Andrew's Guide to IB Mathematics Universe

We're already halfway through this unit. This part is known to be pretty challenging, as you're now asked to use everything you've learned in the previous sections to sketch a function or finding the equation of the function. When I was taught trigonometric functions, this totally freaked me out just due to the sheer amount of stuff you gotta keep in mind, so section 3 was made to give you some practice on the specific skills (finding the period/amplitude/phase change/max/min) prior to tackling this beast. It also marks the beginning of our all-time fave Drills . You should give yourself 8 minutes, without  calculator, to answer the all questions. The drills can be found on the LAST page of this document. Answers to the drills are also in the Answers for this unit. Credits:  AdventurousAndrew#7499

This section is devoted to thinking more about the transformations of basic trigonometric functions and recognising the roles of each factor in the transformation. By breaking it down to subcomponents like this, you have a much lower odd of being totally overwhelmed when you're asked to sketch the graph of a complicated-looking trig function. Credits:  AdventurousAndrew#7499 

In this second part, we'll start discussing the graphs of basic sinusoidal functions. Many of you have been exposed to trigonometric functions at GCSE and this section will simply extend your understanding of trigonometric graphs. We won't get into too much details yet - that's for later parts. c: Credits:  AdventurousAndrew#7499

Without any further ado, here's the first part of this unit. Simply a prerequisite check to make sure y'all have the basics or go brush up on them if necessary. Part 1 Answers Credits:  AdventurousAndrew#7499

All the resources below are published absolutely free of charge. If you want to say thank you or support me in any other way, click  here . Since the beginning of the winter break, I've finally found time to write an entire unit of trigonometry for y'all. I've thought about doing this for ages, but then life gets in the way and I'm just so knackered after doing everything else. Introducing the grande finale . I'll be doing a small experiment right now: instead of posting the booklet in one shot, I've broken it down into several subtopics and I'll post one subtopic at a time, three times a week: Monday, Wednesday and Friday. Structure of the booklet Each booklet starts with a prereq check, then a couple subtopics (more on that below), then an end-of-topic revision and quiz.  The booklet I'll be posting is the second  out of the four booklets that I plan to write on trigonometry: relationships, functions , identities and equations.    Structure of each sub

Hey there kiddos. Christmas is right 'round the corner and Santa Claus is coming to town . This year, I have something special for ya - the last two tests for the series. Yes, this would finally  complete the assessments for both courses, except an odd topic like graphs of rational functions. AAHL: AAHL Answers: AASL: AASL Answers: The usual plugs: stay safe y'all. The Omicron is messing shit up for pretty much everyone. Early merry Christmas from Anderoo. :D Credit:  AdventurousAndrew#7499 2021

Wednesday, December 15th, 2021 It's hard to write when you're not really in the mood. I'm done with some of my finals. Two more to go - I think I'm somewhat prepared but can't wait to be proven wrong. Definitely running short of papers to share with y'all, but that's alright because I still have spares! This marks the end of the unit tests for AAHL. It's been quite a ride. This test is on 1st order differential equations and Maclaurin series. The format is slightly different - you have all the questions on the same page and 5 pages to answer the questions, similar to your section B-style questions. I want y'all to be able to present your work in an organised manner no matter what you do or where you go for uni. QP: Answers: Credits: AdventurousAndrew#7499 except  Maclaurin series, Q3.

This is a HUGE module. From the basics of exponential and logarithmic functions, we move on to properties of logarithms as well as transformations (and further transformations for AAHL people). I'd genuinely expect that people spend about four weeks of class time to cover the content, assuming students don't already know log laws and logarithmic functions. I'm ridiculously biased, but y'all know that I love  logarithms. Needless to say there'll be some questions that you'll be stratching your head when taking the test. May the odds be ever in your favour. AAHL: AAHL Answers: AASL: AASL Answers: Credit: AdventurousAndrew#7499 (except Standard 3, question 3) Stay safe, sane and healthy y'all. Peace.

G'day folks. Today's post is gonna be a bit random (as the title suggests) and a bit anecdotal simply based on my experience teaching this topic. So last Monday I had the chance to teach optimisation to a lower-attaining student. Her understanding of calculus is frankly quite shaky, but I wasn't prepared to know that her geometry skills are also severely lacking. She didn't know how to find the areas of shapes as well as the volumes of prisms; initially I planned to use a short activity on expressing perimeter/volume in algebra but ended up reteaching the formulae (no time to explain why  the formulae work or do more examples, because we only meet once a week for an hour). From my experience reading the examiners' reports, optimisation is usually the worst-performing question and the problem usually lies in setting up the models properly. I suspect that my student was far from alone - many people I've talked to struggled with optimisation for the same reason. S