IBDP – MATHEMATICS – APPLICATIONS & INTERPRETATIONS HL

The International Baccalaureate Diploma Programme (DP) is a rigorous assessment programme for students aged 16-19. 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 –APPLICATIONS AND INTERPRETATIONS HL**

**Chapter 1**: Basic Geometry and Mathematics**Chapter 2**: Functions**Chapter 3:**Sequences and Series**Chapter 4:**Geometry and Trigonometry**Chapter 5:**Complex Number**Chapter 6:**Matrix Algebra**Chapter 7:**Vectors**Chapter 8:**Probability**Chapter 9:**Descriptive Statistics**Chapter 10:**Probability**Chapter 11:**Differential Calculus**Chapter 12:**Probability Distribution**Chapter 13:**Integral Calculus**Chapter 14:**Testing For Validity**Chapter 15:**Graph Theory

**Mathematics: applications and interpretation curriculum overview**

Syllabus component | Recommended teaching hours (HL) |
---|---|

● Number and algebra ● Functions ● Geometry and trigonometry ● Statistics and probability ● Calculus | 29 42 46 52 41 |

Development of investigational, problem-solving and modelling skills and the exploration of an area of mathematics | 30 |

Total teaching hours | 150 |

**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 short-response questions based on the syllabus.Section B:compulsory extended-response questions based on the syllabus | 2 | 30 |

Paper 2 | Technology allowed.Section A: compulsory short-response questions based on the syllabus.Section B:compulsory extended-response questions based on the syllabus. | 2 | 30 |

Paper 3 | Technology allowed. Two compulsory extended-response problem-solving questions. | 1 | 20 |

Internal | |||

Exploration | 15 | 20 |

The IB DP Mathematics: applications and interpretation course recognizes the role that mathematics and technology play in various fields in a data-rich world. It emphasizes the meaning of mathematics in context by focusing on topics that are often used as applications. To provide a strong base, this course includes topics that are part of a pre-university mathematics course. Students are encouraged to solve real-world problems and communicate this mathematically and interpret conclusions. Students develop strong technology skills, and will be intellectually equipped to appreciate the links between the theoretical and practical concepts. Students 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. Throughout the course students are encouraged to take a considered approach to various mathematical activities.

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.