Calculus (Rate of Change)

DP unit planner 1 Teacher(s) Course part and topic

Krishnendu Saha Calculus

Unit description and texts

Subject group and course SL or HL/Year 1 or 2

Group 5 Mathematics Studies Studies SL Year 1

Dates

2 WEEKS

DP assessment(s) for unit Paper 1 – With GDC Paper 2 – With GDC

INQUIRY: establishing the purpose of the unit 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. 1. Students will understand the concept of rate of change of different quantities and how to interprete them in practical situation. 2. Students will understand the difference between average rate of change and instantaneous rate of change and their applications in appropriate areas 3. Students will know how to differentiate functions and their interpretations.

ACTION: teaching and learning through inquiry Content/skills/concepts—essential understandings

Learning process Check the boxes for any pedagogical approaches used during the unit.

DP unit planner 1

1

Aim for a variety of approaches to help facilitate learning. Students will know the following content: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

Functional dependence Quantitative aspects of change Average rate of change Determining the average rate of change Velocity as a measure of rate of change of displacement Qualitative aspects of change Describing the behaviour of a graph Producing a graph from a physical situation Informal idea of limits The derivative and the gradient function

Learning experiences and strategies/planning for self-supporting learni Socratic seminar Small group/pair work Powerpoint lecture/notes Individual presentations Group presentations Student lecture/leading Interdisciplinary learning

Students will develop the following skills:

Details: Other/s:

1.

Quantitative aspects and measures of change.

2.

Qualitative aspects and measures of change.

3.

Instantaneous rate of change

Formative assessment:

4.

Differentiation process

Verbal checks through questioning. Investigative study Visual checks for understanding, including graphic organizers. Written checks on worksheets given.

DP unit planner 1

2

Summative assessment: Paper 1 – Non GDC Paper 2 – With GDC

Differentiation: Affirm identity—build self-esteem Value prior knowledge Scaffold learning Extend learning Details: 

+Support classes for weak students



-Design a sheet with a variety of levels.



-Give a differentiated homework



-Divide a group work in to doable tasks for weak students.



-Prepare extra problems for competent students

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 Social Communication

DP unit planner 1

3

Self-management Research 

Details: Collaborative learning is used through group and pair work to increase students motivation and engagement to improve academic performance especially for low achieving students

Language and learning

TOK connections

CAS connections

Check the boxes for any explicit language and learning connections made during the unit. For more information on the IB’s approach to language and learning, please see the guide.

Check the boxes for any explicit TOK connections made during the unit.

Check the boxes for any explicit CAS connections. If you check any of the boxes, provide a brief note in the “details” section explaining how students engaged in CAS for this unit.

Activating background knowledge

Personal and shared knowledge

Creativity

Scaffolding for new learning

Ways of knowing

Activity

Acquisition of new learning through practice

Areas of knowledge

Service

Demonstrating proficiency

The knowledge framework

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

DP unit planner 1

4

MATHEMATICAL STUDIES SL (FABIO CIRRITO) OXFORD STUDIES SL Technology & websites GDC

Stage 3: Reflection, considering the planning, process and impact of the inquiry What worked well

What didn’t work well

Notes/changes/suggestions:

List the portions of the unit (content, assessment, planning) that were successful.

List the portions of this unit (content, assessment, planning) that were not as successful as hoped.

List any notes, suggestions, or considerations for the future teaching of this unit.

The students understood the graphical representations and explanations of the concepts.

DP unit planner 1

Lot of classes were cancelled or repeated due to EYP & Confluence.

GDC should be used right from the beginning to make it user friendly for students.

5