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Reciprocal of a function
anita_wijayaanita_wijaya

Reciprocal of a function

(1)
Graph of 1/f(x) given f(x). IB DP Math HL - Functions. Students are to match graph of functions and graph of the reciprocals. Answers: 1 - 5, 2 - 7, 3 - 4, 6 - 16, 8 - 13, 9 - 12, 10 - 15, 11 - 14. Works well cut up and assigned as group work.
IBDP HL 2 Functions - Card Game - Non-numerical Review
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IBDP HL 2 Functions - Card Game - Non-numerical Review

(1)
IB DP Mathematics HL: 2 A review game for groups of three to five ideally. Give each group the question cards and answer cards face down in two separate piles. Each player takes a card from the question pile and answers the question. Answer checking can be done in a number of ways, e.g.: 1) The player can take the answer card him/herself and show it to others 2) The next players can supply a different answer. When all players have supplied their answers, or when the first answer is not contested, the answer card is taken and shown to all players. The first player who gave the correct answer scores. High achieving groups may continue the game by coming up with their own questions (e.g. other terms not featured in the game).
IB DP SL 5.9 Standardized Normal Distribution
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IB DP SL 5.9 Standardized Normal Distribution

(0)
A guided discovery of standardized normal distribution. IB DP SL - Statistics and Probability. I gave the first page only, allowed no verbal answers (stronger students' spoilers could ruin it), led a whole-class discussion, elicit questions, then gave the class the second page. Works for individual students and pairs.
IBDP HL 3.3 Compound angle identities - Sine this and cosine that, a few times over
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IBDP HL 3.3 Compound angle identities - Sine this and cosine that, a few times over

(0)
IB DP Mathematics HL: 3.3 A lesson on the derivation of the compound angle identities, with the focus on preparing students for Paper 1. Sin (alpha + beta) is given first, ideally done together as a whole-class activity (Slide #4), and cos (alpha + beta) could be done as a group activity. The IB required 'Derivation of double angle identities from compound angle identities' is embedded in the lesson as a whole-class exploration.
IBDP SL 2.4 Forms of the quadratic function - Pair & explore!
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IBDP SL 2.4 Forms of the quadratic function - Pair & explore!

(1)
IB DP Mathematics SL: 2.4 An activity to get students to notice the forms of the quadratic functions (and subsequently directs them to explore). All the three forms are presented and students are asked to pair the same functions. Differentiation: students who need practice with GDC can be required to do the pairing activity using GDC (and possibly in pairs/small groups). Above-level students should be able to get started without hints on strategies. Additionally, you can elicit the strategies from students themselves prior to letting them pair the functions. As a plenary, groups can recap the steps to change from one form to another (by creating a diagram, etc.).
The Quadratic 'Rephraser' App
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The Quadratic 'Rephraser' App

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A straightforward Excel tool that converts between the 3 forms of a quadratic function: y = ax^2 + bx+ c, y = a (x-p) (x-q) and y = a (x-h)^2 + k Also included is the unsimplified p and q, so students can see, for instance, 4±√5. Planning to give this to students to check their own work during lesson.
MAA/MAI IA Checklist
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MAA/MAI IA Checklist

(0)
A checklist for mathematics IA for DP teachers/students. Based on subject reports (with a few points from the subject guide and additional personal items).
IBDP HL/SL 1.2 Exponents & Logarithm - Where Did I Go Wrong
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IBDP HL/SL 1.2 Exponents & Logarithm - Where Did I Go Wrong

(1)
IB DP Mathematics HL/SL: 1.2 An error checking exercise. Questions were adapted from textbooks and past IB examinations. Students are to identify the mistakes made in the working and correct them. Possible extension activities include verbalizing the mistakes (e.g. a student verbally explain what the mistake was) - which should help below-level students, and asking students to guess the highest possible mark for each question + mark given to original (incorrect) work. Works for individual students (for at- & above-level students) or pairs (for below-level students).
IBDP HL 5.6 Mean & Variance of Binomial Distribution
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IBDP HL 5.6 Mean & Variance of Binomial Distribution

(1)
IB DP Mathematics HL: 5.6 A guided discovery activity to help students prove the formulas. Note that the IB subject guide states that formal proof of mean and variance is not part of the syllabus. I did this in my class anyway successfully; the 'semi-surprise' appearance of the binomial theorem and the 'surprise' appearance of the 'algebraic acrobat' in n=3 make the activity a great exercise. When individual students got stuck, I allowed them to collaborate.
IBDP HL 1.1 Arithmetic & geometric sequences - 'Odd One Out'
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IBDP HL 1.1 Arithmetic & geometric sequences - 'Odd One Out'

(2)
IB DP Mathematics HL: 1.1 A quick 9-question check of basic understanding of the arithmetic and geometric sequences. Students are asked to find and correct the incorrect term for each sequence, based on three other terms and a given type of sequence. Differentiation could be done by targeting below-level students to investigate the differences or ratios and targeting at-level and above-level students to identify the incorrect terms. Works for individual or pair/small group 'contestants'.
IBDP HL 1.1 Arithmetic & geometric sequences - 'Before or After'
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IBDP HL 1.1 Arithmetic & geometric sequences - 'Before or After'

(2)
IB DP Mathematics HL: 1.1 A quick 9-question check of basic understanding of the arithmetic and geometric sequences. Students are asked to give adjacent terms (could be the term before and/or after). Differentiation could be done by targeting below-level students to answer first (so most likely will give a subsequent term) and targeting at-level and above-level students to give a preceding term.
Completing the Square - Discovery Worksheet
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Completing the Square - Discovery Worksheet

(1)
Written for MYP4 students to help them get the idea of completing the square without memorizing the (b/2)^2 bit. Works better with close guidance, i.e. when whole class check takes place after each stage/number. So after ensuring students understand the idea of stage 1, give them time to complete the questions, and conduct a check for the stage before moving on.