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Secondary Disclosure Document/ Syllabus
IB Mathematics SL 2015-16
IB Diploma Program
Aaron Hall
D323
801/484-4343 ext. 210
COURSE DESCRIPTION
IB Math SL is a rigorous course that surveys a wide range of topics. In addition to showing mastery of the
concepts listed below, students will complete an IB Internal Assessment Project (IA). The Project is an application of the
mathematics studied in the course –a student’s personal exploration of math. Students will take the IB External
Assessment battery of tests (EA) at the end of year to accumulate points for the IB Diploma. The IB math SL EA is made
up of two tests each 1.5 hours, the first one without a calculator and the second one with a calculator.
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, 9. Non-right angled triangle trig, 17. Applications of Diff. Calculus,
2. Functions, 10. Trigonometric functions, 18. Integration,
3. Exponentials, 11. Trigonometric identities, 19. Application of Integration,
4. Logarithms, 12. Vectors, 20. Descriptive Statistics,
5. Transforming functions, 13. Vector Applications, 21. Linear Modelling,
6. Sequences and Series, 14. Introduction to Diff. Calculus, 22. Probability,
7. Binomial Expansion, 15. Rules of Differentiation, 23. Discrete Random Variables,
8. The Unit Circle and Radians, 16. Properties of Curves, 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 the book room at Highland.
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 – I recommend the TI-84 Plus, since this will be the
calculator that will be used to promote the calculator skills necessary for the second exam), a pencil (Colored
pencils would be preferable), and the previous day’s assignment finished with prepared questions concerning
better 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 a Highland
grade, A – F, that will calculate into the student’s GPA and assigned every term, and the other is an IB grade, 1 – 7, for
the IB diploma.
Highland Grade
A Final grade for each term will be calculated by category weight, as follows.
1. Midterm Journal 10%
2. Final Journal 10%
2. Participation 10%
3. Daily Quizzes 30%
4. Midterm Test 20%
5. Final Test 20%
IB Grade
1. External Assessment (May 12th) 80%
2. Internal Assessment (February 12th) 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 09/10/15 3ABC – 4GH
Journal: Final, Term 1 (& Identify topic, see below) 10/23/15 5ABC – 7ABC & 20
- See description below 11/24/15 - See description below
- See description below 01/08/16 - See description below
- See description below 02/12/16 - See description below
Journal: Final, Term 3 03/18/16 19ABC1 – 21AB
Journal: Midterm, Term 4 04/28/16 21CDE – 24CD
Journal: Final, Term 4 05/24/16 10-minute presentation of Exploration
Internal Assessment (IA)– 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 a perfect
scored paper can be found in its entirety 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.
Your journal grade for term 2, midterm and final, and midterm for term 3 will be based on the development of the IA – for
those three recording periods, you do not need to complete a separate journal. That being said, a better understanding of
the concepts of this book 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, video, 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.
Midterm and Final exams will be comprehensive only from the previous exam. There will be a test review
scheduled prior to the exam, however, there will not be a pretest given out. You are responsible for all of the content, so
be prepared for everything.
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 needs 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.
Your Highland grade will be calculated by the following grade scale.
94 –100 A 73 – 76 C
90 – 93 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,
You may obtain an electronic copy of this disclosure document at the following website
http://highland.slcschools.org/our-school/faculty/Aaron-Hall.php
Project Dates How is it recorded
Paragraph summary of topic w/Journal 10/23/15 w/journal
Topic and detailed plan 11/24/15 2nd term, midterm journal
Rough Draft (80% complete) 1/08/16 2nd term, final journal
Final Draft 2/12/16 3rd term, midterm journal
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 2015-16 Open Disclosure Document for Mr. Hall’s IB Math SL 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
8/24 Review Disclosure,
Quiz on Chapters 1-2
08/26 3ABC Pp. 83- 84, Exercise 3A:1-7 All
Pp. 85- 86, 3B: 1-12 All
Pp. 87- 88, 3C: 1-5 All
Chapter 3 – Opening Problem (p. 82), Theory of Knowledge – Rational Numbers (p. 89)
08/28 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
Investigation 1 – Graphs of Exponential Functions (p. 95)
09/01 3GH P. 99 Exercise 3G.1: 1-4 All
P. 101, 3G.2: 1-5 All
Pp. 103-104, 3H: 1-15 All
Investigation 2 – Continuous Compound Interest (p. 102)
09/03 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
Chapter 4 – Opening Problem (p. 110), Theory of Knowledge – Logarithms (p. 115), Investigation – Laws of Logarithms (p. 116)
09/08 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
09/10 4GH Pp. 129-130, Exercise 4G: 1-6 All
Pp. 131-132, 4H: 1-14 All
Journals Due 09/14 5ABC P. 139, Exercise 5A: 1-6 All
P. 141, 5B: 1-5 All
Pp. 142-143, 5C: 1-8 All
Chapter 5 – Opening Problem (p. 136), Investigation 1 – Function Families (p. 140), Investigation 2 – Translations (p. 141)
09/16 Review for Midterm
& Discuss Paper
09/18 Midterm Test, Chapters 1 through 5ABC
09/22 5DEF Pp. 143-144, Exercise 5D: 1-7 All
P. 145, 5E: 1-8 All
Pp. 146-148, 5F: 1-8 All
Investigation 3 – Stretches (p. 143), Investigation 4 – Reflections (p. 144)
09/24 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 6 – Opening Problem (p. 152),
09/29 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
10/01 6FG P. 169, Exercise 6F: 1-12 All
Pp. 171-172, 6G.1: 1-6 All
P. 173, 6G.2: 1-8 All
Investigation 1 – Stadium Seating (p. 170), Theory of Knowledge – Infinity (p. 174), Investigation 2 – Von Koch’s Snowflake Curve (p. 175)
10/05 7ABC Pp. 182-183, Exercise 7A: 1-9 All
P. 185, 7B.1: 1-5 All
Pp. 185-187, 7C.2: 1-6
Chapter 7 – Opening Problem (p. 180), Investigation 1 – The Binomial Expansion (pp. 180-181), Investigation 2 – The Binomial Coefficient (p. 183)
10/07 20AB1 Pp. 504-505, 20A: 1-4 All
Pp. 510-511, 20B.1: 1-16 All
Chapter 20– Opening Problem (p. 500), Case Study – Driving a Golf Ball (p. 502) Investigation 1 – Merits of the … (p 507-08)
10/09 20B2C Pp. 513-515, 20B.2: 1-11 All
P. 517, 20B.3: 1-3 All
Pp. 519-520, 20C: 1-5 All
Investigation 2 – Mid-interval Values (p. 516)
10/13 20DE Pp. 523--526, 20D: 1-11 All
Pp. 529-530, 20E: 1-6 All
Investigation 3– Standard Deviation (p. 532)
10/19 20F Pp. 534--535, 20F.1: 1-7 All
P. 536, 20F.2: 1-2 All
Pp. 534-538, 20F.3: 1-5 All
10/21 21AB Pp. 549-550, 21A: 1-4 All
Pp. 553-554, 21B: 1-6 All
Chapter 21– Opening Problem (p. 546), Case Study – Mass on a Spring (549)
10/23 21CDE P. 556, 21C: 1-3 All
P. 558, 21D: 1-4 All
Pp. 559-561, 21E: 1-8 All
Theory of Knowledge – Friedrick Wilhelm Bessel (p. 561)
Journal due w/paper topic 10/27 Review for Final
Be prepared to discuss your paper topic
10/29 Final Exam, Chapters 5DEF, 7, 20, & 21
11/02 22ABCDE1 Pp. 570-571, 22A: 1-4 All
P. 575, 22B: 1-3 All
Pp. 577-578, 22C.1: 1-7 All
Pp. 578-579, 22C.2: 1-3 All
Pp. 580-581, 22D: 1-3 All
P. 583, 22E.1: 1-6 All
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)
11/04 22E2FG P. 585, 22E.2: 1-5 All
Pp. 587-588, 22F: 1-8 All
Pp. 589-590, 22G: 1-10 All
11/06 22H Pp. 592-595, 22H.1: 1-11 All
P. 596, 22H.2: 1-3 All
11/10 22I J Pp. 598-601, 22I: 1-14 All
Pp. 602-603, 22J: 1-8 All
Theory of Knowledge – Modern Probability (p. 603)
11/12 23ABC Pp. 609-610, 23A: 1-4 All
Pp. 612-614, 23B: 1-11 All
Pp. 616-617, 23C: 1-14 All
Chapter 23– Opening Problem (p. 608),
11/16 23D P. 621, 23D.1: 1-5 All
Pp. 622-624, 23D.2: 1-13 All
Pp. 625-626, 23D.3 1-4 All
Investigation 1– Sampling Simulation (pp. 618-619), Investigation 2– Mean and SD (p. 624)
11/18 24AB Pp. 634-636, 24A: 1-13 All
Pp. 637-639, 24B: 1-8 All
Chapter 24– Opening Problem (p. 630), Investigation 1– Standard Deviation (p. 633)
11/20 24CD Pp. 642-643, 24C: 1-6 All
Pp. 644-646, 24D.1: 1-9 All
Pp. 646-647, 24D.2: 1-7 All
Investigation – Properties of z-distribution (p. 639)
11/24 Be prepared to discuss your paper Topic and detailed plan due 12/01 Review for Midterm
& discuss paper
12/03 Midterm test, Chapters 22 & 24
12/07 8AB Pp 191-192, Exercise 8A: 1-5 All
Pp 194-195, 8B: 1-12 All
Chapter 8 – Opening Problem (p. 190), Theory of Knowledge – 360O (p. 192)
12/09 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
Investigation 1 – The Trigonometric Ratio (pp. 198)
12/11 8EF Pp. 208-209, Exercise 8E: 1-9 All
P. 210, 8F: 1-2 All
Investigation 2 – Parametric Equations (pp. 205)
12/15 9AB Pp. 216-217, Exercise 9A: 1-11 All
Pp. 219-220, 9B: 1-9 All
Chapter 9 – Opening Problem (p. 214)
12/17 9CD P. 221, Exercise 9C.1: 1-2 All
Pp. 223-224, 9C.2: 1-8 All
Pp. 225-228, 9D: 1-16 All
Investigation – The Ambiguous Case (p. 221)
Holiday
Homework
Practice EA, worth 2 quizes
1/04 10AB1 P. 235, Exercise 10A: 1-3 All
P. 240, 10B.1: 1-4 All
Chapter 10 – Opening Problem (p. 232), Theory of Knowledge – Symbols in math (p. 236) Investigation 1, 2 – transformations of Trig– (p 238)
1/06 10B2C P. 242, Exercise 10B.2: 1-4 All
P. 245, 10C: 1-5 All
Investigation 3 – Transformations of Trig (pp. 240-241)
1/08 10DEF Pp. 247-248, Exercise 10D: 1-4 All
P. 250, 10E: 1-3 All Pp. 251-252, 10F: 1-8 All
Rough draft due, 80% complete 1/12 Review for test
& Discuss paper
01/14 Final Exam, Chapters 12J – 15CD
01/19 Be prepared to discuss your paper
01/21 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
Chapter 11 – Opening Problem (p. 256)
01/25 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
Investigation – Double Angle Formula (p. 268), Theory of Knowledge – Trigonometry (p. 272)
01/27 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
Pp. 285-286, 12B.4: 1-5All
Chapter 12– Opening Problem (p. 276)
01/29 12CDE P. 288, Exercise 12C: 1-5 All Pp. 289-290, 12D: 1-5 All
Pp. 292-293, 12E: 1-9 All
02/02 12FG Pp. 295-296, Exercise 12F: 1-8 All
Pp. 299-300, 12G: 1-17 All
02/04 12HI Pp. 302-304, 12H: 1-15 All
Pp. 306-307, 12I: 1-10 All
Investigation – Properties of Vectors in space (p. 301)
02/08 12J Pp. 310-314, 12J: 1-23 All Discussion – Elaine’s vector 9p. 309)
02/10 13AB Pp. 321-322, 13A: 1-5 All
P. 325, 13B: 1-8 All
Chapter 13 – Opening Problem (p. 320)
02/12 13CD P. 327, 13C: 1-5 All
Pp. 329-331, 13D: 1-9 All Final draft due: Worth 20% of final IB math diploma grade.
02/17 Review for Midterm
02/19 Midterm test, Chapters 11,12, 13ABCD
02/23 13EF Pp. 332-334, 13E: 1-7 All
Pp. 335-336, 13F: 1-5 All
Theory of Knowledge – Vectors (p. 337)
02/25 13G P. 340, 13G: 1 All
02/29 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),
03/03 14DE P. 354, 14D: 1-3 All
P. 357, 14E: 1-6 All
Investigation 4– Gradient Functions (pp. 354-355)
03/08 15AB Pp. 363-364, 15A: 1-7 All
P. 364, 15B.1: 1-2 All
Pp. 366-367, 15B.2: 1-6 All
Chapter 15– Opening Problem (p. 360), Investigation 1– Simple Rules of Differentiation (p. 360), Investigation 2– Differentiation Comp. Functions (p. 365)
03/10 15CD P. 369, 15C: 1-5 All
P. 371, 15D: 1-4 All
Investigation 3– The Product Rule (pp. 367-368)
03/14 15EF P. 375, 15E: 1-6 All
Pp. 377-378, 15F: 1-5 All
Investigation 4 & 5 – The derivative of y=bx (pp. 372-373), Investigation 6 – The Derivatives of ln x (p. 375)
03/16 15GH P. 380, 15G: 1-4 All
P. 382, 15H: 1-14 All
03/18 16AB Pp. 387-392, 16A: 1-13
Pp. 396-397, 16B: 1-6 All
Chapter 16– Opening Problem (p. 386)
Journals due 03/29 Review for Final
03/31 Final Exam, Chapters 13EF, 14, 15, 16AB
04/04 16CD Pp. 400-401, 16C: 1-13 All
Pp. 403-406, 16D.1: 1-10 All
Pp. 407-408, 16D.2: 1-2 All
04/06 17A P. 417, 17A.1: 1-4 All
Pp. 421-422, 17A.2: 1-9 All
Chapter 17– Opening Problem (p. 414), Investigation – Graphs: Distance, velocity, acc. (p. 419)
04/08 17BC Pp. 424-427, 17B: 1-16 All
Pp. 431-436, 17C: 1-22 All
Theory of Knowledge – Scientific method (p. 436)
04/12 18AB P. 444, 18A.1: 1-5 All
P. 446, 18A.2: 1-2 All
P. 449, 18B: 1-3 All
Chapter 18– Opening Problem (p. 442), Investigation 1– Estimating (p. 447)
04/14 18CD Pp. 453-454, 18C: 1-5 All
Pp. 455-456, 18D: 1-12 All
Investigation 2– The Area Function (p. 450)
04/18 18EF Pp. 459-460, 18E.1: 1-7 All
Pp. 461-462, 18E.2: 1-3 All
Pp. 464-465, 18F: 1-13 All
4/20 18GH Pp. 467-468, 18G: 1-5 All
Pp. 470-471, 18H: 1-16 All
04/22 19ABC1 P. 478, 19A: 1-4 All
Pp. 481-483, 19B: 1-16 All
P. 485, 19C.1: 1-3 All
Chapter 19– Opening Problem (p. 476), Investigation – Integration and areas (p. 478)
04/26 19C2D Pp. 487-488, 19C2: 1-7 All
Pp. 491-492, 19D.1: 1-9 All
Pp. 493-494, 19D.2: 1-5 All
04/28 Review for EA (chapter 25) Journal 05/02 Review for EA (chapter 25)
05/04 Review for EA (chapter 25)
05/06 Review for EA (chapter 25)
05/10 Review for EA (chapter 25)
05/12 **External Assessment** Worth 80% of your
IB Math diploma grade.
05/16 Student presentation on exploration
05/18 Student presentation on exploration
05/20 Student presentation on exploration
05/24 Student presentation on exploration
05/26 Review for Final
06/01 Final Exam
06/03 Sign yearbooks
Smith
1
Running Head: Smith
Journal: Midterm, Term 1
John Smith
Highland High School
IB mathematics SL
Aaron D. Hall, M.Ed.
September 10, 2015
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”
