IB DP Mathematics: Applications and Interpretations

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Teacher:  Ms. Kelly Throne
Teacher contact:  kthrone@isb.rs
Google Classroom: www.classroom.google.com
 
I.  INTRODUCTION
 
Welcome to Mathematics: applications and interpretations SL. This course recognizes the increasing role that mathematics and technology play in a diverse range of fields in a data-rich world. As such, it emphasizes the meaning of mathematics in context by focusing on topics that are often used as applications or in mathematical modelling. To give this understanding a firm base, this course also includes topics that are traditionally part of a pre-university mathematics course such as calculus and statistics.
 
The course makes extensive use of technology to allow students to explore and construct mathematical models. Mathematics: applications and interpretation will develop mathematical thinking, often in the context of a practical problem and using technology to justify conjectures. The individual project is an extended piece of work based on personal research involving the collection, analysis and evaluation of data. Students who choose Mathematics: applications and interpretation should enjoy seeing mathematics used in real-world contexts and to solve real-world problems.
 
II: CURRICULUM GOALSas described by the IB Mathematics: applications and interpretation SL guide:
 
AIMS:
The aims of all DP mathematics courses are to enable students to:
  1. develop a curiosity and enjoyment of mathematics, and appreciate its elegance and power
  2. develop an understanding of the concepts, principles and nature of mathematics
  3. communicate mathematics clearly, concisely and confidently in a variety of contexts
  4. develop logical and creative thinking, and patience and persistence in problem solving to instil confidence in using mathematics
  5. employ and refine their powers of abstraction and generalization
  6. take action to apply and transfer skills to alternative situations, to other areas of knowledge and to future developments in their local and global communities
  7. appreciate how developments in technology and mathematics influence each other
  8. appreciate the moral, social and ethical questions arising from the work of mathematicians and the applications of mathematics
  9. appreciate the universality of mathematics and its multicultural, international and historical perspectives
  10. appreciate the contribution of mathematics to other disciplines, and as a particular “area of knowledge” in the TOK course
  11. develop the ability to reflect critically upon their own work and the work of others
  12. independently and collaboratively extend their understanding of mathematics.
OBJECTIVES:
 
Problem solving is central to learning mathematics and involves the acquisition of mathematical skills and concepts in a wide range of situations, including non-routine, open-ended and real-world problems. Having followed a DP mathematics course, students will be expected to demonstrate the following:
  1. Knowledge and understanding: Recall, select and use their knowledge of mathematical facts, concepts and techniques in a variety of familiar and unfamiliar contexts.
  2. Problem solving: Recall, select and use their knowledge of mathematical skills, results and models in both abstract and real-world contexts to solve problems.
  3. Communication and interpretation: Transform common realistic contexts into mathematics; comment on the context; sketch or draw mathematical diagrams, graphs or constructions both on paper and using technology; record methods, solutions and conclusions using standardized notation; use appropriate notation and terminology.
  4. Technology: Use technology accurately, appropriately and efficiently both to explore new ideas and to solve problems.
  5. Reasoning: Construct mathematical arguments through use of precise statements, logical deduction and inference and by the manipulation of mathematical expressions.
  6. Inquiry approaches: Investigate unfamiliar situations, both abstract and from the real world, involving organizing and analyzing information, making conjectures, drawing conclusions, and testing their validity.
III: COURSE DESCRIPTION AND CONTENT, from International Baccalaureate Diploma Programme Subject Brief:
 
In DP mathematics courses, conceptual understandings are key to promoting deep learning. The course identifies twelve fundamental concepts which relate with varying emphasis to each of the five topics. Teachers may identify and develop additional concepts to meet local circumstances and national or state curriculum requirements. Teachers can use these concepts to develop connections throughout the curriculum.
 
Each topic in this guide begins by stating the essential understanding of the topic and highlighting relevant concepts fundamental to the topic. This is followed by suggested conceptual understandings relevant to the content within the topic, although this list is not intended to be prescriptive or exhaustive.
 
COURSE SYLLABUS DETAIL:
 
The following list summarizes the topics that will be studied during the course:

Year 1 (Grade 11)
 
Semester 1
  • Introduction to Inquiry
  • Number and Algebra
  • Functions
Semester 2
  • Geometry and Trigonometry
  • Statistics and Probability 
 
Year 2 (Grade 12)
 
Semester 1
  • Review of Year 1
  • Calculus
  • Internal Assessment
Semester 2
  • Review
  • Mock Exam
  • External Exams, Papers 1 and 2
EXPECTATIONS:
 
What to expect from the teacher:
  • Pace & pattern: Expect to move through the year’s content following the cycle schedule.
  • In-class work: Expect to use class time efficiently and productively.
  • Assignments and practice:  Expect to have daily assignments for practice of skills and concepts.  When an assignment is not assigned, you must take the initiative to review on your own by doing exercises from the textbook or past papers.
 
What is expected from the student:
  • Bring the materials necessary for math class each class.  These include your textbook, writing materials, and your graphing calculator.
  • Arrive on time and participate actively in class, including taking notes and trying practice questions.  All tardies or absences will be noted.
  • Keep up with assigned work, take notes and meet deadlines.  
  • Follow directions, respect and meet deadlines, and listen respectfully to others.
  • Autonomous learning: To become or continue being a proactive self-motivated learner.
  • Seek assistance when needed.
V.           ASSESSMENT TERMINOLOGY (IB DP Score):
 
There are two types of assessments that you will be prepared for and completed over the duration of the two-year course:  
 
1. External assessment (prepared for throughout the two year course and completed/examined in May, 2020). These exams comprises 80% of your DP SL Mathematics: application and interpretation grade.
 
2. Internal Assessment (beginning at the end of year one and completed during year two). This exploration makes up 20% of the DP SL Mathematics: application and interpretation grade.
 

External assessment (3 hours)

• These papers consist of compulsory short- and long-response questions.

• Questions will vary in terms of length and level of difficulty.

• A GDC is required, but not every question will necessarily require its use.

• Individual questions will not be worth the same number of marks. The marks allocated are indicated at the start of each question.

Paper 1 (80 marks, 1 hour 30 minutes)

80%

 

 

40%

Paper 2 (80 marks, 1 hour 30 minutes)

40%

Internal assessment

Exploration

This is a short report written by the student based on a topic chosen by him or her, and it should focus on the mathematics of that particular area. The emphasis is on mathematical communication (including formulae, diagrams, graphs, tables and so on), with his or her own. This will allow the students to develop areas of interest to them without a time constraint as in an examination, and allow all students to experience a feeling of success.

20%

 
Academic honesty: 
 
Have in mind that cheating will lead to serious consequences.  For more information please see the ISB Assessment and Academic honesty policy document.
 
Use of calculators:
 
Students are expected to have access to a graphic display calculator (GDC) at all times during the course. ISB recommends using the TI-84 but other graphic display calculators are acceptable so long as you know how to use it or learn to use it by reading its accompanying directions.
 
VI.  GRADING POLICY:
 
Students will be evaluated based on performance on assignments, tests, and projects. Each student’s quarter average will be calculated by dividing the total number of points scored by the total number of points assigned during the quarter.  This will be converted to a 1-7 scale based on the IBDP grade boundaries.  Results on tests will also be converted to a 1-7 scale to help students better understand their progress throughout the year.
 
Year 1:
 
Final grades in Semesters 1 and 2during the Year 1will be scored:
-      40%  quarter 
-      40%  quarter 
-      20%  semester exam
-       
Year 2: 
            
Final grade in Semester 1will be scored:
-      40% quarter
-      40% quarter
-      20% semester exam
 
Final grade in Semester 2 will be scored:
-      80% Quarter 3
-      20% overall mock grade
 
VII.CONTACT:
 

I am here to help you achieve success.  Please ask for help when you feel you may need it.  I am happy to meet with you outside of class time during the school day. Use the email address kthrone@isb.rsto arrange a meeting time or contact me with questions or concerns.

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