DP unit planner 2 (MYP aligned)

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

Course part Functions SL or HL/Year 1 or 2 Y1 Dates Y1 start of Formatted: Not Highlight

and topic academic year

Unit description and texts DP assessment(s) for unit

SL: HL: P1, P2, P3

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INQUIRY: establishing the purpose of the unit Deleted: ¶

Transfer goals
List here one to three big, overarching, long-term goals for this unit. Transfer goals are the major goals that ask students to “transfer”, or apply, their
knowledge, skills, and concepts at the end of the unit under new/different circumstances, and on their own without scaffolding from the teacher.
Models are depictions of real-life events using expressions, equations or graphs while a function is defined as a relation or expression involving one or more Formatted: Normal (Web), Space Before: 0.1 pt, After: 0.1
variables. Creating different representations of functions to model the relationships between variables, visually and symbolically as graphs, equations and tables pt
represents different ways to communicate mathematical ideas. Deleted: ¶
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Essential understandings
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List here the key content/skills/concepts that students will know/have at the end of the unit Formatted: Font: Times

Students will know the following content:

SL 2.1* The different forms of the equation of a straight line; gradient; intercepts; parallel and perpendicular lines.
SL 2.2* Concept of a function, domain, range and graph; function notation; the concept of a function as a mathematical model; informal concept that an
inverse function where inverse function as a reflection in the line y = x ; the notation
f -1 ( x) .
SL 2.3* The graph of a function; its equation y = f (x); creating a sketch from information given or a context, including transferring a graph from screen to
paper; using technology to graph functions including their sums and differences.
SL 2.4* Determine key features of graphs; finding the point of intersection of two curves or lines using technology.
SL 2.5 Composite functions; identity function; finding the inverse function
f -1(x).
SL 2.6* quadratic functions, completing square, their graphs and equations; zeros, roots and factors; sum and product of the roots of quadratic equations,
SL 2.7 discriminant;
SL 2.8 The reciprocal function : its graph and self-inverse nature; rational
functions of the form and their graphs; equations of vertical and horizontal asymptotes.
SL 2.11 Transformations of graphs; translations: y = f (x) + b ; y = f (x - a); reflections (in both axes): y = - f (x); y = f (-x); vertical stretch with scale factor p:
y = pf (x) ; horizontal
stretch with scale factor 1/q : y = f (qx); composite transformations.
AHL 2.14 polynomial functions: odd and even functions;
AHL 2.12 polynomial division, the factor and remainder theorems; sum and product of the roots of polynomial equations.
&'() &' + ()'(*
AHL2.13 Rational functions of the form 𝑓(𝑥) = , 𝑓(𝑥) =
*' + (,'(- ,'(-

DP unit planner 2 (MYP aligned) 2

 -1
AHL 2.14 finding the inverse function f (x), including domain restriction; self-inverse functions.
≥
AHL 2.15 Solutions of g(x) f (x), both graphically and analytically.
AHL 2.16 Graphs of |f(x)|, f(|x|), 1/f(x), f(ax+b), (f(x))2. Solution of modulus equations and inequalities
SL 2.9 Exponential functions and their graphs: f(x)=ax,a>0, f(x)=ex
Logarithmic functions and their graphs: f(x)=logax,x>0, f(x)=lnx,x>0.
SL 2.10 Solving equations, both graphically and analytically; use of technology to solve a variety of equations, including those where there is no
appropriate analytic approach; Applications of graphing skills and solving equations that relate to real-life situations. Deleted: ¶
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Students will develop he following skills: Deleted: ¶

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DP unit planner 2 (MYP aligned) 4
 Students will grasp the following concepts: Deleted: ¶
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• Different representations of functions, symbolically and visually as graphs, equations and tables provide different ways to communicate ¶
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mathematical relationships. ¶
• The parameters in a function of equation correspond to geometrical features of a graph and can represent physical quantities in spatial ¶
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dimensions.
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• Moving between different forms to represent functions allows for deeper understanding and provides different approaches to problem solving.
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• Our spatial frame of reference affects the visible part of a function and by changing this “window” can show more or less to best suit our needs.
Formatted: Font: (Default) Times New Roman, 12 pt,
• Equivalent representations of quadratic functions can reveal different characteristics of the same relationship.
Formatted: Font: (Default) Times New Roman, 12 pt,
• Functions represent mappings that assign to each value of the independent variable (input) one and only one dependent variable (output).
Formatted: Font: (Default) Times New Roman, 12 pt,
• The parameters in a function or equation correspond to geometrical features of a graph and can represent physical quantities in spatial
Formatted: Font: (Default) Times New Roman, 12 pt,
dimensions.
Formatted: Font: (Default) Times New Roman, 12 pt,
• Equivalent representations of quadratic functions can reveal different characteristics of the same relationship.
• Extending results from a specific case to a general form can allow us to apply them to a larger system. Formatted: Font: (Default) Times New Roman, 12 pt,
• Patterns can be identified in behaviors which can give us insight into appropriate strategies to model or solve them. Formatted: Font: (Default) Times New Roman, 12 pt,
• The intersection of a system of equations may be represented graphically and algebraically and represents the solution that satisfies the equations.

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Inquiry questions Formatted: Space Before: 0 pt, After: 10 pt, Line spacing:
Multiple 1.15 li
List here the understandings above written in question form, preferably as ones that inspire students to answer them.

Content-based:
What evidence allows us to be confident in making hypotheses and predictions based on patterns?

How does knowing the relationship between inverse operations affect our understanding of the graphical representation of two functions?

How can functions be manipulated to better understand the nature of the relationship?

If I understand how one function transforms, how can I hypothesize about the transformation of a new type of function?

Why are the domain and range critical to furthering our understanding of a function?

DP unit planner 2 (MYP aligned) 5

 Skills-based: Deleted: ¶
What kind of relationships exist between two quantities or variables? ¶
S

How far will a car drive on a fuel tank of fuel? Deleted: ¶

Can shadows be modelled using functions?

Is the relationship between runner and water the same as car and fuel?
Deleted: ¶
Concept-based: Formatted: Normal (Web), Space Before: 0.1 pt, After: 0.1
pt

Can all mathematical relationships be modeled in a way that is meaningful? If not, how can you tell if a relationship is meaningful? Deleted: ¶

If you know what operations “undo” each other, how does this help when working with mathematical equations? Formatted: Normal (Web), Space Before: 0.1 pt, After: 0.1
pt
Is one form of a representation more useful than another to make understanding more meaningful? How do we know? Deleted: ¶
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What is it about functions that make them the basis of other mathematical topics?
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pt

ACTION: teaching and learning through inquiry Deleted: ¶

Content/skills/concepts Learning process

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

DP unit planner 2 (MYP aligned) 6

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

Socratic seminar Formatted: Highlight

Small group/pair work Formatted: Highlight

Powerpoint lecture/notes Formatted: Highlight

Individual presentations
Group presentations Formatted: Highlight

Student lecture/leading Formatted: Highlight

Students will develop the following skills: Formatted: Highlight
Interdisciplinary learning
As mentioned above Formatted: Highlight
Details: Deleted: ¶
Other/s:

Formative assessment:
Students will grasp the following concepts: Sub unit-based pen and paper test, TOK link (Does studying the Formatted: Normal (Web), Left, Space Before: 0.1 pt, After:
graph of a function contain the same level of mathematical rigour 0.1 pt
As mentioned above as studying the function algebraically? What are the advantages
and disadvantages of having different forms and symbolic
language in mathematics? ) discussed a group work. Deleted: ¶
¶
Summative assessment: ¶
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Exam style questions in a pen and paper test Formatted: Font: 12 pt, Not Bold,
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DP unit planner 2 (MYP aligned) 7

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

Scaffold learning Formatted: Highlight

Formatted: Highlight
Extend learning
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Details:
Use of [Link] and graphing solutions for visual learning
as well as use of interactive boards.
Use of tarsia and matching exercises for kinesthetic learning.
Use of questioning to assess aural learners
Throughout the course attention is drawn to key words are
their meaning is explained.

• Mathematically capable students of this unit will be

identified and will be asked to help the students with
difficulties in this unit this will increase confidence of
more mathematically able students,
• Consolidations along with sub topic worksheets will be
given to some students who require extra help in this
unit.
• Students will be grouped together according to their
abilities in order to be supported depending on
difficulties faced during this unit.
• Mathematically capable students of this unit will be
given more challenging problems to solve in order keep
them engage and motivated along with some self-
learning.

DP unit planner 2 (MYP aligned) 8

 • Many of the word problems in this unit are possible
SAT questions or will aid in solving similar questions.
Hence good examples of these word problems will help
them tremendously.

Approaches to learning (ATL)

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

Thinking Formatted: Highlight

Social Formatted: Highlight

Communication Formatted: Highlight

Self-management Formatted: Highlight

Formatted: Highlight
Research
Formatted: Highlight
Details: Formatted: Highlight
Thinking: during explicit TOK discussion Formatted: Highlight

Communication: Class presentations in group to answer the TOK link

Self-management: Initial sub topics were given as self-study module.
Research: Initial few days were exploring the GDC. Formatted: Font: Bold

Language and learning TOK connections CAS connections

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

DP unit planner 2 (MYP aligned) 9

 Activating background knowledge Personal and shared knowledge Creativity Formatted: Highlight

Scaffolding for new learning Ways of knowing Activity Formatted: Highlight

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

Demonstrating proficiency The knowledge framework Details:

Details: Details:
Linear and quadratics equations were used start • Does studying the graph of a function contain Formatted: Bulleted + Level: 1 + Aligned at: 0.63 cm +
the unit. the same level of mathematical rigour as Indent at: 1.27 cm
studying the function algebraically? What are
Heavy usage of Desmos and Casio GDC done to
the advantages and disadvantages of having
explore various families of function and their key different forms and symbolic language in
features. mathematics?
• Why might it be argued that one form of Formatted: Bulleted + Level: 1 + Aligned at: 0.63 cm +
representation is superior to another? What Indent at: 1.27 cm
Daily worksheet provided criteria might a mathematician use in making Formatted: Font: Not Bold
such an argument? Formatted: Font: (Default) Times New Roman, 12 pt,
Formatted: Normal (Web), Indent: Left: 1.27 cm, Space
Resources Before: 0.1 pt, After: 0.1 pt, Tab stops: Not at 8.13 cm

List and attach (if applicable) any resources used in this unit.

IBDP Mathematics AA SL and AA HL – Publications: Hodder, Pearson, IBID, Hases Harris, Oxford
Revision village, [Link] exam-mate, Online graphing calculator: [Link], IB Questionbank: Formatted: Font: Times New Roman, Bold
[Link] GDC emulator fx-CG Formatted: Normal, No bullets or numbering
Formatted: Underline, Font color: Hyperlink

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

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

DP unit planner 2 (MYP aligned) 10

 HL and SL sitting together and heavy usage of Need to have separate classes for Hl and SL Deleted: ¶
GDC was not liked by the class.
Overal all sub units went well
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Transfer goals
List the transfer goals from the beginning of this unit planner.

Models are depictions of real-life events using expressions, equations or graphs while a function is defined as a relation or expression involving one or more Formatted: Normal
variables. Creating different representations of functions to model the relationships between variables, visually and symbolically as graphs, equations and tables
represents different ways to communicate mathematical ideas.

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

Very successful

DP unit planner 2 (MYP aligned) 11