Secondary Disclosure Document/ Syllabus IB Mathematics SL 2014-15 IB Diploma Program Aaron Hall D323 801/484-4343 ext. 210 aaron.hall@slcschools.org COURSE DESCRIPTION This course is intended for individuals interested in pursuing future studies in chemistry, economics, psychology, and business administration; compared to IB math studies for students interested in social sciences, humanities, language, or arts. IB Math SL is an upper level IB course that surveys a wide range of topics. In addition to showing understanding of the chapters listed below, students will complete an IB Internal Assessment Project. The Project is an application of the mathematics studied in the course. Students will take the IB External Assessment battery of tests at the end of year to accumulate points for the IB Diploma. 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. For optimal success in this math course, students should 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 real and abstract 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. 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 real-world, involving organizing and analyzing information, making conjectures, drawing conclusions and testing their validity. Please peruse the following YouTube video on why math is important. https://www.youtube.com/watch?v=ayiv4jggqjc COURSE OBJECTIVE Students will demonstrate understanding and fluency of the following concepts. 1. Quadratics, 13. Vector Applications, 2. Functions, 14. Introduction to Differential Calculus, 3. Exponentials, 15. Rules of Differentiation, 4. Logarithms, 16. Properties of Curves, 5. Transforming functions, 17. Applications of Differential Calculus, 6. Sequences and Series, 18. Integration, 7. Binomial Expansion, 19. Application of Integration, 8. The Unit Circle and Radians, 20. Descriptive Statistics, 9. Non-right angled triangle trig, 21. Linear Modelling, 10. Trigonometric functions, 22. Probability, 11. Trigonometric identities, 23. Discrete Random Variables, 12. Vectors, 24. The Normal Distribution, COURSE MATERIALS The textbook for this class is Mathematics for the international student: Mathematics SL, for use with IB Diploma Programme, third edition by Robert Haese, et al.: Published by Haese Mathematics, 2012, ISBN code 978-1-921972-08-9. An online copy of the book can be found at the following website and from a CD provided in the book. You can also pick up a physical book from Colby in the book room. http://miamibeachhigh.schoolwires.com/cms/lib07/fl01000126/centricity/domain/266/ibsl-3.pdf
FORMAT AND PROCEDURES Student learning will take place through interactive lectures, discussions, group work, and individual work. Grades will be assessed though journals, participation, daily quizzes, midterm test, and final. COURSE REQUIREMENTS To promote a school environment that is supportive for all student development, individuals will be expected to demonstrate the five core values as outlined in the Community of Caring Curriculum, adopted by the Salt Lake City School District; Caring, Respect, Responsibility, Trust, and Family. These values are important elements in facilitating a positive and safe atmosphere for students to learn and grow. Caring: Life is not just about ourselves. We need to help protect and nurture each other. Letting another student copy your work is not caring since it robs the other student of their mathematical development. Instead, show concern by giving the student the necessary instruction to grasp a particular concept. Respect: It s the Golden Rule. Treat others the way you want to be treated. Responsibility: All students will be expected to come to class with a notebook (a notebook exclusively for math, and preferably quad ruled for easy graphing), calculator (preferably one that can graph functions, but should at least be a scientific calculator with trig functions The SLC school District recommends TI nspire CAS and it will be that calculator that I will be using for demonstration purposes), a pencil (Colored pencils would be preferable), and the previous day s assignment finished with prepared questions concerning their understanding. Trust: Students should build trust with their peers and teachers by having integrity in everything they do, including doing the assignments for understanding; not copying another student s work. Cheating or plagiarism will not be tolerated. This will be dealt with as outlined in the Highland High School handbook. Family: You are part of the RAM family. It s the Highland way. It is a violation of Utah State law to engage in disruptive student behavior (53A-11-910). http://le.utah.gov/code/title53a/htm/53a11_091000.htm Therefore, all students will be expected to act in an appropriate manner. GRADING PROCEDURES Given that this is an IB class, there will be two different grades assigned to each student. One is the Highland grade that will calculate into the student s GPA and assigned every term, and the other is an IB grade for your diploma, a single grade given out at the end of the school year. Highland Grade A Final grade for each term will be calculated by category weight, as follows. 1. Journals 20% 2. Participation 10% 3. Daily Quizzes 30% 4. Midterm Test 20% 5. Final Test 20% IB Grade 1. External Assessment (May 12 th ) 80% 2. Internal Assessment (February 13 th ) 20% Journals will be handed in twice per term, the week prior to midterm s week and final s week. Each entry should be titled by its journal entry name, followed by a summary of the reading, a personal reflection, and answers to any questions that the book included. The length of each entry should be long enough to adequately display the outlined requirements in an articulate, convincing, and concise manner. Journals should have a cover page with student s name, course name, date, an indication of midterm or final followed by the term number, and teachers name neatly stapled or bound in a binder. All work must be neat and legible, either typed or handwritten. See attachments for journal topics. Project Dates Topics included Journal: Midterm, Term 1 09/11/14 3ABC 4GH Journal: Final, Term 1 (& Identify topic, see below) 10/24/14 5ABC 10AB1 - See description below 11/25/14 - See description below - See description below 01/09/15 - See description below - See description below 02/13/15 - See description below Journal: Final, Term 3 03/20/15 19ABC1 21AB Journal: Midterm, Term 4 04/24/15 21CDE 24CD Journal: Final, Term 4 05/18/15 10-minute presentation of Exploration
Internal Assessment An individual piece of work (an exploration) completed during the course involving the collection and/or generation of data, and the analysis and evaluation of that data is a requirement for the IB Math SL course. This will be graded by the teacher and by the International Baccalaureate (IB). Projects may take the form of mathematical modeling, investigations, applications, statistical surveys, etc. Ideas for this project can be found on the following website. http://ibmathsresources.com/maths-ia-maths-exploration-topics. Specific guidelines for the project can be found at the following website, though these guidelines can also be found at the bottom of the electronic copy of this disclosure document. http://www.pps.k12.or.us/schools/cleveland/files/ib/ib_summer_math_sl_hl.pdf. An extract of a student report used to demonstrate the components of the report can be found on page 14 of your textbook and at the bottom of the electronic copy of this disclosure document. For tips on how to write a mathematical paper, go to http://www.cwu.edu/~glasbys/writing.pdf. FAILURE TO DO AN AUTHENITC MATH PROJECT WILL RESULT IN A FORFEITURE OF THE IB DIPLOMA. Project Dates How is it recorded Paragraph summary of topic w/journal 10/24/14 w/journal Topic and detailed plan 11/25/14 2 nd term, midterm journal Rough Draft (80% complete) 1/09/15 2 nd term, final journal Final Draft 2/13/15 3 rd term, midterm journal Your journal grade for term 2, midterm and final, and midterm for term 3 will be based on this project for those three recording periods, you do not need to complete a journal as well. That being said, a better understanding of the concepts can be gained through completing the investigations and problems regardless. Your final journal grade will be based upon a 10-minutes classroom presentation of your internal assessment, via poster board, document camera, Power Point, etc,.. Participation will be based upon student attendance (no excessive or unexcused absences) and appropriate involvement in the lesson. Daily Quizzes will measure a student s understanding of the previous day s concepts. Homework will be assigned, but not collected Assignments should be used to prepare for daily quizzes and midterm & final exams. If you are tempted not to do the homework, this will be reflected in your quiz scores. Lowest quiz will be dropped from grade. Make up work Journals: A late journal will lose half its points before being graded. For the internal assessment, a late final draft may result in no points for the IB grade. Participation: Students with excused absences will be exempted from participation for the days they missed, otherwise the student will lose points for that day. Quizzes: If a student has an excused absence, he/she can take a makeup test after school on the last week of the term. This test will not necessarily cover the topics of the missed quiz, but can be on any of the topics covered during the term, so be prepared for everything. If a student will need to make up more than one quiz, this must be prearranged prior to the absence, otherwise one zero score will count as the student s lowest score and be dropped. The make up quiz cannot be used to replace a low grade quiz score. Midterm and final: Any make up test must be prearranged prior to the absence. The grade scale is as follows: 95 100 A 73 76 C 90 94 A- 70 72 C- 87 89 B+ 67 69 D+ 83 86 B 63 66 D 80 82 B- 59 62 D- 77 79 C+ 00 58 F QUESTIONS OR CONCERNS Please contact me at work at 484-4343, ext. 210 or by e-mail, aaron.hall@slcschools.org You may obtain an electronic copy of this disclosure document at the following website http://highland.slcschools.org/our-school/faculty/aaron-hall.php
Important Mathematical Terms for IB math SL Obtain a numerical answer showing the relevant stages in the working. Give a judgment based on a given statement or result of a calculation. Give an account of the similarities between two (or more) items or situations, referring to both (all) of them throughout. Give an account of the similarities and differences between two (or more) items or situations, referring to both (all) of them throughout. Display information in a diagrammatic or logical form. Give an account of the differences between two (or more) items or situations, referring to both (all) of them throughout. Reach a conclusion from the information given. Make clear by reasoning or evidence, illustrating with examples or practical application. Give a detailed account. Obtain the only possible answer. Obtain the derivative of a function. Make clear the differences between two or more concepts or items. Represent by means of a labelled, accurate diagram or graph, using a pencil. A ruler (straight edge) should be used for straight lines. Diagrams should be drawn to scale. Graphs should have points correctly plotted (if appropriate) and joined in a straight line or smooth curve. Obtain an approximate value. Give a detailed account, including reasons or causes. Obtain an answer, showing relevant stages in the working. Use the preceding work to obtain the required result. It is suggested that the preceding work is used, but other methods could also receive credit. Provide an answer from a number of possibilities. Obtain the integral of a function. Use knowledge and understanding to recognize trends and draw conclusions from given information. Observe, study, or make a detailed and systematic examination, in order to establish facts and reach new conclusions. Give valid reasons or evidence to support an answer or conclusion. Add labels to a diagram. Give a sequence of brief answers with no explanation. Mark the position of points on a diagram. Give an expected result. Give the steps in a calculation or derivation. Obtain the required result (possibly using information given) without the formality of proof. Show that questions do not generally require the use of a calculator. Represent by means of a diagram or graph (labelled as appropriate). The sketch should give a general idea of the required shape or relationship, and should include relevant features. Obtain the answer(s) using algebraic and/or numerical and/or graphical methods. Give a specific name, value or other brief answer without explanation or calculation. Propose a solution, hypothesis or other possible answer. Provide evidence that validates the result. Obtain the answer(s), usually by extracting information. Little or no calculation is required. Working does not need to be shown.
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - Dear Parent/Guardian, Please sign and return the following. Suggestions are welcome. I have received and read the 2013-14 Open Disclosure Document for Mr. Hall s math class. I am aware of the manner in which the class functions and the procedures for grading. I agree to my student s participation in this class as outlined herein. Student Date Parent Signature
Homework Schedule IB Math SC Mr. Hall Assignments should be used to prepare for daily quizzes and midterm & final exams. You will not be turning them in. Journals will be handed in twice per term, the week prior to midterms week and finals week. Each entry should be titled by its Journal entry name, followed by a summary of the reading, a personal reflection, and answers to any questions. The length of each entry should be long enough to adequately display the outlined requirements in an articulate and intelligible manner. Journals should have a cover page with student s name, course name, date, an indication of midterm or final followed by the term number, and teachers name neatly stapled or bound in a binder (example of cover page is attached in APA format). All work must be neat and legible, either typed or handwritten. Date Chapter Assignment Journal Entries 8/25 Review Disclosure, Quiz on Chapters 1-3 08/27 3ABC Pp. 83-84, Exercise 3A:1-7 All Pp. 85-86, 3B: 1-12 All Pp. 87-88, 3C: 1-5 All 08/29 3DEF P. 90, Exercise 3D.1: 1-2 All P. 91, 3D.2: 1-3 All Pp. 93-94, 3E: 1-5 All P. 97, 3F: 1-6 All 09/03 3GH P. 99 Exercise 3G.1: 1-4 All P. 101, 3G.2: 1-5 All Pp. 103-104, 3H: 1-15 All 09/05 4ABC Pp. 111-113, Exercise 4A.1: 1-6 All P. 114, 4B.2: 1-6 All Pp. 117-118, 4C.1: 1-7 All Pp. 119-120, 4C.2: 1-4 All 09/09 4DEF P. 121, Exercise 4D.1: 1-6 All Pp. 122-123, 4D.2: 1-4 All Pp. 124-125, 4E: 1-7 All P. 126, 4F: 1-4 All 09/11 4GH Pp. 129-130, Exercise 4G: 1-6 All Pp. 131-132, 4H: 1-14 All 09/15 5ABC P. 139, Exercise 5A: 1-6 All P. 141, 5B: 1-5 All Pp. 142-143, 5C: 1-8 All 09/17 Review for Midterm & Discuss Paper 09/19 Midterm Test, Chapters 1 through 5ABC 09/23 5DEF Pp. 143-144, Exercise 5D: 1-7 All P. 145, 5E: 1-8 All Pp. 146-148, 5F: 1-8 All 09/25 6ABC P. 153, Exercise 6A: 1-4 All P. 154, 6B: 1-5 All Pp. 156-158, 6C.1: 1-8 All P. 159, 6C.2: 1-3 All Chapter 3 Opening Problem (p. 82), Theory of Knowledge Rational Numbers (p. 89) Investigation 1 Graphs of Exponential Functions (p. 95) Investigation 2 Continuous Compound Interest (p. 102) Chapter 4 Opening Problem (p. 110), Theory of Knowledge Logarithms (p. 115), Investigation Laws of Logarithms (p. 116) Journals Due Chapter 5 Opening Problem (p. 136), Investigation 1 Function Families (p. 140), Investigation 2 Translations (p. 141) Investigation 3 Stretches (p. 143), Investigation 4 Reflections (p. 144) Chapter 6 Opening Problem (p. 152),
09/30 6DE Pp. 160-162, Exercise 6D.1: 1-10 All P. 163, 6D.2: 1-4 All P. 165, 6D.3: 1-10 All P. 167, 6E: 1-5 All 10/02 6FG P. 169, Exercise 6F: 1-12 All Pp. 171-172, 6G.1: 1-6 All P. 173, 6G.2: 1-8 All 10/06 7ABC Pp. 182-183, Exercise 7A: 1-9 All P. 185, 7B.1: 1-5 All Pp. 185-187, 7C.2: 1-10 All 10/08 8AB Pp 191-192, Exercise 8A: 1-5 All Pp 194-195, 8B: 1-12 All 10/10 8CD Pp. 199-201, Exercise 8C: 1-9 All Pp. 202-203, 8D.1: 1-6 All Pp. 204-195, 8D.2: 1-2 All 10/14 8EF Pp. 208-209, Exercise 8E: 1-9 All P. 210, 8F: 1-2 All 10/20 9AB Pp. 216-217, Exercise 9A: 1-11 All Pp. 219-220, 9B: 1-9 All 10/22 9CD P. 221, Exercise 9C.1: 1-2 All Pp. 223-224, 9C.2: 1-8 All Pp. 225-228, 9D: 1-16 All 10/24 10AB1 P. 235, Exercise 10A: 1-3 All P. 240, 10B.1: 1-4 All Journal due w/paper topic 10/28 Review for Final Be prepared to discuss your paper topic 10/30 Final Exam, Chapters 5DEF -10AB1 11/03 10B2C P. 242, Exercise 10B.2: 1-4 All P. 245, 10C: 1-5 All 11/05 10DEF Pp. 247-248, Exercise 10D: 1-4 All P. 250, 10E: 1-3 All Pp. 251-252, 10F: 1-8 All 11/07 11AB Pp. 257-258, Exercise 11A.1: 1-4 All P. 259, 11A.2: 1-4 All Pp. 260-263, 11A.3: 1-10 All Pp. 264-265, 11B: 1-6 All 11/11 11CDE P. 266, Exercise 11C.1: 1-4 All Pp. 267-268, 11C.2: 1-3 All Pp. 269-270, 11D: 1-10 All P. 271, 11E: 1-2 All 11/13 12AB P. 277, Exercise 12A.1: 1-3 All Pp. 278-279, 12A.2: 1-3 All P. 281, 12B.1: 1-5 All Pp. 282-283, 12B.2: 1-3 All Pp. 283-284, 12B.3: 1-2 All Investigation 1 Stadium Seating (p. 170), Theory of Knowledge Infinity (p. 174), Investigation 2 Von Koch s Snowflake Curve (p. 175) Chapter 7 Opening Problem (p. 180), Investigation 1 The Binomial Expansion (pp. 180-181), Investigation 2 The Binomial Coefficient (p. 183) Chapter 7 Opening Problem (p. 190), Theory of Knowledge 360 O (p. 192) Investigation 1 The Trigonometric Ratio (pp. 198) Investigation 2 Parametric Equations (pp. 205) Chapter 9 Opening Problem (p. 214) Investigation The Ambiguous Case (p. 221) Chapter 10 Opening Problem (p. 232), Theory of Knowledge Symbols in math (p. 236) Investigation 1, 2 transformations of Trig (p 238) Investigation 3 Transformations of Trig (pp. 240-241) Chapter 11 Opening Problem (p. 256) Investigation Double Angle Formula (p. 268), Theory of Knowledge Trigonometry (p. 272) Chapter 12 Opening Problem (p. 276)
Pp. 285-286, 12B.4: 1-5All 11/17 12CDE P. 288, Exercise 12C: 1-5 All Pp. 289-290, 12D: 1-5 All Pp. 292-293, 12E: 1-9 All 11/19 12FG Pp. 295-296, Exercise 12F: 1-8 All Pp. 299-300, 12G: 1-17 All 11/21 12HI Pp. 302-304, 12H: 1-15 All Pp. 306-307, 12I: 1-10 All Investigation Properties of Vectors in space (p. 301) 11/25 Be prepared to discuss your paper Topic and detailed plan due 12/02 Review for Midterm & discuss paper 12/04 Midterm test, Chapters 10B2C 12HI 12/08 12J Pp. 310-314, 12J: 1-23 All Discussion Elaine s vector 9p. 309) 12/10 13ABC Pp. 321-322, 13A: 1-5 All Chapter 13 Opening Problem (p. 320) P. 325, 13B: 1-8 All P. 327, 13C: 1-5 All 12/12 13DE Pp. 329-331, 13D: 1-9 All Pp. 332-334, 13E: 1-7 All 12/16 13FG Pp. 335-336, 13F: 1-5 All P. 340, 13G: 1 All Theory of Knowledge Vectors (p. 337) 12/18 14ABC P. 346, 14A: 1-4 All P. 349, 14B: 1-3 All P. 353, 14C: 1-2 All Chapter 14 Opening Problem (p. 344), Historical Note Calculus (p. 344), Theory of Knowledge Paradox (p. 347) Investigation 1 Limits in Number Sequences (p. 348), Investigation 4 Gradient Functions (pp. 354-355) Holiday Homework 14DE P. 354, 14D: 1-3 All P. 357, 14E: 1-6 All 01/05 15AB Pp. 363-364, 15A: 1-7 All P. 364, 15B.1: 1-2 All Pp. 366-367, 15B.2: 1-6 All 01/07 15CD P. 369, 15C: 1-5 All P. 371, 15D: 1-4 All 01/09 Be prepared to discuss your paper Rough draft due, 80% complete 01/13 Review for test & Discuss paper 01/15 Final Exam, Chapters 12J 15CD 01/20 15EF P. 375, 15E: 1-6 All Pp. 377-378, 15F: 1-5 All 01/22 15GH P. 380, 15G: 1-4 All P. 382, 15H: 1-14 All 01/26 16AB Pp. 387-392, 16A: 1-18 All Pp. 396-397, 16B: 1-6 All 01/28 16CD Pp. 400-401, 16C: 1-13 All Pp. 403-406, 16D.1: 1-10 All Pp. 407-408, 16D.2: 1-2 All 01/30 17A P. 417, 17A.1: 1-4 All Pp. 421-422, 17A.2: 1-9 All 02/03 17BC Pp. 424-427, 17B: 1-16 All Pp. 431-436, 17C: 1-22 All Chapter 15 Opening Problem (p. 360), Investigation 1 Simple Rules of Differentiation (p. 360), Investigation 2 Differentiation Comp. Functions (p. 365) Investigation 3 The Product Rule (pp. 367-368) Investigation 4 & 5 The derivative of y=b x (pp. 372-373), Investigation 6 The Derivatives of ln x (p. 375) Chapter 16 Opening Problem (p. 386) Chapter 17 Opening Problem (p. 414), Investigation Graphs: Distance, velocity, acc. (p. 419) Theory of Knowledge Scientific method (p. 436)
02/05 Discuss paper 1 more week before it s due. 02/09 18AB P. 444, 18A.1: 1-5 All P. 446, 18A.2: 1-2 All P. 449, 18B: 1-3 All 02/11 18CD Pp. 453-454, 18C: 1-5 All Pp. 455-456, 18D: 1-12 All 02/13 18EF Pp. 459-460, 18E.1: 1-7 All Pp. 461-462, 18E.2: 1-3 All Pp. 464-465, 18F: 1-13 All 02/18 Review for Midterm 02/20 Midterm test, Chapters 15EF 18EF 02/24 18GH Pp. 467-468, 18G: 1-5 All Pp. 470-471, 18H: 1-16 All 02/26 19ABC1 P. 478, 19A: 1-4 All Pp. 481-483, 19B: 1-16 All P. 485, 19C.1: 1-3 All 03/02 19C2D Pp. 487-488, 19C2: 1-7 All Pp. 491-492, 19D.1: 1-9 All Pp. 493-494, 19D.2: 1-5 All 03/05 20AB1 Pp. 504-505, 20A: 1-4 All Pp. 510-511, 20B.1: 1-16 All 03/10 20B2C Pp. 513-515, 20B.2: 1-11 All P. 517, 20B.3: 1-3 All Pp. 519-520, 20C: 1-5 All 03/12 20DE Pp. 523--526, 20D: 1-11 All Pp. 529-530, 20E: 1-6 All 03/16 20F Pp. 534--535, 20F.1: 1-7 All P. 536, 20F.2: 1-2 All Pp. 534-538, 20F.3: 1-5 All 03/18 21AB Pp. 549-550, 21A: 1-4 All Pp. 553-554, 21B: 1-6 All 03/20 21CDE P. 556, 21C: 1-3 All P. 558, 21D: 1-4 All Pp. 559-561, 21E: 1-8 All 03/24 Review for Final 03/26 Final Exam 04/06 22ABC1 Pp. 570-571, 22A: 1-4 All P. 575, 22B: 1-3 All Pp. 577-578, 22C.1: 1-7 All 04/08 22C2DE1 Pp. 578-579, 22C.2: 1-3 All Pp. 580-581, 22D: 1-3 All P. 583, 22E.1: 1-6 All 04/10 22E2FG P. 585, 22E.2: 1-5 All Pp. 587-588, 22F: 1-8 All Pp. 589-590, 22G: 1-10 All 04/14 22H Pp. 592-595, 22H.1: 1-11 All P. 596, 22H.2: 1-3 All Chapter 18 Opening Problem (p. 442), Investigation 1 Estimating (p. 447) Investigation 2 The Area Function (p. 450) Final draft due: Worth 20% of final IB math diploma grade. Chapter 19 Opening Problem (p. 476), Investigation Integration and areas (p. 478) Chapter 20 Opening Problem (p. 500), Case Study Driving a Golf Ball (p. 502) Investigation 1 Merits of the (p 507-08) Investigation 2 Mid-interval Values (p. 516) Investigation 3 Standard Deviation (p. 532) Chapter 21 Opening Problem (p. 546), Case Study Mass on a Spring (549) Theory of Knowledge Friedrick Wilhelm Bessel (p. 561) Journals due Chapter 22 Opening Problem (p. 568), Investigation 1 Tossing Drawing Pins (p. 570), Investigation 2 & 3 Experiments (pp. 571-573) Discussion Tossing coin (p. 579) Investigation 4 Compound events (pp. 581-582)
04/16 22I J Pp. 598-601, 22I: 1-14 All Pp. 602-603, 22J: 1-8 All 04/20 23AB Pp. 609-610, 23A: 1-4 All Pp. 612-614, 23B: 1-11 All 04/22 23C Pp. 616-617, 23C: 1-14 All 04/24 23D P. 621, 23D.1: 1-5 All Pp. 622-624, 23D.2: 1-13 All Pp. 625-626, 23D.3 1-4 All 04/28 24AB Pp. 634-636, 24A: 1-13 All Pp. 637-639, 24B: 1-8 All 04/30 24CD Pp. 642-643, 24C: 1-6 All Pp. 644-646, 24D.1: 1-9 All Pp. 646-647, 24D.2: 1-7 All 05/04 Review for EA (chapter 25) 05/06 Review for EA (chapter 25) 05/08 Review for EA (chapter 25) 05/12 **External Assessment** Worth 80% of your IB Math diploma grade. 05/14 Student presentation of exploration 05/18 Student presentation of exploration 05/20 Student presentation of exploration 05/26 Student presentation of exploration 05/28 Student presentation of exploration 06/01 Review for Final 06/03 Final Exam 06/05 Sign year books Theory of Knowledge Modern Probability (p. 603) Chapter 23 Opening Problem (p. 608), Investigation 1 Sampling Simulation (pp. 618-619), Investigation 2 Mean and SD (p. 624) Chapter 24 Opening Problem (p. 630), Investigation 1 Standard Deviation (p. 633) Investigation Properties of z-distribution (p. 639) Journals due
Journal Scorning Sheet Students Name Score Students Name Score Date Document appearance Title page w/all components Pages are clean and neat Bound neatly and in order Double spaced Typed/legible 10 Date Document appearance Title page w/all components Pages are clean and neat Bound neatly and in order Double spaced Typed/legible 10 Included in each entry Entry Title Complete and Concise Summary Reflection Answers to questions 10 Included in each entry Entry Title Complete and Concise Summary Reflection Answers to questions 10 Content for each entry Insightful Clear and to the point Grammar/spelling Well structured sentences Answers correct with work 10 Content for each entry Insightful Clear and to the point Grammar/spelling Well structured sentences Answers correct with work 10 Total Score (multiply by the amount of entries included) Total Score (multiply by the amount of entries included) For tips on how to write a mathematical paper, go to For tips on how to write a mathematical paper, go to
http://www.cwu.edu/~glasbys/writing.pdf. http://www.cwu.edu/~glasbys/writing.pdf. Smith 1 Running Head: Smith Journal: Midterm, Term 1 John Smith Highland High School IB mathematics SL Aaron D. Hall, M.Ed. September 11, 2014
Frequently Asked Questions for Interval Assessment for IB Math SL What is the difference between a mathematical exploration and an extended essay in mathematics? The criteria are completely different. It is intended that the exploration is to be a much less extensive piece of work than a mathematics extended essay. The intention is for students to explore an idea rather than have to do the formal research demanded in an extended essay. How long should it be? It is difficult to be prescriptive about mathematical writing. However, the Mathematics SL guide and the Mathematics HL guide state that 6 12 pages should be appropriate. A common failing of mathematical writing is excessive repetition, and this should be avoided, as such explorations will be penalized for lack of conciseness. However, it is recognized that some explorations will require the use of several diagrams, which may extend them beyond the page limit. How long should it take? It is difficult to give a single answer. However, the guideline of 10 hours class time with approximately the same amount of time outside class should suffice for students to develop their ideas and complete the exploration. Does the exploration need a title? It is good practice to have a title for all pieces of work. If the exploration is based on a stimulus, it is recommended that the title not just be the stimulus. Rather, the title should give a better indication of where the stimulus has taken the student. For example, rather than have the title water, the title could be Water predicting storm surges. Can students in the same school/class use the same title for the exploration? Yes, but the explorations must be different, based on the avenues followed by each student. As noted above, the title should give an idea of what the exploration is about. Group work is not allowed. Can students in the same school/class use the same stimulus? Yes, this is permissible. However, the stimuli are intended to be broad themes around which a variety of foci could develop. It is therefore expected that, even if students use the same stimuli, the resulting explorations will be very different. How much help can a teacher give the student in finding a topic/focus for their exploration? The role of the teacher here is to provide advice to the student on choosing the topic, and there is no set limit to the amount of help a teacher can give in this respect. However, if the student has little or no input into the decision about which focus to choose, then it is unlikely that he or she will be able to explore the ideas successfully in order to generate a good exploration. How much help can the teacher give to the student with the mathematical content of the exploration? If a student needs help with the revision of a particular topic because they are having some problems using this in their exploration, then it is permissible (indeed, this is good practice) for the teacher to give this help. However, this must be done in such a way that is not directly connected with the exploration. What should the target audience be for a student when writing the exploration? The exploration should be accessible to fellow students. Can the students use mathematics other than that they have done in class? Yes, but this must be clearly explained and referenced, and teacher comments should clarify this. Can students use mathematics that is outside the syllabus? Yes, as long as the mathematics used is relevant. However, this is not necessary to obtain full marks. What is the difference between criterion A (communication) and criterion B (mathematical presentation)? Communication is focusing on the overall organization and coherence of the exploration, whereas mathematical presentation focuses on the appropriateness of the mathematics. An exploration that is logically set out in terms of its overall structure could score well in criterion A despite using inappropriate mathematics. Conversely, an exploration that
uses appropriate diagrams and technology to develop the ideas could score well in criterion B but poorly in criteriona because it lacked a clear aim or conclusion, for example. Can a student submit one of the old portfolios? The portfolio tasks were written for completely different criteria and are therefore unsuitable to be submitted as explorations. Does the exploration have to be word processed or handwritten? It can be in either form as long as it is clearly legible. Is a student penalized for using calculator notation? The use of such notation should be discouraged because it is likely to lead to poor communication and therefore loss of marks in the relevant criterion. Where it is convenient to use such notation, for example, in screenshots, then meanings should be clearly explained. What is personal engagement? The exploration is intended to be an opportunity for students to use mathematics to develop an area of interest to them rather than merely to solve a problem set by someone else. Criterion C (personal engagement) will be looking at how well the student is able to demonstrate that he or she has made the exploration their own and expressed ideas in an individual What is a complete exploration? In a complete exploration, all steps are clearly explained without detracting from its conciseness. What is the difference between precise and correct? As outlined in criterion E (use of mathematics), precise mathematics requires absolute accuracy with appropriate use of notation. Correct mathematics may contain the occasional error as long as it does not seriously interfere with the flow of the work or give rise to conclusions or answers that are clearly wrong. way.maths SL/HL TSM Edited August 2011
The following Marking Grid represents the grade given to the attached internal assessment entitled MMedical Test Accuracy and Statistics