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SL P1 Ashwin - An application of knowledge, eg using formula and communication / interpretation of answers

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SL P1 Ashwin - An application of knowledge, eg using formula and communication / interpretation of answers

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SL P1 Ashwin - Interpreting solutions, especially stats.  We could have real life problem solving examples or claims that can be verified from media

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SL P1 Ashwin - Interpreting solutions, especially stats.  We could have real life problem solving examples or claims that can be verified from media

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HL P1 Q1: This question addresses the knowledge and understanding of  the  concept. -Kishore 

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HL P1 Q1: This question addresses the knowledge and understanding of  the  concept. -Kishore 

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Command terms used in each question.

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Which formula to use for which type of question

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the ability to analyse, read critically and pick out the important mathematical information

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Students need to know:
-Pythagorean theorem
-Surface Area
- Calculus and how to use it to find min or max values
- Integrating polynomial functions
- Analyzing functions

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They need to know the subject content: specific mathematical terms, which formula to apply in which context.
They also need to understand the difference between each command terms from the Subject guide p.90-91

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which topic the question comes from

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How many s.f or d.p to use for different types of question

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Analysis of graphs and tables especially on Paper 2 and 3. We can pose diagrams and tables and let them draw observations and conclusions.

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HL P3: Q1: This question required the usage of statistics in GDC -Kishore 

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HL P3: Q1: This question required the usage of statistics in GDC -Kishore 

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Sylvia-students must know the command term used in the papers (show that, find, identify, justify,etc); how to round to 3 sf; how to sketch graph from GDC

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Sylvia-students must know the command term used in the papers (show that, find, identify, justify,etc); how to round to 3 sf; how to sketch graph from GDC

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Maximizing the use of technology.

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we must expose students to exam questions throughout the course

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Rote learning has little place. Students can't just remember past exam questions

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All questions are based on a scenario (-> real-life context). So we need to make sure we practice those: this is the worded problem, what maths do you need to use to solve it?

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Students need to be able to apply calculus to unfamiliar functions. They should also be comfortable with 3-dimensional geometry and applying it in unfamiliar contexts.

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HL P2: Q3: This question required the financial model in GDC -Kishore 

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HL P2: Q3: This question required the financial model in GDC -Kishore 

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GDC

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fluency with the gdc

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EAL students may find the language challenging

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all of them

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We should be constantly challenging students to apply what they know to unfamiliar contexts.

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Efficient use of GDC is key, students who try other methods may fall foul of time.

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Ashwin - application of technology in problem solving

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Ashwin - application of technology in problem solving

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HL P2 Q3: It requires the concept of parameters of the financial model (TVM Solver in GDC) and the understanding on the sign usage for PV and PMT -Kishore J 

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HL P2 Q3: It requires the concept of parameters of the financial model (TVM Solver in GDC) and the understanding on the sign usage for PV and PMT -Kishore J 

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Sylvia-identifying independent and dependent variables. We can teach them by giving examples in our daily learning and let the students decide which one is independent and which one is dependent.

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Sylvia-identifying independent and dependent variables. We can teach them by giving examples in our daily learning and let the students decide which one is independent and which one is dependent.

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The ability to identify which maths knowledge they need to solve a specific question. The ability to know whether they need their GDC.

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Technically no technology is required, but for finding zeros and minimum of a function some competence with using the GDC to do those things would be helpful

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They need to know when to use their GDC and how to use it properly so they don't waste time looking for the option they need on it.

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Sylvia-we should introduce and train them IB questions, we should give our questions from the easiest one (knowledge and understanding) to inquiry

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Sylvia-we should introduce and train them IB questions, we should give our questions from the easiest one (knowledge and understanding) to inquiry

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Problem Solving
Knowledge and Understanding

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Reasoning

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SL Paper 1: It's more on Knowledge and understanding, Problem solving and Communication and interpretation

SL Paper 2: Focus more on Problem solving, Use of Technology and Reasoning.