国際バカロレア · IB Diploma · Mathematics: Applications and Interpretation · SL

Supported SL focus. First assessment 2021; current through 2028. First-assessment-2029 course is separate.. Remaining guide, assessment and practical requirements retain their recorded holds.

Prerequisites: read the stated quantities and units, use arithmetic and the model conditions below. Each lesson develops its own method before independent transfer.

These are original or explicitly fictional teaching examples, not actual measurements or completed assessed learner investigations.

Can we pack without leftovers?

• A supplier packs 72 pencils and 90 pens into identical gift bags. How can we avoid leftovers?
• This lesson studies prime factor 质因数: A prime number that divides the integer exactly.

Choose the mathematical structure

• Prime factors reveal shared structure. Use the smallest common prime powers for the HCF and the largest for the LCM. Estimate before calculating; use brackets to preserve the order of operations.
• State the allowed inputs and units before calculating. An equation should express the relationship, not just record a calculator entry.

Work through a checked case

• Check the result against the starting quantities. Substitute into the original relation, or compare the graph and numerical answer where appropriate.

Example:

72=2^3×3^2 and 90=2×3^2×5. Their HCF is 2×9=18. Make 18 bags with 4 pencils and 5 pens each. Their LCM is 2^3×3^2×5=360.

Test a tempting shortcut

• The HCF divides both numbers; the LCM is a multiple of both. They answer different questions. A decimal estimate is not an exact fraction.
• When a shortcut fails, identify the assumption it breaks. Keep an exact value until the requested final rounding.

Warn:

The HCF of two positive integers is always larger than either integer. This claim is false. Explain which definition or assumption it violates.

Interpret a new situation

• For a non-calculator paper, keep fractions exact and show cancellation. For a calculator paper, enter the full expression and compare with your estimate.
• A complete solution gives the mathematical result and explains what it means. Check that it is possible in the stated context.

Use this in your course

• Current first-assessment-2021 Applications and Interpretation SL. This is authored concept support; the full guide is needed to certify every objective.
• Give the method before the final answer, and use the paper's calculator and formula rules. Review a wrong answer by locating the first invalid step.

Key:

A prime number that divides the integer exactly. Choose the relationship, show the method, check its assumptions and interpret the result.

Can we recover the original price?

• A coat is reduced by 20% to ¥240. The discount applies to the original price, not to the sale price.
• This lesson studies multiplier 乘数: A factor that performs a percentage change in one multiplication.

Choose the mathematical structure

• A p% increase has multiplier 1+p/100; a decrease has multiplier 1-p/100. Reverse a percentage by dividing by the multiplier. In a ratio, first find the total number of parts.
• State the allowed inputs and units before calculating. An equation should express the relationship, not just record a calculator entry.

Work through a checked case

• Check the result against the starting quantities. Substitute into the original relation, or compare the graph and numerical answer where appropriate.

Example:

Let the original price be P. The model is sale price=0.8P. Hence P=240/0.8=300. A later 20% increase gives 240×1.2=288, so the two changes do not cancel.

Test a tempting shortcut

• A percentage uses a stated base. Subtracting the percentages loses that base. For compound change, multiply the multipliers; do not add the percentages.
• When a shortcut fails, identify the assumption it breaks. Keep an exact value until the requested final rounding.

Warn:

A 20% decrease followed by a 20% increase restores the starting price. This claim is false. Explain which definition or assumption it violates.

Interpret a new situation

• For direct proportion use y=kx; for inverse proportion use y=k/x. Calculate k from a known pair before using a new value. State what you held constant.
• A complete solution gives the mathematical result and explains what it means. Check that it is possible in the stated context.

Use this in your course

• Current first-assessment-2021 Applications and Interpretation SL. This is authored concept support; the full guide is needed to certify every objective.
• Give the method before the final answer, and use the paper's calculator and formula rules. Review a wrong answer by locating the first invalid step.

Key:

A factor that performs a percentage change in one multiplication. Choose the relationship, show the method, check its assumptions and interpret the result.

Does the change add or multiply?

• A saving plan adds ¥30 more each week; a population model grows by 5% each year. Equal differences and equal ratios need different models.
• This lesson studies common ratio 公比: The constant multiplier between consecutive terms of a geometric sequence.

Choose the mathematical structure

• For an arithmetic progression, u_n=a+(n-1)d and S_n=n(2a+(n-1)d)/2. For a geometric progression, u_n=ar^(n-1) and S_n=a(1-r^n)/(1-r). An infinite geometric sum exists only if |r|<1.
• State the allowed inputs and units before calculating. An equation should express the relationship, not just record a calculator entry.

Work through a checked case

• Check the result against the starting quantities. Substitute into the original relation, or compare the graph and numerical answer where appropriate.

Example:

For a=5,d=3,n=8, u_8=5+7×3=26 and S_8=8(10+21)/2=124. For a=12,r=1/2, S infinity=12/(1-1/2)=24. For u_(n+1)=2u_n+1 with u_1=1, the next terms are 3,7,15.

Test a tempting shortcut

• The first term has index 1, so the exponent is n-1. A sequence is a list; a series is a sum. A geometric sequence can alternate in sign and still converge.
• When a shortcut fails, identify the assumption it breaks. Keep an exact value until the requested final rounding.

Warn:

Every geometric series has a finite sum to infinity. This claim is false. Explain which definition or assumption it violates.

Interpret a new situation

• Explain whether the context justifies additive or multiplicative change. In finance, distinguish a single deposit from a stream of deposits before choosing a sum formula.
• A complete solution gives the mathematical result and explains what it means. Check that it is possible in the stated context.

Use this in your course

• Current first-assessment-2021 Applications and Interpretation SL. This is authored concept support; the full guide is needed to certify every objective.
• Give the method before the final answer, and use the paper's calculator and formula rules. Review a wrong answer by locating the first invalid step.

Key:

The constant multiplier between consecutive terms of a geometric sequence. Choose the relationship, show the method, check its assumptions and interpret the result.

Is the prediction supported by the data?

• A line predicts bus travel time from distance. A small calculation error matters less than using a model outside its evidence.
• This lesson studies residual 残差: The observed value minus the value predicted by a fitted model.

Choose the mathematical structure

• A linear model y=a+bx has intercept a and slope b with contextual units. Inspect residuals and the data range. For repeated percentage change use a geometric model; for a loan distinguish principal, rate, repayment and period.
• State the allowed inputs and units before calculating. An equation should express the relationship, not just record a calculator entry.

Work through a checked case

• Check the result against the starting quantities. Substitute into the original relation, or compare the graph and numerical answer where appropriate.

Example:

The fitted model t=8+2d predicts 18 minutes at d=5 km. If the observed time is 21, the residual is 3 minutes. A ¥1000 deposit at 5% compound annual interest becomes 1000×1.05³=1157.625 after 3 years.

Test a tempting shortcut

• A good fit does not prove a causal mechanism. A correlation coefficient measures linear association, not the gradient. Calculator output must be translated into a model, checked and interpreted.
• When a shortcut fails, identify the assumption it breaks. Keep an exact value until the requested final rounding.

Warn:

A high correlation permits reliable extrapolation to any distance. This claim is false. Explain which definition or assumption it violates.

Interpret a new situation

• In IB AI, record the data source, domain, assumptions and calculator method. Compare an alternative model and judge predictions against residuals. A financial answer must state payment timing and whether interest is compounded.
• A complete solution gives the mathematical result and explains what it means. Check that it is possible in the stated context.

Use this in your course

• Current first-assessment-2021 Applications and Interpretation SL. This is authored concept support; the full guide is needed to certify every objective.
• Give the method before the final answer, and use the paper's calculator and formula rules. Review a wrong answer by locating the first invalid step.

Key:

The observed value minus the value predicted by a fitted model. Choose the relationship, show the method, check its assumptions and interpret the result.

対応するSLの焦点。最初の評価 2021；現在 through 2028。初回評価-2029コースは別です。残りのガイドライン、評価、実習要件は記録された保留条件を保持します。

前提条件：指定された数量と単位を読み取り、算術を使用し、以下のモデル条件に従う。各授業は独立した転移前に独自の方法を発展させる。

これらは元々または明示的に架空の教学例であり、実際の測定値や完了した評価対象学習者調査ではない。

どの入力が許容されるか？

• 平方根モデルは、特定の入力に対してのみ実数の出力を返します。単なる式だけでは完全な関数を指定できません。
• この授業では定義域を学びます：関数への入力の許容集合です。

数学的構造を選択する

• 定義域と値域を述べてください。逆関数の場合、まず定義域上で関数が一対一であることを確認する必要があります。合成 fg は、まず g を適用し、次に f を適用することを意味します。中間の出力は f に対する許容された入力である必要があります。
• 計算する前に許容される入力と単位を明記すること。数式は単なる電卓の入力記録ではなく、関係性を表すべきである。

確認済みの例 explored を通す

• 結果を初期の数量と比較して確認する。適切な場合、元の関係式に代入するか、グラフと数値解答を比較する。

例：

f(x)=√(x-2) において、x≥2 で値域は y≥0 です。y=√(x-2) より、x=y²+2 となります。したがって f inverse(x)=x²+2 （ただし x≥0）です。g(x)=x+3 について、fg(1)=f(4)=√2 です。

誘惑的な shorthand をテストする

• 二乗运算は余分な解を導入することがあります。逆関数を主張する前に、放物線の定義域を制限することは不可欠です。f 内部の水平移動は、グラフの移動方向とは逆向きの符号を持ちます。
• 近道が機能しない場合は、それが破られる仮定を特定すること。要求された最終的な四捨五入まで正確な値を維持すること。

警告：

すべての実数全体での二次関数は逆関数を持ちます。この主張は誤りです。どの定義や仮定に違反しているかを説明してください。

新しい状況解釈する

• 逆関数の定義域において f(f⁻¹(x))=x を確認する。スケッチを用いて、水平線が元のグラフを一度以上交差しないか検証する。
• 完全な解答は数学的な結果を示し、その意味を説明する。指定された文脈内で可能であることを確認すること。

課程でこの手法を用いる

• 初回評価2021 応用と解釈 SL。これは著者による概念支援です。すべての目標を証明するには、完全なガイドが必要です。
• 最終的な答えの前に手法を示し、試験用紙の電卓および数式ルールを使用すること。誤答については、最初に無効となったステップを特定して見直すこと。

重要：

関数に許容される入力の集合。関係性を選び、手法を示し、仮定を確認し、結果を解釈せよ。

なぜ減衰モデルは正の値を保つのか？

• 薬物の濃度は毎時同じ割合で減少します。一定量の引き算では、最終的に負の値が予測されてしまいます。
• この授業では**半減期（ハルフライフ）**を学びます：減衰する量が初期値の半分になるまでの時間です。

数学的構造を選択する

• y=Ae^(kt) において、k は比例定数です。両辺の対数をとると ln y=ln A+kt となります。対数関数は正の引数にのみ定義され、log(x+y) が log x + log y と等しいわけではありません。
• 計算する前に許容される入力と単位を明記すること。数式は単なる電卓の入力記録ではなく、関係性を表すべきである。

確認済みの例 explored を通す

• 結果を初期の数量と比較して確認する。適切な場合、元の関係式に代入するか、グラフと数値解答を比較する。

例：

y=80e^(-0.2t) であり、y=40 のとき e^(-0.2t)=1/2 となります。したがって t=ln2/0.2≈3.466 です。3^x=20 に対しては、x=ln20/ln3 です。ln y を t に対してプロットすると、この指数関数モデルは直線化されます。

誘惑的な shorthand をテストする

• 適合された指数関数はモデルに過ぎず、保証ではありません。使用時の時間単位と適用範囲を明記してください。負の k は減衰を表し、負の初期値は通常、文脈と矛盾します。
• 近道が機能しない場合は、それが破られる仮定を特定すること。要求された最終的な四捨五入まで正確な値を維持すること。

警告：

正の x と y について、ln(x+y)=ln x+ln y です。この主張は誤りです。どの定義や仮定に違反しているかを説明してください。

新しい状況解釈する

• 実際の観測値とモデルを比較します。系統的な乖離は、条件の変化を示唆している可能性があります。レポートでは、単なる数式を提示するだけでなく、その減少率や初期値が何を意味するかを説明すべきです。
• 完全な解答は数学的な結果を示し、その意味を説明する。指定された文脈内で可能であることを確認すること。

課程でこの手法を用いる

• 初回評価2021 応用と解釈 SL。これは著者による概念支援です。すべての目標を証明するには、完全なガイドが必要です。
• 最終的な答えの前に手法を示し、試験用紙の電卓および数式ルールを使用すること。誤答については、最初に無効となったステップを特定して見直すこと。

重要：

減衰する量が初期値の半分になるまでの時間です。関係式を選び、解法を示し、仮定を検証して結果を解釈してください。

Supported SL focus. First assessment 2021; current through 2028. First-assessment-2029 course is separate.. Remaining guide, assessment and practical requirements retain their recorded holds.

Prerequisites: read the stated quantities and units, use arithmetic and the model conditions below. Each lesson develops its own method before independent transfer.

These are original or explicitly fictional teaching examples, not actual measurements or completed assessed learner investigations.

Does volume scale like length?

• A model has lengths one third of the real object. How much smaller are its area and volume?
• This lesson studies scale factor 相似比: The multiplier that relates corresponding lengths in similar shapes.

Choose the mathematical structure

• For similar shapes with length scale factor k, areas scale by k² and volumes by k³. State angle reasons explicitly. A circle's tangent is perpendicular to the radius at the contact point.
• State the allowed inputs and units before calculating. An equation should express the relationship, not just record a calculator entry.

Work through a checked case

• Check the result against the starting quantities. Substitute into the original relation, or compare the graph and numerical answer where appropriate.

Example:

If model-to-real length factor is 3, a model area of 12 cm² gives 12×3²=108 cm² and a model volume of 8 cm³ gives 8×3³=216 cm³. A cylinder with r=3,h=5 has volume πr²h=45π.

Test a tempting shortcut

• Equal angles alone establish similarity, not equal size. Use corresponding lengths in the same order. Convert linear units before calculating area or volume, or square/cube the conversion factor correctly.
• When a shortcut fails, identify the assumption it breaks. Keep an exact value until the requested final rounding.

Warn:

Doubling every length of a solid doubles its volume. This claim is false. Explain which definition or assumption it violates.

Interpret a new situation

• A geometric proof should name the relevant theorem, identify the equal angle or ratio, and draw the conclusion. A scale drawing is evidence only when the task permits measurement.
• A complete solution gives the mathematical result and explains what it means. Check that it is possible in the stated context.

Use this in your course

• Current first-assessment-2021 Applications and Interpretation SL. This is authored concept support; the full guide is needed to certify every objective.
• Give the method before the final answer, and use the paper's calculator and formula rules. Review a wrong answer by locating the first invalid step.

Key:

The multiplier that relates corresponding lengths in similar shapes. Choose the relationship, show the method, check its assumptions and interpret the result.

Which side does the ladder need?

• A ladder reaches a height of 4 m while its foot is 3 m from a wall. Which sides are known, and which angle do we need?
• This lesson studies hypotenuse 斜边: The side opposite the right angle in a right-angled triangle.

Choose the mathematical structure

• In a right triangle a²+b²=c²; sinθ=opposite/hypotenuse, cosθ=adjacent/hypotenuse and tanθ=opposite/adjacent. For other triangles, use the sine or cosine rule, or area=ab sin C/2.
• State the allowed inputs and units before calculating. An equation should express the relationship, not just record a calculator entry.

Work through a checked case

• Check the result against the starting quantities. Substitute into the original relation, or compare the graph and numerical answer where appropriate.

Example:

The ladder length is c=√(3²+4²)=5 m. Its angle to the ground satisfies tanθ=4/3, so θ≈53.1°. With two sides 6 and 8 enclosing 60°, c²=6²+8²-2×6×8 cos60°=52.

Test a tempting shortcut

• Label sides relative to the chosen angle. Pythagoras needs a right angle. A calculator angle mode error can produce a plausible but wrong result. Keep unrounded values for later steps.
• When a shortcut fails, identify the assumption it breaks. Keep an exact value until the requested final rounding.

Warn:

Pythagoras applies to every triangle, including triangles without a right angle. This claim is false. Explain which definition or assumption it violates.

Interpret a new situation

• Use a plan or elevation for a three-dimensional problem before applying a triangle rule. Explain why the chosen triangle contains the required length or angle.
• A complete solution gives the mathematical result and explains what it means. Check that it is possible in the stated context.

Use this in your course

• Current first-assessment-2021 Applications and Interpretation SL. This is authored concept support; the full guide is needed to certify every objective.
• Give the method before the final answer, and use the paper's calculator and formula rules. Review a wrong answer by locating the first invalid step.

Key:

The side opposite the right angle in a right-angled triangle. Choose the relationship, show the method, check its assumptions and interpret the result.

Supported SL focus. First assessment 2021; current through 2028. First-assessment-2029 course is separate.. Remaining guide, assessment and practical requirements retain their recorded holds.

Prerequisites: read the stated quantities and units, use arithmetic and the model conditions below. Each lesson develops its own method before independent transfer.

These are original or explicitly fictional teaching examples, not actual measurements or completed assessed learner investigations.

Can one average tell the whole story?

• Two groups have the same median but different spread. One summary cannot describe both location and consistency.
• This lesson studies frequency density 频率密度: Frequency divided by class width, used as histogram height.

Choose the mathematical structure

• Compare an appropriate average and spread in context. A histogram uses area for frequency, so height=frequency/class width. Grouped estimates assume representative values within intervals.
• State the allowed inputs and units before calculating. An equation should express the relationship, not just record a calculator entry.

Work through a checked case

• Check the result against the starting quantities. Substitute into the original relation, or compare the graph and numerical answer where appropriate.

Example:

A class from 10 to 20 with frequency 30 has density 30/10=3. A class from 20 to 40 with frequency 20 has density 20/20=1. Its wider bar must not be mistaken for a larger density. For values 2,4,4,6,9, the median is 4 and mean is 5.

Test a tempting shortcut

• The tallest histogram bar need not contain the most observations. A grouped mean is an estimate. Correlation does not prove causation, and extrapolation extends beyond the observed range.
• When a shortcut fails, identify the assumption it breaks. Keep an exact value until the requested final rounding.

Warn:

A histogram bar's height always equals its frequency, even with unequal class widths. This claim is false. Explain which definition or assumption it violates.

Interpret a new situation

• Choose a display that fits the data type. Give both a numerical comparison and what it means for the population; do not infer more precision than the sample supports.
• A complete solution gives the mathematical result and explains what it means. Check that it is possible in the stated context.

Use this in your course

• Current first-assessment-2021 Applications and Interpretation SL. This is authored concept support; the full guide is needed to certify every objective.
• Give the method before the final answer, and use the paper's calculator and formula rules. Review a wrong answer by locating the first invalid step.

Key:

Frequency divided by class width, used as histogram height. Choose the relationship, show the method, check its assumptions and interpret the result.

What changes after the first draw?

• A bag has 3 red and 2 blue counters. Taking two without replacement changes the chance of the second colour.
• This lesson studies conditional probability 条件概率: The probability of an event after restricting the sample space to a stated condition.

Choose the mathematical structure

• Multiply along a tree branch and add disjoint branches. With replacement, the composition stays fixed. Conditional probability is P(A given B)=P(A∩B)/P(B), for P(B)>0.
• State the allowed inputs and units before calculating. An equation should express the relationship, not just record a calculator entry.

Work through a checked case

• Check the result against the starting quantities. Substitute into the original relation, or compare the graph and numerical answer where appropriate.

Example:

Without replacement, P(two red)=3/5×2/4=3/10. P(one of each)=3/5×2/4+2/5×3/4=3/5. If P(A∩B)=0.12 and P(B)=0.3, P(A given B)=0.4.

Test a tempting shortcut

• Mutually exclusive means no overlap; independent means that knowing one event does not change the other's probability. Two disjoint events with positive probability are not independent.
• When a shortcut fails, identify the assumption it breaks. Keep an exact value until the requested final rounding.

Warn:

Mutually exclusive events with positive probabilities must be independent. This claim is false. Explain which definition or assumption it violates.

Interpret a new situation

• A two-way table makes the restricted denominator visible. Before using a product P(A)P(B), justify independence from the context or the supplied information.
• A complete solution gives the mathematical result and explains what it means. Check that it is possible in the stated context.

Use this in your course

• Current first-assessment-2021 Applications and Interpretation SL. This is authored concept support; the full guide is needed to certify every objective.
• Give the method before the final answer, and use the paper's calculator and formula rules. Review a wrong answer by locating the first invalid step.

Key:

The probability of an event after restricting the sample space to a stated condition. Choose the relationship, show the method, check its assumptions and interpret the result.

What makes a count predictable?

• A quality inspector counts defective items. The number is random, but a model can describe its likely range.
• This lesson studies expected value 期望值: The probability-weighted mean of a random variable.

Choose the mathematical structure

• A binomial model needs fixed n, independent trials, two outcomes and constant p. E(X)=np and Var(X)=np(1-p). For a normal model use z=(x-μ)/σ. A Poisson model describes counts with a constant rate and appropriate independence assumptions.
• State the allowed inputs and units before calculating. An equation should express the relationship, not just record a calculator entry.

Work through a checked case

• Check the result against the starting quantities. Substitute into the original relation, or compare the graph and numerical answer where appropriate.

Example:

For X binomial(5,0.2), P(X=0)=0.8^5=0.32768, E(X)=1 and Var(X)=0.8. For a normal quantity with μ=100,σ=15, the value 130 has z=2. A Poisson mean of 3 per hour gives mean 6 over two hours.

Test a tempting shortcut

• Not every count is binomial: changing p or dependence can invalidate it. For a continuous variable, the probability of one exact value is zero. Continuity correction matters when approximating a discrete distribution by a normal one.
• When a shortcut fails, identify the assumption it breaks. Keep an exact value until the requested final rounding.

Warn:

Every count of successes has a binomial distribution regardless of dependence. This claim is false. Explain which definition or assumption it violates.

Interpret a new situation

• Write the event as an inequality before using calculator distribution functions. Distinguish P(X<k), P(X≤k) and a tail complement. State assumptions in context.
• A complete solution gives the mathematical result and explains what it means. Check that it is possible in the stated context.

Use this in your course

• Current first-assessment-2021 Applications and Interpretation SL. This is authored concept support; the full guide is needed to certify every objective.
• Give the method before the final answer, and use the paper's calculator and formula rules. Review a wrong answer by locating the first invalid step.

Key:

The probability-weighted mean of a random variable. Choose the relationship, show the method, check its assumptions and interpret the result.

Could chance explain the result?

• A factory claims that only 10% of items are defective. A sample contains more defects, but chance alone may explain some difference.
• This lesson studies significance level 显著性水平: The chosen probability threshold for rejecting a null hypothesis.

Choose the mathematical structure

• State H₀ and H₁ in population parameters before inspecting the outcome. Calculate the appropriate tail probability under H₀. Reject H₀ when the evidence meets the specified significance rule; otherwise say there is insufficient evidence.
• State the allowed inputs and units before calculating. An equation should express the relationship, not just record a calculator entry.

Work through a checked case

• Check the result against the starting quantities. Substitute into the original relation, or compare the graph and numerical answer where appropriate.

Example:

For H₀:p=0.1 and H₁:p>0.1 with n=10, observing at least 3 defects has probability 1-(0.9^10+10×0.1×0.9^9+45×0.1²×0.9^8)≈0.070191. At 5%, this is insufficient evidence that the defect rate exceeds 10%.

Test a tempting shortcut

• Failing to reject H₀ is not proof that H₀ is true. Choose the tail from H₁, not from whichever tail gives a small result. Statistical significance does not measure the practical size of an effect.
• When a shortcut fails, identify the assumption it breaks. Keep an exact value until the requested final rounding.

Warn:

Failing to reject a null hypothesis proves it is true. This claim is false. Explain which definition or assumption it violates.

Interpret a new situation

• Finish with a sentence about the population and the original claim. State the model's assumptions and consider whether the sampling procedure supports them.
• A complete solution gives the mathematical result and explains what it means. Check that it is possible in the stated context.

Use this in your course

• Current first-assessment-2021 Applications and Interpretation SL. This is authored concept support; the full guide is needed to certify every objective.
• Give the method before the final answer, and use the paper's calculator and formula rules. Review a wrong answer by locating the first invalid step.

Key:

The chosen probability threshold for rejecting a null hypothesis. Choose the relationship, show the method, check its assumptions and interpret the result.

対応するSLの焦点。最初の評価 2021；現在 through 2028。初回評価-2029コースは別です。残りのガイドライン、評価、実習要件は記録された保留条件を保持します。

前提条件：指定された数量と単位を読み取り、算術を使用し、以下のモデル条件に従う。各授業は独立した転移前に独自の方法を発展させる。

これらは元々または明示的に架空の教学例であり、実際の測定値や完了した評価対象学習者調査ではない。

一点における傾きは何か？

• 湾曲した道路では、位置によって傾きが異なります。平均勾配では各点の傾きを説明できません。
• この授業では導関数を学びます：瞬間的な変化率、すなわち接線の傾きのことです。

数学的構造を選択する

• y=ax^n について、dy/dx=anx^(n-1) です。定常点は dy/dx=0 を満たします。符号の変化を確認するか、二階導関数がゼロでない場合はそれを使って分類してください。
• 計算する前に許容される入力と単位を明記すること。数式は単なる電卓の入力記録ではなく、関係性を表すべきである。

確認済みの例 explored を通す

• 結果を初期の数量と比較して確認する。適切な場合、元の関係式に代入するか、グラフと数値解答を比較する。

例：

y=x³-3x について、dy/dx=3x²-3 です。x=1 における傾きは 0 で、y=-2 です。二階導関数は 6x であり、x=1 で正であるため、これは局所最小点です。x=-1 において、y=2 で二階導関数は負であり、局所最大点となります。

誘惑的な shorthand をテストする

• 導関数がゼロだからといって、常に最大値または最小値であるとは限りません：y=x³ は 0 で定常点ですが、増加を続けます。制限された定義域において、端点も極値を生むことがあります。
• 近道が機能しない場合は、それが破られる仮定を特定すること。要求された最終的な四捨五入まで正確な値を維持すること。

警告：

導関数がゼロである点は、必ず局所最大値または最小値である。この主張は誤りである。どの定義や前提条件に違反しているかを説明せよ。

新しい状況解釈する

• GCSE/IGCSEでは、レベルごとの多項式の範囲内に留め、その段階で合成関数の微分法（チェーンルール）、積の微分法、商の微分法を用いてはいけない。上級レベルでは、有効な定義域と関連付けて、導関数を速度や最適化問題に結びつけること。
• 完全な解答は数学的な結果を示し、その意味を説明する。指定された文脈内で可能であることを確認すること。

課程でこの手法を用いる

• 初回評価2021 応用と解釈 SL。これは著者による概念支援です。すべての目標を証明するには、完全なガイドが必要です。
• 最終的な答えの前に手法を示し、試験用紙の電卓および数式ルールを使用すること。誤答については、最初に無効となったステップを特定して見直すこと。

重要：

瞬間変化率、すなわち接線の傾き。適切な関係式を選び、計算過程を示し、適用条件を検証して結果を解釈せよ。

近似の信頼性は高いですか？

• 非線形方程式には便利な厳密解が存在しない場合があります。近似値であっても、それが信頼できる根拠が必要です。
• この授業では**反復法（イテレーション）**を学びます。新しい近似値を前の近似値から計算し、繰り返し更新していく手法です。

数学的構造を選択する

• 連続関数が2つの端点で符号が異なる場合、その間に零点が存在する。ニュートン法は x次=x-f(x)/f'(x) を用い、導関数がゼロでない場合に適用される。台形則は端点の高さを用いて定積分を近似する。
• 計算する前に許容される入力と単位を明記すること。数式は単なる電卓の入力記録ではなく、関係性を表すべきである。

確認済みの例 explored を通す

• 結果を初期の数量と比較して確認する。適切な場合、元の関係式に代入するか、グラフと数値解答を比較する。

例：

f(x)=x²-2 かつ x₀=1.5 のとき、ニュートン法により x₁=1.5-(2.25-2)/3=1.4166667 となる。y=x² が [0,2] で定義され、2つの等しい帯がある場合、h=1 であり、台形の面積=(1/2)(0+2×1+4)=3 となる。正確な面積は 8/3 である。

誘惑的な shorthand をテストする

• 不連続点をまたぐ符号の変化は零点の存在を保証しません。反復法が発散したり周期解になったりする可能性があります。台形則による過大評価・過小評価は、関数の単調性だけでなく曲率にも依存します。
• 近道が機能しない場合は、それが破られる仮定を特定すること。要求された最終的な四捨五入まで正確な値を維持すること。

警告：

すべての符号の変化は零点を示しており、不連続点をまたぐものも含む。この主張は誤りである。どの定義や仮定に違反しているかを説明せよ。

新しい状況解釈する

• 停止基準を提示し、適切な精度を報告してください。四捨五入した回答値の周囲に符号括弧があることで近似零点を確認し、選んだ反復法が失敗した理由を説明してください。
• 完全な解答は数学的な結果を示し、その意味を説明する。指定された文脈内で可能であることを確認すること。

課程でこの手法を用いる

• 初回評価2021 応用と解釈 SL。これは著者による概念支援です。すべての目標を証明するには、完全なガイドが必要です。
• 最終的な答えの前に手法を示し、試験用紙の電卓および数式ルールを使用すること。誤答については、最初に無効となったステップを特定して見直すこと。

重要：

前の近似値を用いて次の近似値を計算し、これを繰り返す更新プロセス。関係性を選び、手法を示し、仮定を確認して結果を解釈せよ。

Supported SL focus. First assessment 2021; current through 2028. First-assessment-2029 course is separate.. Remaining guide, assessment and practical requirements retain their recorded holds.

Prerequisites: read the stated quantities and units, use arithmetic and the model conditions below. Each lesson develops its own method before independent transfer.

These are original or explicitly fictional teaching examples, not actual measurements or completed assessed learner investigations.

What makes an investigation mathematical?

• A student wants to predict queue waiting time at the school canteen. A useful exploration needs a question, data and mathematics the student can explain.
• This lesson studies assumption 假设: A condition adopted to make a mathematical model possible and whose effect should be evaluated.

Choose the mathematical structure

• Frame a focused question with measurable variables and a feasible method. Keep a dated record of decisions, sources and mathematical reasoning. Use technology to support analysis, and explain every important output in your own words.
• State the allowed inputs and units before calculating. An equation should express the relationship, not just record a calculator entry.

Work through a checked case

• Check the result against the starting quantities. Substitute into the original relation, or compare the graph and numerical answer where appropriate.

Example:

A pilot records mean waiting times of 3,5,7 minutes when 10,20,30 people are ahead. A first model is t=1+0.2n. At n=25 it predicts 6 minutes. An actual wait of 8 gives residual 2; investigate varying service rates rather than hiding the mismatch.

Test a tempting shortcut

• Do not copy a sample exploration, invent data or manufacture personal engagement. A prediction is not evidence until it is compared with observations. Consent and privacy matter when collecting school data.
• When a shortcut fails, identify the assumption it breaks. Keep an exact value until the requested final rounding.

Warn:

The school-supervised mathematical exploration can be replaced by a timed written mock exam. This claim is false. Explain which definition or assumption it violates.

Interpret a new situation

• The school supervises topic approval, checkpoints, authenticity and assessment. For the current 2021 course use the current school's guide and criteria; the 2029 inquiry criteria belong to a different assessment version.
• A complete solution gives the mathematical result and explains what it means. Check that it is possible in the stated context.

Use this in your course

• Current first-assessment-2021 Applications and Interpretation SL. This is authored concept support; the full guide is needed to certify every objective.
• Give the method before the final answer, and use the paper's calculator and formula rules. Review a wrong answer by locating the first invalid step.

Key:

A condition adopted to make a mathematical model possible and whose effect should be evaluated. Choose the relationship, show the method, check its assumptions and interpret the result.