IB Mathematics  Higher Level
Prerequisites
Most students attempting this course have had a solid pass in VCE Mathematical Methods Units 1 and 2 or Year 11 IB Mathematics — Standard Level. Students who have completed an outstanding year of Year 10 Mathematics A may also select this course.
Course Description and Aims
The IB Mathematics — Higher Level course focusses on developing important mathematical concepts in a comprehensible, coherent and rigorous way, achieved by a carefully balanced approach. Students are encouraged to apply their mathematical knowledge to solve problems set in a variety of meaningful contexts. Development of each topic should feature justification and proof of results. Students should expect to develop insight into mathematical form and structure, and should be intellectually equipped to appreciate the links between concepts in different topic areas. They 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. Students are encouraged to take a considered approach to various mathematical activities and to explore different mathematical ideas. The exploration also allows students to work without the time constraints of a written examination and to develop the skills they need for communicating mathematical ideas.
The aims of all Group 5 IB Mathematics courses are to enable students to:
 enjoy mathematics and develop an appreciation of the elegance and power of mathematics;
 develop an understanding of the principles and nature of mathematics;
 communicate clearly and confidently in a variety of contexts;
 develop logical, critical and creative thinking, and patience and persistence in problemsolving;
 employ and refine their powers of abstraction and generalisation;
 apply and transfer skills to alternative situations, to other areas of knowledge and to future developments;
 appreciate how developments in technology and mathematics have influenced each other;
 appreciate the moral, social and ethical implications arising from the work of mathematicians and the applications of mathematics;
 appreciate the international dimension in mathematics through an awareness of the universality of mathematics and its multicultural and historical perspectives;
 appreciate the contribution of mathematics to other disciplines and as a particular area of knowledge in the TOK course.
Curriculum Model Overview
Component 
Topic 1
Algebra 
Topic 2
Functions and Equations 
Topic 3
Circular Functions and Trigonometry 
Topic 4
Vectors 
Topic 5
Statistics and Probability 
Topic 6
Calculus 
Option Syllabus Content
Students must study one of the following options (the option is selected by the teacher):
Topic 7
Statistics and Probability
Topic 8
Sets, Relations and Groups
Topic 9
Calculus
Topic 10
Discrete Mathematics 
Mathematical Exploration
Internal assessment in Mathematics HL is an individual exploration this is a piece of written works that involves investigating an area of mathematics. 
Assessment at a Glance — Higher Level
Type of Assessment 
Format of Assessment 
Time
(hours) 
Weighting
Final Grade (%) 
External 

5 
80 
Paper 1
(noncalculator) 
Section A: Compulsory shortresponse questions based on the core syllabus.
Section B: Compulsory extendedresponse questions based on the core syllabus. 
2 
30 
Paper 2
(graphical display calculator required) 
Section A: Compulsory shortresponse questions based on the core syllabus.
Section B: Compulsory extendedresponse questions based on the core syllabus. 
2 
30 
Paper 3
(graphical display calculator required) 
Compulsory extendedresponse questions based mainly on the syllabus options. 
1 
20 
Internal 


20 
Mathematical Explorations 
Internal assessment in Mathematics HL is an individual exploration, this is a piece of written works that involves investigating an area of mathematics. 

20 