IB WORLD SCHOOL 1309 (ZSO13 Gdańsk)

Mathematics: analysis and approaches

syllabus & course of study
(based on Mathematics: analysis and approaches
guide,
first exams 2021,
SL: 5h/week in the first year and 6h/week in the second year
HL: 7h/week in the first year and 9h/week in the second year)

A. COURSE AIMS

The aims of all DP mathematics courses are to enable students to:

 develop a curiosity and enjoyment of mathematics, and appreciate its elegance and
power
 develop an understanding of the concepts, principles and nature of mathematics
 communicate mathematics clearly, concisely and confidently in a variety of
contexts
 develop logical and creative thinking, and patience and persistence in problem solving
to instil confidence in using mathematics
 employ and refine their powers of abstraction and generalization
 take action to apply and transfer skills to alternative situations, to other areas of
knowledge and to future developments in their local and global communities
 appreciate how developments in technology and mathematics influence each other
 appreciate the moral, social and ethical questions arising from the work of
mathematicians and the applications of mathematics
 appreciate the universality of mathematics and its multicultural, inter-national and
historical perspectives
 appreciate the contribution of mathematics to other disciplines, and as a particular
“area of knowledge” in the TOK course
 develop the ability to reflect critically upon their own work and the work of others
 independently and collaboratively extend their understanding of mathematics.
B. COURSE OBJECTIVES
Problem-solving is central to learning mathematics and involves the acquisition of
mathematical skills and concepts in a wide range of situations, including non-routine, open-
ended and real-world problems.
The assessment objectives are common to Mathematics: analysis and approaches and to
Mathematics: applications and interpretation.
o Knowledge and understanding: Recall, select and use their knowledge of
mathematical facts, concepts and techniques in a variety of familiar and unfamiliar
contexts.
o Problem solving: Recall, select and use their knowledge of mathematical skills, results
and models in both abstract and real-world contexts to solve problems.
o Communication and interpretation: Transform common realistic contexts into
mathematics; comment on the context; sketch or draw mathematical diagrams,
graphs or constructions both on paper and using technology; record methods,
solutions and conclusions using standardized notation; use appropriate notation and
terminology.
o Technology: Use technology accurately, appropriately and efficiently both to explore
new ideas and to solve problems.
o Reasoning: Construct mathematical arguments through use of precise statements,
logical deduction and inference and by the manipulation of mathematical expressions.
o Inquiry approaches: Investigate unfamiliar situations, both abstract and from the real
world, involving organizing and analysing information, making conjectures, drawing
conclusions, and testing their validity.
The exploration is an integral part of the course and its assessment, and is compulsory for
both SL and HL students. It enables students to demonstrate the application of their skills and
knowledge, and to pursue their personal interests, without the time limitations and other
constraints that are associated with written examinations.

C. COURSE OVERVIEW
C1. Course Content:
C.1.Syllabus component:
• number and algebra
• functions
• geometry and trigonometry
• statistics and probability
• calculus
 development of investigational, problem-solving and modelling skills and the
exploration of an area of mathematics
C.2.Textbook& reference books
SL: I. Wazir, T. Garry Mathematics: Analysis and Approaches Standard Level
for the IB Diploma
HL: I. Wazir, T. Garry Mathematics: Analysis and Approaches Higher Level
for the IB Diploma

C.3 Other requirements

TI-Nspire CX Calculator
Other issues are settled in relevant school documents- academic integrity, assessment,
inclusion and language policies

D. COURSE OF STUDY
THEMES/ Content- topics Time
UNITS provision
Number and SL/HL 30 hours
algebra  Operations with numbers in the form a × 10k
where 1 ≤ a < 10 and k is an integer.
 Arithmetic sequences and series. Use of the
formulae for the n th term and the sum of the
first n terms of the sequence. Use of sigma
notation for sums of arithmetic sequences.
 Geometric sequences and series. Use of the
formulae for the n th term and the sum of the
first n terms of the sequence.
 Use of sigma notation for the sums of
geometric sequences.
 Financial applications of geometric
sequences and series: compound interest
and annual depreciation.
 Laws of exponents with integer exponents.
 Introduction to logarithms with base 10 and
e. Numerical evaluation of logarithms using
technology.
 Simple deductive proof, numerical and
algebraic; how to lay out a left-hand side to
right-hand side (LHS to RHS) proof. The
symbols and notation for equality and
identity.
 Laws of exponents with rational exponents.
 Laws of logarithms. logaxy = logax + logay loga
x/y = logax – logay logaxm = mlogax for a, x, y >
0
 Change of base of a logarithm.
  Solving exponential equations, including
using logarithms.
 Sum of infinite convergent geometric
sequences
 The binomial theorem
 Use of Pascal’s triangle and nCr .
HL only 20 hours
 Counting principles, including permutations
and combinations.
 Extension of the binomial theorem to
fractional and negative indices, ie (a + b)n , n
∈ ℚ.
 Partial fractions.
 Complex numbers: the number i, where i 2 =
− 1. Cartesian form z = a + bi; the terms real
part, imaginary part, conjugate, modulus and
argument.
 The complex plane.
 Modulus–argument (polar) form: z = r(cosθ +
isinθ) = rcisθ . Euler form: z = reiθ
 Sums, products and quotients in Cartesian,
polar or Euler forms and their geometric
interpretation.
 Complex conjugate roots of quadratic and
polynomial equations with real coefficients.
 De Moivre’s theorem and its extension to
rational exponents.
 Powers and roots of complex numbers.
 Proof by mathematical induction.
 Proof by contradiction
 Use of a counterexample to show that a
statement is not always true.
 Solutions of systems of linear equations (a
maximum of three equations in three
unknowns), including cases where there is a
unique solution, an infinite number of
solutions or no solution.
Functions SL/HL 60 hours
 Different forms of the equation of a straight
line. Gradient; intercepts. Lines with
gradients m1 and m2 Parallel lines m1 = m2.
Perpendicular lines m1 × m2 = − 1
 Concept of a function, domain, range and
graph. Function notation, for example f(x),
v(t), C(n). The concept of a function as a
mathematical model.
 Informal concept that an inverse function
reverses or undoes the effect of a function.
 Inverse function as a reflection in the line y =
x, and the notation f-1
 The graph of a function; its equation
 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.
 Determine key features of graphs.
 Finding the point of intersection of two
curves or lines using technology.
 Composite functions
 Identity function. Finding the inverse
function.
 The quadratic function f(x) = ax2 + bx + c: its
graph, y -intercept (0, c). Axis of symmetry.
The form f(x) = a(x − p)(x − q), xintercepts (p,
0) and (q, 0). The form f(x) = a (x − h) 2 + k,
vertex (h, k)
 Solution of quadratic equations and
inequalities. The quadratic formula.
 The discriminant Δ = b 2 − 4ac and the nature
of the roots, that is, two distinct real roots,
two equal real roots, no real roots.
 The reciprocal function f(x) = 1 x , x ≠ 0: its
graph and self-inverse nature.
 Rational functions of the form f(x) = (ax + b)/
(cx + d) and their graphs. Equations of
vertical and horizontal asymptotes.
 Exponential functions and their graphs.
 Logarithmic functions and their graphs.
 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.
 Transformations of graphs. Translations: y =
f(x) + b; y = f(x − a). Reflections (in both axes):
y = − f(x); y = f( − x). Ver cal stretch with scale
factor p: y = p f(x). Horizontal stretch with
scale factor 1/q : y = f(qx)
 Composite transformations
HL only
 Polynomial functions, their graphs and 20 hours
equations; zeros, roots and factors. The
factor and remainder theorems.
  Sum and product of the roots of polynomial
equations
 Rational functions
 Odd and even functions.
 Finding the inverse function, f−1(x), including
domain restriction.
 Self-inverse functions
 Solutions of g(x) ≥ f(x), both graphically and
analytically.
 The graphs of the functions, y = | f(x)| and

Geometry SL/HL 60 hours

and  The distance between two points in
trigonometry threedimensional space, and their midpoint
 Volume and surface area of three-
dimensional solids including right-pyramid,
right cone, sphere, hemisphere and
combinations of these solids. The size of an
angle between two intersecting lines or
between a line and a plane.
 Use of sine, cosine and tangent ratios to find
the sides and angles of right-angled triangles.

 Applications of right and non-right angled

trigonometry, including Pythagoras’s
theorem. Angles of elevation and
depression.
 Construction of labelled diagrams from
written statements.
 The circle: radian measure of angles; length
of an arc; area of a sector.
 Definition of cosθ, sinθ in terms of the unit
circle.
 Definition of tanθ as sinθ /cosθ .
 Exact values of trigonometric ratios of 0, π /6
, π /4 , π /3 , π /2 and their multiples.
 Extension of the sine rule to the ambiguous
case.
 The Pythagorean identity cos2 θ + sin2 θ = 1.
Double angle identities for sine and cosine.
  The relationship between trigonometric
ratios.
 The circular functions sinx, cosx, and tanx;
 amplitude, their periodic nature, and their
graphs Composite functions of the form f(x)
= asin(b(x + c)) + d
 Transformations.
 Real-life contexts.
 Solving trigonometric equations in a finite
interval, both graphically and analytically.
 Equations leading to quadratic equations in
sinx, cosx or tanx
HL only
 Definition of the reciprocal trigonometric 30 hours
ratios secθ, cosecθ and cotθ. Pythagorean
identities: 1 + tan2 θ = sec2 θ 1 + cot2 θ =
cosec2 θ The inverse functions f(x) = arcsinx,
f(x) = arccosx, f(x) = arctanx; their domains
and ranges; their graphs
 Compound angle identities. Double angle
identity for tan.
 Relationships between trigonometric
functions and the symmetry properties of
their graphs.

 Algebraic and geometric approaches to the

following: the sum and difference of two
vectors; the zero vector 0, the vector –v;
multiplication by a scalar, kv, parallel vectors
magnitude of a vector, |v|; unit vectors, v
|v|; position vectors OA → = a, OB → = b;
displacement vector AB → = b − a Proofs of
geometrical properties using vectors.
 The definition of the scalar product of two
vectors. The angle between two vectors.
Perpendicular vectors; parallel vectors
 Vector equation of a line in two and three
dimensions: r = a + λb.
 The angle between two lines.
 Simple applications to kinematics.
  Coincident, parallel, intersecting and skew
lines, distinguishing between these cases.
Points of intersection.
 The definition of the vector product of two
vectors.
 Properties of the vector product.
 Geometric interpretation of | v × w |
 Vector equations of a plane: r = a + λb + μc,
where b and c are non-parallel vectors within
the plane. r · n = a · n, where n is a normal to
the plane and a is the position vector of a
point on the plane. Cartesian equation of a
plane ax + by + cz = d
 Intersections of: a line with a plane; two
planes; three planes. Angle between: a line
and a plane; two planes
Statistics and SL/HL 60 hours
probability  This is designed to cover the key questions
that students should ask when they see a
data set/ analysis
 Dealing with missing data, errors in the
recording of data
 Interpretation of outliers
 Sampling techniques and their effectiveness.
 Presentation of data (discrete and
continuous): frequency distributions
(tables).
 Histograms. Cumulative frequency;
cumulative frequency graphs; use to find
median, quartiles, percentiles, range and
interquartile range (IQR).
 Production and understanding of box and
whisker diagrams.
 Measures of central tendency (mean,
median and mode). Estimation of mean from
grouped data.
 Modal class.
 Measures of dispersion (interquartile range,
standard deviation and variance).
 Effect of constant changes on the original
data.
 Quartiles of discrete data.
 Linear correlation of bivariate data.
Pearson’s product-moment correlation
coefficient, r.
 Scatter diagrams; lines of best fit, by eye,
passing through the mean point.
 Equation of the regression line of y on x
  Use of the equation of the regression line for
prediction purposes. Interpret the meaning
of the parameters, a and b, in a linear
regression y = ax + b
 Concepts of trial, outcome, equally likely
outcomes, relative frequency, sample space
(U) and event. The probability of an event A
is P(A) = n(A) n(U) . The complementary
events A and A′ (not A).
 Expected number of occurrences.
 Use of Venn diagrams, tree diagrams, sample
space diagrams and tables of outcomes to
calculate probabilities.
 Combined events: P(A ∪ B) = P(A) + P(B) − P(A
∩ B). Mutually exclusive events: P(A ∩ B) = 0.
 Conditional probability: P(A|B) = P(A ∩ B)
/P(B) .
 Independent events: P(A ∩ B) = P(A)P(B).
 Concept of discrete random variables and
their probability distributions. Expected
value (mean), for discrete data. Applications.
 Binomial distribution. Mean and variance of
the binomial distribution.
 The normal distribution and curve.
Properties of the normal distribution.
Diagrammatic representation.
 Normal probability calculations.
 Inverse normal calculations
 Equation of the regression line of x on y.
 Use of the equation for prediction purposes.
 Formal definition and use of the formulae:
P(A|B) = P(A ∩ B)/ P(B) for condi onal
probabilities, and P(A|B) = P(A) = P(A|B′) for
independent events.
 Standardization of normal variables (z-
values).
 Inverse normal calculations where mean and
standard deviation are unknown.
HL only
 Use of Bayes’ theorem for a maximum of
three events.
 Variance of a discrete random variable. 20 hours
 Continuous random variables and their
probability density functions
 Mode and median of continuous random
variables
  Mean, variance and standard deviation of
both discrete and continuous random
variables.
 The effect of linear transformations of X.
Calculus SL/HL 40 hours
 Introduction to the concept of a limit.
 Derivative interpreted as gradient function
and as rate of change.
 Increasing and decreasing functions.
Graphical interpretation of f ′(x) > 0, f ′(x) = 0,
f ′(x) < 0.
 Derivative of f(x) = axn is f ′(x) = anxn − 1 , n ∈
ℤ The derivative of functions of the form f(x)
= axn + bxn − 1 . . . . where all exponents are
integers.
 Tangents and normals at a given point, and
their equations.
 Introduction to integration as anti-
differentiation of functions of the form f(x) =
axn + bxn − 1 + ...., where n ∈ ℤ, n ≠ −1
 Anti-differentiation with a boundary
condition to determine the constant term
 Definite integrals using technology. Area of a
region enclosed by a curve y = f(x) and the x
-axis, where f(x) > 0.
 Derivative of x n (n ∈ ℚ), sinx, cosx, e x and
lnx. Differentiation of a sum and a multiple of
these functions.
 The chain rule for composite functions
 The product and quotient rules.
 The second derivative. Graphical behaviour
of functions, including the relationship
between the graphs of f , f ′ and f ″.
 Local maximum and minimum points.
Testing for maximum and minimum.
 optimization.
 Points of inflexion with zero and non-zero
gradients.
 Kinematic problems involving displacement
s, velocity v, acceleration a and total distance
travelled
 Indefinite integral of x n (n ∈ ℚ), sinx, cosx,
1/ x and ex
 The composites of any of these with the
linear function ax + b.
  Definite integrals, including analytical
approach. 30 hours

HL only
 Informal understanding of continuity and
differentiability of a function at a point.

 Higher derivatives

 Implicit differentiation. Related rates of

change. Optimisation problems.
 Derivatives of tanx, secx, cosecx, cotx, ax ,
logax, arcsinx, arccosx, arctanx.
 Indefinite integrals of the derivatives of any
of the above functions. The composites of
any of these with a linear function.
 Use of partial fractions to rearrange the
integrand.
 Integration by substitution.
 Integration by parts
 Repeated integration by parts
 Area of the region enclosed by a curve and
the yaxis in a given interval. Volumes of
revolution about the x-axis or y-axis
 First order differential equations. Numerical
solution of dy / dx = f(x, y) using Euler’s
method.
 Variables separable
 Homogeneous differential equation dy /dx =
f( y/ x ) using the substitution y = vx.
 Solution of y′ + P(x)y = Q(x), using the
integrating factor
Exploration Knowledge and understanding 25 hours
Problem solving
Communication and interpretation
Technology
Reasoning
Inquiry approaches
Exam Solving problems from specimen/past papers and exam-style 25 hours
skills questions
Writing mock exams
Use of technology
Knowledge Knowledge relating to the 5 prescribed themes
(revised
and/or
Use of mathematical language and notation
constructed Exam strategies and techniques
) EE ideas, TOK and CAS links explored throughout all the course themes
Concepts Approximation
Change
Equivalence
Generalization
Modelling
Patterns
Quantity
Relationships
Representation
Space
Systems
Validity
Skills Language skills:
(developed Productive skills: writing, speaking
and
Receptive skills: listening and reading comprehension
practised)
Interactive skills: speaking

 interpersonal skills
 reasoning
 research
 groupwork
 creative thinking
 organization
ATL (approaches to learning) skills:
self-management skills
time management—including using time effectively in class, keeping to deadlines,
keeping to class schedules, creating study planners, homework planners and sticking
to them
self-management—including personal goal setting, organization of learning materials,
turning up to class with the right materials
organizing information logically, structuring information correctly in essays, and
reports using different information organizers for different purposes demonstrating
persistence and perseverance, practicing focus and concentration, and overcoming
distraction social skills:
working in groups—including delegating and taking responsibility, adapting to roles,
resolving group conflicts, demonstrating teamwork
accepting others—including analysing others’ ideas, respecting others’ points of view,
and using ideas critically
personal challenges—including respecting cultural differences, negotiating goals and
limitations with peers and with teachers, taking responsibility for own actions

communication skills:
Active listening----including non-verbal communication, and listening to and following
directions and procedures
literacy—including reading strategies, using and interpreting a range of contentspecific
terminology, interpreting meaning through cultural understanding
being informed—including the use of a variety of media, receiving feedback
informing others—including presentation skills using a variety of media, clear
speaking, writing for different purposes and giving feedback

research skills:
accessing information—including researching from a variety of sources,
transferring and summarizing information
using a range of technologies, identifying primary and secondary sources
selecting and organizing information— including identifying points of view,bias
and weaknesses, using primary and secondary sources, making connections
between a variety of resources, collecting, recording and verifying data
referencing—including the use of citing, footnotes and referencing of sources,
respecting the concept of intellectual property rights

thinking skills:
generating ideas—including the use of brainstorming
planning—including storyboarding and outlining a plan
inquiring—including questioning and challenging information and
arguments, developing questions, developing the skills of critical analysis and
using the inquiry cycle
applying knowledge and concepts—including logical progression of
arguments
identifying problems—including deductive reasoning, evaluating solutions to
problems
creating novel solutions—including the combination of critical and creative
strategies, considering a problem from multiple perspectives
 self-awareness—including seeking out positive criticism, reflecting on areas of
perceived limitation
self-evaluation—including the keeping of learning journals
reflecting at different stages in the learning process on learning
experiences in order to support personal development through thinking about
meta-cognition (the way we think and learn)
making connections—including using knowledge, understanding and skills
across subjects to create products or solutions, applying skills and knowledge
in unfamiliar situations
inquiring in different contexts— including changing the context of an inquiry to
gain various perspectives.

Attitudes Inquirers They develop their natural curiosity. They acquire the skills necessary to
(encouraged conduct inquiry and research and show independence in learning. They actively enjoy
and
fostered)
earning and this love of learning will be sustained throughout their lives.
Knowledgeable They explore concepts, ideas and issues that have local and global
significance. In so doing, they acquire in-depth knowledge and develop understanding
across a broad and balanced range of disciplines.
Thinkers They exercise initiative in applying thinking skills critically and creatively to
analyze and take responsible action on complex problems, and make reasoned, ethical
decisions.
Communicators They understand and express ideas and information confidently and
creatively in more than one language and in a variety of modes of communication.
They work effectively and willingly in collaboration with others.
Principled They act with integrity and honesty, with a strong sense of fairness, justice
and respect for the dignity of the individual, groups and communities. They take
responsibility for their own actions and the consequences that accompany them.
Open-minded They understand and appreciate their own cultures and personal
histories, and are open to the perspectives, values and traditions of other individuals
and communities. They are accustomed to seeking and evaluating a range of points of
view, and are willing to grow from the experience.
Caring They show empathy, compassion and respect towards the needs and feelings
of others. They have a personal commitment to service, and act to make a positive
difference to the lives of others and to the environment.
Risk-takers They approach unfamiliar situations and uncertainty with courage and
forethought, and have the independence of spirit to explore new roles, ideas and
innovative strategies. They are resourceful and resilient in the face of challenges and
change.
Balanced They understand the importance of intellectual, physical and emotional
balance to achieve personal well-being for themselves and others. They recognize their
interdependence with other people and with the world in which they live.
Reflective They give thoughtful consideration to their own learning and experience.
They are able to assess and understand their strengths and limitations in order to
support their learning and personal development.

(More detailed content and specific skills, knowledge, concepts build and/or explored in
unit planners)
E. ASSESSMENT
E.1 Assessment at a glance

Time (hours) Weighting of

final grade
Type of (%)
assessment Format of assessment SL HL SL HL
External
Paper 1 No technology allowed. 1.5 2 40 30
Section A: compulsory short-response
questions based on the syllabus.
Section B: compulsory extended-
response questions based on the
syllabus.
Paper 2 Technology allowed. 1.5 2 40 30
Section A: compulsory short-response
questions based on the syllabus.
Section B: compulsory extended-
response questions based on the
syllabus.
Paper 3 Technology allowed. 1 20
Two compulsory extended-response
problem-solving questions
Internal
Exploration 15 15 20 20
E.2 Assessment criteria