𝑛
is 𝑓´(𝑥) = 𝑎𝑛𝑥 𝑛−1, 𝑛
∈ℤ
-The derivative of functions
in the form 𝑓(𝑥) = 𝑎𝑥 𝑛
+ 𝑏𝑥 𝑛−1 + ⋯ where all
exponents are integers
SL 5.4
-Tangents and normal
SL 5.5
-Introduction to the
integration as anti-
differentiation of functions
of the form 𝑓(𝑥) = 𝑎𝑥 𝑛
+ 𝑏𝑥 𝑛−1 + ⋯, where 𝑛
 ∈ ℤ, 𝑛 ≠ −1
-Anti-differentiation with a
boundary condition to
determine the constant
term.
-Definite integrals using
technology
-Area of a region enclosed
by a curve 𝑦 = 𝑓(𝑥) and
the 𝑥-axis, where 𝑓(𝑥) > 0
SL 5.6
-Values of 𝑥 where the
gradient of a curve is zero
-Solution of 𝑓´(𝑥) = 0
-Local maximum and
minimum points
SL 5.7
-Optimization problems in
context
SL 5.8
-Trapezoidal rule
HL content
AHL 5.9
-The derivatives of sin 𝑥 , cos
𝑥 ,tan 𝑥, 𝑒 𝑥 , ln 𝑥, 𝑥 𝑛 ,
where 𝑛 ∈ ℚ
-The chain rule, product and
quotient rules
-Related rates of change
AHL 5.10
-The second derivative
-Use the second derivative
test to distinguish between a
maximum and a minimum
point

AHL 5.11
-Definite and indefinite
integration of 𝑥 𝑛 where 𝑛 ∈
ℚ, including 𝑛 = −1, sin 𝑥, cos
𝑥, 1 𝑐𝑜𝑠2𝑥 and 𝑒 𝑥
-Integration by inspection, or
substitution of the form
∫ 𝑓(𝑔(𝑥))𝑔´(𝑥)𝑑𝑥
AHL 5.12
-Area of the region enclosed
by a curve and the 𝑥 or the 𝑦-
axes in a given interval
-Volumes of revolution about
the 𝑥-axis or 𝑦- axis
AHL 5.13
-Kinematic problems involving
displacement 𝑠, velocity 𝑣 and
acceleration 𝑎
AHL 5.14
-Setting up a model
/differential equation from
context
-Solving by separation of
variables
AHL 5.15
-Slope fields and their
diagrams
AHL 5.16
-Euler´s method for finding the
approximate solution to first
order differential equations
-Numerical solution of
𝑑𝑦/ 𝑑𝑥 = 𝑓(𝑥, 𝑦)
-Numerical solutions of the
coupled system
𝑑𝑥 /𝑑𝑡 = 𝑓1(𝑥, 𝑦, 𝑡) and
𝑑𝑦/ 𝑑𝑡 = 𝑓2(𝑥, 𝑦, 𝑡)
AHL 5.17
-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.
AHL 5.18
-Solutions of
𝑑2𝑥/ 𝑑𝑡2 = 𝑓 (𝑥, 𝑑𝑥/𝑑𝑡, 𝑡)
by Euler´s method
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.

The internal assessment (IA) is an individual exploration. This is a piece of written work that involves investigating an area of mathematics.

- Students will be introduced to Mathematical Exploration during the second term of Year 1

- Students will do a short practice Mathematical Exploration Internal Assessment in Year 1 (6-8 pages)

- Students will continue to work on their Mathematical Exploration during Year 2

- Students are expected to complete their Final Mathematical Exploration Internal Assessment in Year 2 dated as per the school calendar.
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)

Topic 1: TOK : Is all knowledge concerned with identification and use of patterns ? Consider Fibonacci numbers and connections with the
Number and Algebra Golden ratio.
SL 1.2 Aim : Explore knowledge via the perspectives + methods and tools elements in mathematics from the TOK curriculum, considering
Arithmetic sequences Fibonacci numbers and connections with the Golden ratio. (Note : The lesson follows cooperative planning with the ToK teacher.)
and series Activity : Students will look at how mathematics often appears in nature. They will start by recalling Fibonacci numbers and their
sequence. Then students will be presented with some pictures to explore the Golden ratio (pair/group work). They will present
their findings to the rest of the class. Connections will be drawn between the Fibonacci numbers and the Golden ratio. Students
will find their own examples and think of other possible applications.

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)

Topic 4: Students will select a research topic that interests them, create a questionnaire, and carry out a survey (among peers, family, or the general public).
Statistics and Once the data is gathered, they will analyze it, present it visually, and draw conclusions. They will then give a brief presentation of their research to
Probability.
the class and respond to questions.

SL 4.1 – SL 4.4 or other

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)
Topic 5: International mindedness:

Calculus
Mathematicians' attempts to explain derivatives, which are regarded as gradient functions and rates of change, demonstrate their international-
SL 5.1 mindedness.

Derivative interpreted as gradient function Students will explore the history and origin of derivatives, its operations and the connection with the concept of a limit, to explain derivatives
interpreted as gradient function and as rate of change.
and as rate of change.

Resources will include various websites and books about the history of mathematics

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

Topic 3: Inquirers: Students will examine various triangle forms and pose insightful queries regarding how they relate to various trigonometric ratios and principles.

Geometry and Knowledgeable: Students apply their conceptual understanding and investigate how to apply it in situations like triangulation, creating maps, and other courses like physics.

Trigonometry Thinkers: Using their understanding of various trigonometric ratios and laws, students will tackle challenging problems.

SL 3.2 Communicators: When working in couples or groups, students should be able to confidently and cooperatively express their ideas while also using proper mathematical

Sine, cosine, tangent writing on their own.

ratios; Sine rule, Cosine rule, Principled: Students are expected to figure out the answers methodically and to draw clearly labeled diagrams to support their answers in every area of this course. Put the

Area of triangle formula in writing, then replace it, compute it, and provide the answer in units.

Open-minded: Students will study the earliest allusions to trigonometry in Indian mathematics as well as the Pythagorean theorem's appearance in early Chinese and Indian

writings.
 Reflective: Students will consider their work, spot misunderstandings, and look for areas where they may get better.

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.

The following resources were recommended to me at the IB workshop. Some are free, while others need to be purchased or subscribed to. While some textbooks will serve as study aids for students, others will serve as
references and resources for teachers. Enough money has been set aside, and the school is helpful in acquiring the required materials.

Textbooks :
 IB Mathematics: Applications and Interpretations SL
 Mathematics: Applications and Interpretations SL (Pearson)
 Mathematics for the IB Diploma: Applications and Interpretation SL (Hodder)
 Mathematics Core Topics SL1 (Haese)
 Mathematics Applications and Interpretations SL2 (Haese)
Online resources:
 https://questionbank.ibo.org/
 https://app.kognity.com/
 https://www.thinkib.net/mathapplications
 https://resources.ibo.org/home
Software/Technology:
 GDC
 Desmos
 GeoGebra
 Other software (Word, Excel, PowerPoint, apps, …)
Other resources:
 YouTube
 Khan Academy
 Mathematical Exploration examples
 IB Question Bank.