livermore valley joint unified school...

Livermore Valley Joint Unified School District DRAFT

Course Title: IB Mathematics SL

Grade Level(s): 11 - 12

Length of Course: Three semesters or equivalent term

Credit: 15 units

Prerequisite: Successful completion of Algebra II

Course Overview:

Mathematics SL focuses on introducing important mathematical concepts through the development

of mathematical techniques. Through the study of algebra, geometry, trigonometry, calculus, and

statistics, students will go beyond the traditional practice of solving equations and focus on

communication of mathematical content, allowing for analysis, evaluation, and application of

mathematical data. The study of multiple mathematical disciplines will give students a clearer

understanding of the way mathematics is used to recognize patterns and solve problems in an

integrated and holistic manner.

IB Mathematics SL includes an Internal Assessment Project, the Mathematical Exploration. This

Exploration consists of work that gives students an opportunity to independently investigate real-

world mathematical problems and seek solutions in a process of mathematical investigation or

modeling.

Schools Offering: Granada High School

Meets University of California Seeking “c” – Mathematics approval

Entrance Requirements: Pre-approved by IB Organization

Board Approval: Pending Board Approval

Course Materials: Mathematics Standard Level,

Laurie Buchanan, Jim Fensom, Ed Kemp,

Paul La Rondie, and Jill Stevens;

Oxford University Press, 2012

ISBN: 978-0-19-839011-4

Supplemental Materials: IB Library Resources

TI-nSpire Graphic Display Calculator

Teacher Notes and Handouts

Livermore Valley Joint Unified School District IB Mathematics SL

IB MATHEMATICS SL

COURSE CONTENT:

Unit 1: Prior Knowledge and Introduction to Graphing Calculators

Students will review basic concepts from previous math classes including Algebra 1 and Geometry.

Topics covered include number sense, sets, algebra, trigonometry, geometry, coordinate geometry,

statistics, and probability. Students will also learn the basics of how to use their graphing

calculators since most will not have used them extensively in the past.

Summary of Key Assignment and/or Activity:

Students will be take word problems and define variables and write linear equations, proportions, or

linear inequalities to solve the problem. Students will learn how to define a variable based on the

task in the word problem, how to interpret the given information and write an equation, proportion

or inequality, and how to solve for the variable.

Unit 2: Algebra

Students will understand arithmetic sequences and series, geometric sequences and series, how to

calculate the sum of a finite arithmetic series, and how to calculate the sum of a finite and infinite

geometric series. They will understand sigma notation and apply sequences and series concepts to

application problems (especially population growth and interest). Students will evaluate

expressions using exponents and logarithms as well as understand and apply the Laws of

Exponents, the Law of Logarithms, and the change of base formula. They will understand the

Binomial Theorem and be able to expand powers of binomials using Pascal’s triangle or

combinations to calculate binomial coefficients.


Students will research given occupations and determine estimated monthly salaries. Then, they will

look at different banks and find their interest rates for basic accounts and calculate the expected

compound interest for each bank. Students will then decide which bank to open an account, based

on their findings. Additionally, they will learn how to gather information from online sources and

calculate compound interest.

Unit 3: Functions and Equations

Students will understand the definition and concept of a function, identity function, and inverse

function. They will explore a function’s domain, range, and image (value). Students will be able to

compose functions together. Students will also be able to graph functions and their inverses and

investigate and identify key features. They will identify transformations of graphs (including

composite transformations) and graph transformed functions. Students will graph the quadratic

function.

Students will learn to find the standard form, factored form, and vertex form of any quadratic and

change from one form to another, identifying key features in each. They will investigate the

reciprocal graph and its self-inverse nature. Students will also graph rational functions. Students

will explore and graph exponential functions and logarithmic functions, investigating their

relationship while doing so. They will solve equations both graphically and analytically.


Specifically, students will solve quadratic equations using multiple methods including the quadratic

formula and exponential equations. They will use the discriminant to determine the nature of the

roots of a given quadratic function.


Students will investigate transformations of various functions by graphing them with their graphing

calculators. They will work together to determine how each transformation is seen in an equation

and generalize it for all functions.

Unit 4: Statistics and Probability

Students will understand the concepts of population, sample, random sample, and discrete and

continuous data. They will be able to display data effectively using frequency distributions,

frequency histograms, and box-and-whisker plots. Students will display and analyze grouped data.

They will identify outliers, find measures of central tendency, quartiles, percentiles, measures of

dispersion, and determine the effect of constant changes to the original data. Students will be able

to apply these concepts in various application problems.

Students will learn to find the cumulative frequencies of data, create cumulative frequency graphs,

and use this information to find the median, quartiles, and percentiles. Students will be able to find

the linear correlation of bivariate data, calculate Pearson’s product-moment correlation coefficient,

the equation of a regression line and use the equation to make predictions. They will also create

scatter diagrams and best-fit lines and be able to interpret data. Students will understand the

concepts of trial, outcome, equally likely outcomes, sample space, event, and complementary

events. They will calculate the probability of an event and use Venn diagrams, tree diagrams, and

tables of outcomes to analyze situations. Students will find the probability of combined events,

mutually exclusive events, independent events, conditional probability, and probabilities with and

without replacement. They will understand the concept of discrete random variables and their

probability distributions and calculate the expected value of discrete data and apply these concepts

to various application problems. Students calculate binomial distributions and find the mean and

variance of the binomial distribution. They will explore normal distributions and curves, calculate

the standardization of normal variables and use the properties of the normal distribution.


Students will take class data on a class-wide lottery activity completed over a period of time and

determine the odds of winning. Then, they will discuss their thoughts on the class odds. Students

will finally analyze the actual California lottery odds and determine whether or not they consider

buying into the lottery as a good investment. Students will learn how to gather data, calculate

probability, and learn how to use probability to generate conjectures and analyze the odds of events

occurring.

Unit 5: Internal Assessment

Students are required by the International Baccalaureate (IB) to design, carry out, and analyze a

chosen research topic cumulating in a comprehensive paper that includes their data analyses and

conclusions. This unit will help students understand the project by engaging in a group project to

run through the entire process and then look at a sample paper from prior years to critique and

analyze. Students will then work independently to come up with their own topics, determine what


data they need to gather and what calculations they will do with the data, complete the calculations,

and write their analyses. Students will be required to turn in a rough draft for feedback prior to

submitting their final papers for IB.


Students will work in groups of 3-4 to generate null and alternative hypothesis based on their ideas

of poverty rates and its relationship with education levels and foreign-born populations. Then

student groups will access the U.S. Census database

(http://factfinder.census.gov/faces/nav/jsf/pages/index.xhtml) to gather data about state poverty

rates, education levels, and foreign-born population and create scatter plots of state poverty rates

and education levels and state poverty rates and foreign-born populations. Then, students will create

a regression line for each plot, determine the strength of the regression line using the Pearson’s

product-moment correlation coefficient, and determine if it is an appropriate fit. Students will learn

the IA criteria for IB, how to access information from an online database, how to determine what

calculations to run based on their project design, and how to analyze and interpret their results in a

written paper.

Unit 6: Circular Functions and Trigonometry

Students will investigate circles and be able to find radian angle measures, lengths of arcs, and areas

of sectors. They will be able to define cosine and sine in terms of the unit circle, define tangent and

determine the exact values of trigonometric ratios of unit circle angles and their multiples. Students

will recognize trigonometric identities and use them along with the relationships between

trigonometric ratios to solve equations. Students will graph sine, cosine, tangent, and their

composite functions as well as identify their domain, range, amplitude, periodic nature, and

transformations. They will apply circular functions to various application problems.

Students will solve trigonometric equations in a finite interval, both graphically and analytically.

Additionally, students will solve trigonometric equations that lead to quadratic equations. Students

will be able to find the solutions to triangles, use the cosine rule, use the sine rule (including the

ambiguous case), find the area of a triangle and apply these skills to various application problems.


Students will investigate how heights were measured in the past. They will construct a clinometer

and, using string, calculate the heights of trees on campus. Students will then research how

trigonometry was used throughout history and how it has evolved with technology.

Unit 7: Calculus

Students will understand the informal ideas of a limit and convergence and be able to write limit

notation and use the definition of derivatives to calculate derivatives. Students will understand that

a derivative is also interpreted as the gradient of a function and as rate of change. They will be able

to find tangents and normals of functions and their equations. Students will be able to find the

derivative of power functions, sine, cosine, tangent, exponential, and natural logarithmic functions

and find the differentiation of a sum and a real multiple of these functions. They will use the chain

rule for composite functions, the product rule, and the quotient rule. Students will be able to find

the second derivative and extend this idea to higher derivatives. They will find local extrema and

test for these points. Students will find points of inflexion, describe the graphical

http://factfinder.census.gov/faces/nav/jsf/pages/index.xhtml


behavior of functions including the relationship between a function and its first and second

derivatives, understand optimization, and apply these concepts to various application problems.

Students will understand that the indefinite integration is the anti-differentiation. They will

calculate the indefinite integral of power functions, sine, cosine, reciprocal, exponential functions,

and composites of any of these with a linear function. Students will be able to calculate integration

by inspection or substitution. Students will also use anti-differentiation with a boundary condition

to determine the constant term.

Students will calculate definite integrals, areas under curves, areas between curves, and volumes of

revolution about the x-axis. They will solve kinematic problems involving displacement, velocity,

and acceleration. Students will be able to calculate total distance travelled.


Students will work collaboratively to investigate how to find the gradient function of any curve by

looking at a systematic approach by finding the gradient function of y = x4 and then y = x

5. Then,

they will generalize the results to find the gradient function of y = xn. Students will explore the

inverse functions and use the graphic display calculator to come up with a general rule. Students

will practice using inductive reasoning to come up with a rule and use the graphic display calculator

to view and interpret graphs. They will learn the rule for power functions for differentiation through

this activity.

California Common Core State Standards for Mathematics

Higher Mathematics Standards

Algebra 1

Number and Quantity The Real Number System

Extend the properties of exponents to rational exponents.

1. Explain how the definition of the meaning of rational exponents follows from extending the

properties of integer exponents to those values, allowing for a notation for radicals in terms

of rational exponents. For example, we define 51/3

to be the cube root of 5 because we want

(51/3

)3 = 5

(1/3)3 to hold, so (5

1/3)3 must equal 5.

2. Rewrite expressions involving radicals and rational exponents using the properties of

exponents.

Quantities

Reason quantitatively and use units to solve problems.

1. Use units as a way to understand problems and to guide the solution of multi-step problems;

choose and interpret units consistently in formulas; choose and interpret the scale and the

origin in graphs and data displays.

Algebra

Seeing Structure in Expressions

Interpret the structure of expressions.

3. Choose and produce an equivalent form of an expression to reveal and explain properties of

the quantity represented by the expression.

a. Factor a quadratic expression to reveal the zeros of the function it defines.


b. Complete the square in a quadratic expression to reveal the maximum or minimum value

of the function it defines.

c. Use the properties of exponents to transform expressions for exponential functions. For

example, the expression 1.15t can be rewritten as (1.15

1/12)12t

≈ 1.01212t

to reveal the

approximate equivalent monthly interest rate if the annual rate is 15%.

4. Derive the formula for the sum of a finite geometric series (when the common ratio is not

1), and use the formula to solve problems. For example, calculate mortgage payments.

Arithmetic with Polynomials and Rational Expressions

Understand the relationship between zeros and factors of polynomials.

3. Identify zeros of polynomials when suitable factorizations are available, and use the zeros to

construct a rough graph of the function defined by the polynomial.

5. (+) Know and apply the Binomial Theorem for the expansion of (x + y)n in powers of x and

y for a positive integer n, where x and y are any numbers, with coefficients determined for

example by Pascal’s Triangle.

Creating Equations

Create equations that describe numbers or relationships.

1. Create equations and inequalities in one variable including ones with absolute value and use

them to solve problems. Include equations arising from linear and quadratic functions, and

simple rational and exponential functions. CA

2. Create equations in two or more variables to represent relationships between quantities;

graph equations on coordinate axes with labels and scales.

4. Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving

equations. For example, rearrange Ohm’s law V = IR to highlight resistance R.

Reasoning with Equations and Inequalities

Understand solving equations as a process of reasoning and explain the reasoning.

1. Explain each step in solving a simple equation as following from the equality of numbers

asserted at the previous step, starting from the assumption that the original equation has a

solution. Construct a viable argument to justify a solution method.

Solve equations and inequalities in one variable.

3. Solve linear equations and inequalities in one variable, including equations with coefficients

represented by letters.

4. Solve quadratic equations in one variable.

a. Use the method of completing the square to transform any quadratic equation in x into

an equation of the form (x – p)2 – q that has the same solutions. Derive the quadratic

formula from this form.

b. Solve quadratic equations by inspection (e.g., for x2 = 49), taking square roots,

completing the square, the quadratic formula, and factoring, as appropriate to the initial


form of the equation. Recognize when the quadratic formula gives complex solutions

and write them as a ± bi for real numbers a and b.

5. Prove that, given a system of two equations in two variables, replacing one equation by the

sum of that equation and a multiple of the other produces a system with the same solutions.

6. Solve systems of linear equations exactly and approximately (e.g., with graphs), focusing on

pairs of linear equations in two variables.

11. Explain why the x-coordinates of the points where the graphs of the equations y = f(x) and y

= g(x) intersect are the solutions of the equation f(x)= g(x); find the solutions approximately,

e.g., using technology to graph the functions, make tables of values, or find successive

approximations. Include eases where f(x) and/or g(x) are linear, polynomial, rational,

absolute value, exponential, and logarithmic functions.

Functions

Interpreting Functions

1. Understand that a function from one set (called the domain) to another set (called the range)

assigns to each element of the domain exactly one element of the range. If f is a function and

x is an element of its domain, then f(x) denotes the output of f corresponding to the input x.

The graph of f is the graph of the equation y = f(x). ‘

2. Use function notation, evaluate functions for inputs in their domains, and interpret

statements that use function notation in terms of a context.

4. For a function that models a relationship between two quantities, interpret key features of

graphs and tables in terms of the quantities, and sketch graphs showing key features given a

verbal description of the relationship. Key features include: intercepts; intervals where the

function is increasing, decreasing, positive, or negative; relative maximums and minimums;

symmetries; end behavior; and periodicity.

5. Relate the domain of a function to its graph and, where applicable, to the quantitative

relationship it describes. For example, if the function h gives the number of person-hours it

takes to assemble n engines in a factory, then the positive integers would be an appropriate

domain for the function.

7. Graph functions expressed symbolically and show key features of the graph, by hand in

simple cases and using technology for more complicated cases.

a. Graph linear and quadratic functions and show intercepts, maxima, and minima.

c. Graph polynomial functions, identifying zeros when suitable factorizations are available,

and showing end behavior.

d. (+) Graph rational functions, identifying zeros and asymptotes when suitable

factorizations are available, and showing end behavior.

e. Graph exponential and logarithmic functions, showing intercepts and end behavior, and

trigonometric functions, showing period, midline, and amplitude.


8. Write a function defined by an expression in different but equivalent forms to reveal and

explain different properties of the function.

a. Use the process of factoring and completing the square in a quadratic function to show

zeros, extreme values, and symmetry of the graph, and interpret these in terms of a

context.

b. Use the properties of exponents to interpret expressions for exponential functions. For

example, identify percent rate of change in functions such as y = (1.02)t, y = (0.97)

t, y =

(1.01)12t

, and y = (1.2)t/10

, and classify them as representing exponential growth or

decay.

Building Functions

1. Write a function that describes a relationship between two quantities.

c. (+) Compose functions. For example, if T(y) is the temperature in the atmosphere as a

function of height, and h(t) is the height of a weather balloon as a function of time, then

T(h(t)) is the temperature at the location of the weather balloon as a function of time.

2. Write arithmetic and geometric sequences both recursively and with an explicit formula, use

them to model situations, and translate between the two forms.

3. Identify the effect on the graph of replacing f(x) by f(x) + k, kf(x), and f(x + h) for specific

values of k (both positive and negative); find the value of k given the graphs. Experiment

with cases and illustrate an explanation of the effects on the graph using technology.

Include recognizing even and odd functions from their graphs and algebraic expressions for

them.

4. Find inverse functions.

a. Solve an equation of the f(x) = c for a simple function f that has an inverse and write an

expression for the inverse.

b. (+) Verify by composition that one function is the inverse of another.

5. (+) Understand the inverse relationship between exponents and logarithms and use this

relationship to solve problems involving logarithms and exponents.

Linear, Quadratic, and Exponential Models

2. Construct linear and exponential functions, including arithmetic and geometric sequences,

given a graph, a description of a relationship, or two input-output pairs (include reading

these from a table).

4. For exponential models, express as a logarithm the solution abct – d where a, c, and d are

numbers and the base b is 2, 10 or e; evaluate the logarithm using technology.

4.2 Use the definition of logarithms to translate between logarithms in any base. CA

4.3 Understand and use the properties of logarithms to simplify logarithmic numeric

expressions and to identify their approximate values. CA


Trigonometric Functions

1. Understand radian measure of an angle as the length of the arc on the unit circle subtended

by the angle.

2. Explain how the unit circle in the coordinate plane enables the extension of trigonometric

functions to all real numbers, interpreted as radian measures of angles traversed

counterclockwise around the unit circle.

2.1 Graph all 6 basic trigonometric functions. CA

3. (+) Use special triangles to determine geometrically the values of sine, cosine, tangent for

π/3, π/4, and π/6, and use the unit circle to express the values of sine, cosine, and tangent for

π-x, π+x, and 2π-x in terms of their values for x, where x is any real number.

4. (+) Use the unit circle to explain symmetry (odd and even) and periodicity of trigonometric

functions.

5. Choose trigonometric functions to model periodic phenomena with specified amplitude,

frequency, and midline.

10. (+) Prove the half angle and double angle identities for sine and cosine and use them to solve

problems. CA

Geometry Similarity, Right Triangles and Trigonometry

8. Use trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied

problems.

8.1 Derive and use the trigonometric ratios for special right triangles (30°, 60°, 90°and 45°, 45°,

90°). CA

9. (+) Derive the formula A = ½ ab sin(C) for the area of a triangle by drawing an auxiliary

line from a vertex perpendicular to the opposite side.

10. (+) Prove the Laws of Sines and Cosines and use them to solve problems.

11. (+) Understand and apply the Law of Sines and the Law of Cosines to find unknown

measurements in right and non-right triangles (e.g., surveying problems, resultant forces).

Expression Geometric Property with Equations

5. Prove the slope criteria for parallel and perpendicular lines and use them to solve geometric

problems (e.g., find the equation of a line parallel or perpendicular to a given line that passes

through a given point).


Higher Mathematics Standards

Number and Quantity Vector and Matrix Quantities

1. (+) Recognize vector quantities as having both magnitude and direction. Represent vector

quantities by directed line segments, and use appropriate symbols for vectors and their

magnitudes (e.g., v |v|, ||v||, v).

2. (+) Find the components of a vector by subtracting the coordinates of an initial point from

the coordinates of a terminal point.

3. (+) Solve problems involving velocity and other quantities that can be represented by

vectors.

4. (+) Add and subtract vectors.

a. Add vectors end-to-end, component-wise, and by the parallelogram rule. Understand

that the magnitude of a sum of two vectors is typically not the sum of the magnitudes.

b. Given two vectors in magnitude and direction form, determine the magnitude and

direction of their sum.

c. Understand vector subtraction v – w as v + (-w), where –w is the additive inverse of w,

with the same magnitude as w and pointing in the opposite direction. Represent vector

subtraction graphically by connecting the tips in the appropriate order, and perform

vector subtraction component-wise.

5. (+) Multiply a vector by a scalar. a. Represent scalar multiplication graphically by scaling vectors and possibly reversing

their direction; perform scalar multiplication component-wise, e.g., as c(vx, vy) = (cvx,

cvy).

b. Compute the magnitude of a scalar multiple cv using || cv || = |c|v. Compute the direction

of cv knowing when |c|v ≠ 0, the direction of cv is either along v (for c > 0) or against v

(for c <0).

Statistics and Probability

Interpreting Categorical and Quantitative Data)

Summarize, represent, and interpret data on a single count or measurement variable

1. Represent data with plots on the real number line (dot plots, histograms and box plots).

2. Use statistics appropriate to the shape of the data distribution to compare center (median,

mean) and spread (interquartile range, standard deviation) of two or more different data sets.

3. Interpret differences in shape, center, and spread in the context of the data sets, accounting

for possible effects of extreme data points (outliers).

4. Use the mean and standard deviation of a data set to fit it to a normal distribution and to

estimate population percentages. Recognize that there are data sets for which such a


procedure is not appropriate. Use calculators, spreadsheets, and tables to estimate areas

under the normal curve.

6. Represent data on two quantitative variables on a scatter plot, and describe how the variables

are related.

a. Fit a function to the data; use functions fitted to data to solve problems in the context of

the data. Use given functions or choose a function suggested by the context. Emphasize

linear, quadratic, and exponential models.

c. Fit a linear function for a scatter plot that suggests a linear association.

8. Compute (using technology) and interpret the correlation coefficient of a linear fit.

9. Distinguish between correlation and causation.

Making Inferences and Justifying Conclusions (S-IC)

1. Understand statistics as a process for making inferences about population parameters based

on a random sample from that population.

Conditional Probability and the Rules of Probability

1. Describe events as subsets of a sample space (the set of outcomes) using characteristics (or

categories) of the outcomes, or as unions, intersections, or complements of other events

(“or,” “and,” “not”).

2. Understand that two events A and B are independent if the probability of A and B occurring

together is the product of their probabilities, and use this characterization to determine if

they are independent.

3. Understand the conditional probability of A given B as P(A and B)/P(B), and interpret

independence of A and B as saying that the conditional probability of A given B is the same

as the probability of A, and the conditional probability of B given A is the same as the

probability of B.

6. Find the conditional probability of A given B as the fraction of B’s outcomes that also

belong to A, and interpret the answer in terms of the model.

Using Probability to Make Decisions

2. (+) Calculate the expected value of a random variable; interpret it as the mean of the

probability distribution.

Advanced Mathematics

Advanced Placement Probability and Statistics

1.0 Students solve probability problems with finite sample spaces by using the rules for

addition, multiplication, and complementation for probability distributions and understand

the simplifications that arise with independent events.

2.0 Students know the definition of conditional probability and use it to solve for probabilities

in finite sample spaces.


3.0 Students demonstrate an understanding of the notion of discrete random variables by using

this concept to solve for the probabilities of outcomes, such as the probability of the

occurrence of five or fewer heads in 14 coin tosses.

5.0 Students know the definition of the mean of a discrete random variable and can determine

the mean for a particular discrete random variable.

6.0 Students know the definition of the variance of a discrete random variable and can

determine the variance for a particular discrete random variable.

7.0 Students demonstrate an understanding of the standard distributions (normal, binomial, and

exponential) and can use the distributions to solve for events in problems in which the

distribution belongs to those families.

10.0 Students know the definitions of the mean, median, and mode of distribution of data and can

compute each of them in particular situations.

11.0 Students compute the variance and the standard deviation of a distribution of data.

12.0 Students find the line of best fit to a given distribution of data by using least squares

regression.

13.0 Students know what the correlation coefficient of two variables means and are familiar with

the coefficient’s properties.

14.0 Students organize and describe distributions of data by using a number of different methods,

including frequency tables, histograms, standard line graphs and bar graphs, stem-and-leaf

displays, scatterplots, and box-and-whisker plots.

Calculus

1.0 Students demonstrate knowledge of both the formal definition and the graphical

interpretation of limit values of functions. This knowledge includes one-sided limits,

infinite limits, and limits at infinity. Students know the definition of convergence and

divergence of a function as the domain variable approaches either a number or infinity:

1.2 Students use graphical calculators to verify and estimate limits.

4.0 Students demonstrate an understanding of the formal definition of the derivative of a

function at a point and the notion of differentiability:

4.1 Students demonstrate an understanding of the derivative of a function as the slope of the

tangent line to the graph of the function.

4.2 Students demonstrate an understanding of the interpretation of the derivative as an

instantaneous rate of change. Students can use derivatives to solve a variety of problems

from physics, chemistry, economics, and so forth that involve the rate of change of a

function.

4.4 Students derive derivative formulas and use them to find the derivatives of algebraic,

trigonometric, inverse trigonometric, exponential, and logarithmic functions.


5.0 Students know the chain rule and its proof and applications to the calculation of the

derivative of a variety of composite functions.

7.0 Students compute derivatives of higher orders.

9.0 Students use differentiation to sketch, by hand, graphs of functions. They can identify

maxima, minima, inflection points, and intervals in which the function is increasing and

decreasing.

11.0 Students use differentiation to solve optimization (maximum-minimum problems) in a

variety of pure and applied contexts.

13.0 Students know the definition of the definite integral by using Riemann sums. They use this

definition to approximate integrals.

15.0 Students demonstrate knowledge and proof of the fundamental theorem of calculus and use

it to interpret integrals as antiderivatives.

17.0 Students compute, by hand, the integrals of a wide variety of functions by using techniques

of integration, such as substitution, integration by parts, and trigonometric substitution.

They can also combine these techniques when appropriate.

19.0 Students compute, by hand, the integrals of rational functions by combining the techniques

in standard 17.0 with the algebraic techniques of partial fractions and completing the square.

20.0 Students compute the integrals of trigonometric functions by using the techniques noted

above.

Instructional methods and/or strategies Students will:

Receive direct instruction in the form of in class lectures or content videos to watch online.

Be expected to take notes from the lectures to use as reference with their work.

Complete individual practice on the class content as well as work in groups to tackle in-

depth problems that will challenge their critical thinking skills.

Complete oral presentations of tasks as well as produce written work that explains their

methodology and findings from assigned projects.

Complete practice exams to prepare for the IB examination.

Examine example papers and complete a group practice paper to prepare for their individual

Internal Assessment papers for the course.

Assessment methods and/or tools Students will be assessed in a variety of ways:

Summative Assessments- Students will demonstrate their individual knowledge of the course

material which will make students responsible for understanding and retaining the course

content

Group Assessments- Students will demonstrate their knowledge of the content as well as

communicate and work together with a small group or a partner to process and work through


problems based on the content material. This will also challenge students’ critical thinking

skills.

Group Projects- Students will take a prompt and work collaboratively to explore the

concepts inherent in the prompt. They will present their information both written and orally

which will demonstrate their ability to work collaboratively and their problem solving skills.

This will also require that students work on their academic writing skills.

Homework- Students will practice the content material individually through assigned

problems and use them as a basis for reflecting on their learning throughout each unit.

Internal Assessment- Students will need to explore a topic that they individually choose and

generate an academic paper that details their process and conclusions. Students will work

on the assignment over a period of months that will require students to work on their time

management skills along with their inquiry, critical thinking, and analysis skills.

Class Questions- Students will respond verbally or with written work to questions posed in

class that will ask students to explain their logic and reasoning behind their work. This will

require that students work on their reasoning skills as well as their oral or written delivery of

their responses.

Assessments will make up 90% of a student’s grade.

Assigned work will make up 10% of a student’s grade

Assessment Criteria

Grading Scale:

Letter Grade Percentage

A+ 99+

A 93-98

A- 90-92

B+ 87-89

B 83-86

B- 80-82

C+ 77-79

C 73-76

C- 70-72

D+ 67-69

D 63-66

D- 60-62

F 0-59


Honors Courses

In this course, students will be expected to not only demonstrate content knowledge through

computational tasks but will also be required to individually design and carry out a research task

that culminates in a written paper that details their investigations.

By studying in the IB, students develop core skills for success at university, including:

Interest and experience in authentic research

Applied critical thinking, inquiry, and problem solving skills

Strong academic language and writing skills

A sense of international mindedness and cultural understanding

Time management and organizational skills necessary to complete the performance tasks

associated with the major assessments central to the course

livermore valley joint unified school...

Documents