IBDP – MATHEMATICS –ANALYSIS & APPROACHES HL
The The International Baccalaureate Diploma Programme (DP) is a rigorous assessment programme for students aged 1619. This course is well respected by universities worldwide and provides high quality education to students. It encourages students to be curious, knowledgeable, open minded, empathetic while inculcating values and attitudes in them.IBDP offers over 30 courses from six subject groups, from each of these subject groups; students have a choice to pick subjects that interest them.
Generally, three subjects are taken at the Higher Level (HL) and others are taken at the Standard Level( SL). HL subjects are studied in greater depth than SL subjects.In addition, three core elements, the extended essay, theory of knowledge and Creativity, Activity, Service are compulsory and central to the programme’s philosophy.
IBDP – MATHEMATICS –ANALYSIS & APPROACHES HL

 Chapter 1: Algebra and Function Basics
 Chapter 2: Functions Equations and Inequalities
 Chapter 3: Sequences and Series
 Chapter 4: Exponential and Logarithmic Functions
 Chapter 5: Trigonometric Functions and Equations
 Chapter 6: Geometry and Trigonometry
 Chapter 7: Statistics
 Chapter 8: Probability
 Chapter 9: Differential Calculus 1
 Chapter 10: Differential Calculus 2
 Chapter 11: Integral Calculus
 Chapter 12: Probability Distributions
Mathematics: analysis and approaches curriculum overview
Syllabus component  Recommended teaching hours (HL) 

● Number and algebra ● Functions ● Geometry and trigonometry ● Statistics and probability ● Calculus  39 32 51 33 55 
Development of investigational, problemsolving and modelling skills and the exploration of an area of mathematics  30 
Total teaching hours  240 
Assessment model:
The assessment objectives include:
 Knowledge and understanding
 Problem solving
 Communication and interpretation
 Technology
 Reasoning
 Inquiry approaches
Type of assessment  Format of assessment  Time (hours) HL  Weighting of final grade (%) HL 

External  
Paper 1  No technology allowed. Section A: compulsory shortresponse questions based on the syllabus. Section B: compulsory extendedresponse questions based on the syllabus  2  30 
Paper 2  Technology allowed. Section A: compulsory shortresponse questions based on the syllabus. Section B: compulsory extendedresponse questions based on the syllabus.  2  30 
Paper 3  Technology allowed. Two compulsory extendedresponse problemsolving questions.  1  20 
Internal  
Exploration  15  20 
IB DP Mathematics: analysis and approaches course recognizes the need for analytical expertise in a world where innovation is dependent on a deep understanding of mathematics. The focus is on developing mathematical concepts in a comprehensible and rigorous way, achieved by a balanced approach. Students are encouraged to apply their mathematical knowledge to solve abstract problems, set in a variety of meaningful contexts. This course emphasises on the ability to construct, communicate and justify correct mathematical arguments. Students develop insight into mathematical form, and should be intellectually equipped to appreciate the links between concepts in different areas. Students are also encouraged to develop the skills needed to continue their mathematical growth in other learning environments. The internally assessed exploration allows students to develop independence in mathematical learning.
The aims of all DP mathematics courses are to: develop a curiosity and understanding of the concepts and principles of mathematics, communicate mathematics concisely in a variety of contexts, develop logical and creative thinking, and patience in problem solving, employ and refine their powers of abstraction and generalization, take action to apply skills to other areas of knowledge and in their communities, appreciate how developments in technology and mathematics influence each other, appreciate the moral, social and ethical questions arising from the work of mathematicians, appreciate the universality of mathematics and its multicultural, international and historical perspectives, develop the ability to reflect critically upon their own work and of others, and independently and collaboratively extend their understanding of mathematics.