Integration

This unit is intended for year 12 mathematics students there is a prerequisite of differential calculus and geometrical applications of calculus that is needed
to complete this unit. Students learn how to anti-differentiate, i.e. integrate, which allows them to find integrals, areas and volumes under curves both in
the x and y axes. By completing this unit student will have a greater understanding of Calculus and how it is used in everyday life.

Year: 12 Mathematics Unit: Integration
Time Allocation: 3.5 weeks, 13-15 1 hour lessons Prerequisite Knowledge:
• differential calculus,
• geometrical applications of calculus
Syllabus Reference: HSC Outcomes
11. Integration pp60-66 A student:
• 11.1 The definite integral. H1: seeks to apply mathematical techniques to problems in a wide range of
• 11.2 The relation between the integral and the primitive function. practical contexts
• 11.3 Approximate methods: trapezoidal rule and Simpson’s rule. H2: constructs arguments to prove and justify results
• 11.4 Applications of integration: areas and volumes of solids of H3: manipulates algebraic expressions involving logarithmic and exponential
revolution. functions
H4: expresses practical problems in mathematical terms based on simple given
models


Content: H5: applies appropriate techniques from the study of calculus, geometry,
• Trapezoidal rule probability, trigonometry and series to solve problems
• Simpsons rule H6:uses the derivative to determine the features of the graph of a function
H7: uses the features of a graph to deduce information about the derivative
• Integration and the Primitive function
H8:uses techniques of integration to calculate areas and volumes
• the indefinite integral H9: communicates using mathematical language, notation, diagrams and graphs
• the definite integral
• Area enclosed by the x-axis
• Area enclosed by the y-axis
• Area between two curves
• Volume of Solids of Revolution
Terminology: Resources
Students will acquire an understanding of the following terms and phrases: • Jones and Couchman, 2 Unit Mathematics Book 2, Chapter 18
Integral, definite integral, Indefinite Integral, trapezoidal rule, Simpson's • Fitzpatrick, New Senior Mathematics, Chapter 16
rule, revolution, intersection, limits, primitive function. • Pender, Cambridge Mathematics 3 Unit Book1, Chapter 11
• Baker, Excel Mathematics, Chapter 12
• Stage 6 mathematics 2/3 unit syllabus


Working Mathematically: Formal Assessment:
• Questioning; students are encouraged to ask questions, this builds
and stimulates their curiosity and interest Closed book exam to be held after the completion of 10 hours of the unit.
• Applying strategies; students develop, select and use a wide range of 50min exam 5min reading time
strategies. The use of technology where appropriate. Weighting:30%
• Communicating; students develop and use language to formulate
and express mathematics in written, oral and diagram form
• Reasoning; students develop logical reasoning and justification.
• Reflect; students make generalizations about existing knowledge and
understanding.
Unit plan
Less Outco Students learn Teaching strategies Working mathematically Resources Assessment
on: mes about
1 H2 • Introductio -Power Point: - what is integration? -Questioning is encouraged to expand -Power point Teacher to check
H4 n to -The Trapezoidal Rule students’ knowledge and -Jones and understanding by
H8 integration Students to copy into their workbooks a definition of understanding of the trapezoidal rule. Couchman, 2 observing student
H9 • Trapezoidal Integration, and the trapezoidal rule (including a -Communicating helps students Unit participation in the


rule descriptive diagram of the formula). understand the current content and it Mathematics classroom
-Teacher to demonstrate how to complete questions allows students to gain a deeper Book 2,
using the trapezoidal rule. understanding. Chapter 18
-Students to complete Ex 18.9 q1-7 Extension q8 textbook
(homework)
2 H2 • Trapezoidal -Quick Quiz: what is integration? What is the trapezoidal -Applying strategies, students are using -Quick Quiz -Students are to
H4 rule rule? Complete the question. technology to assist them in hand out correctly answer the
H8 - Teacher to show students how to use the program; understanding the trapezoidal rule. -Laptops/ quick quiz without any
problems; students may
H9 Integral, on the internet to assist students in completing -Questioning is encouraged to assist -Projector
need to revisit previous
questions. -Students may use Integral to assist with understanding. -Assessment lessons content.
challenging questions. notice - Teacher can observe
(To download integral on your computer use -Worksheet students and support
http://archives.math.utk.edu/software/msdos/calculus/i learning providing
ntegral/.html . To use the program follow the feedback to students.
instructions on the following page
http://archives.math.utk.edu/visual.calculus/4/trapezoid
.1/integral.html )
-Worksheet: Practice questions on the trapezoidal rule -
Assessment notice handout
3 H2 • Simpsons -Teacher Exposition: Power point: Simpsons Rule -Questioning is encouraged to assist -power point -Teacher circulates
H4 rule - Students to copy explanation, diagrams and formula understanding. - Jones and amongst pairs to
H8 into their workbooks. - Students are to reflect on their work Couchman, 2 support learning and
H9 -Teacher to demonstrate examples of how to complete learnt in the lesson today, they are to Unit class sharing/discussion
questions using Simpsons rule. think about how this compares to the Mathematics provides feedback
-Teacher to emphasize how to get the subintervals work from the previous lesson. Book 2,
correct for the use in the formula. Chapter 18
- In pairs students to complete Exercise 18.10 q1-6 textbook

4 H2 • Simpsons -Class Discussion: which formula is more accurate -Questioning, students are asking - worksheet; -Teacher to circulate
H4 rule Simpsons rule or trapezoidal rule?, Teacher to split questions amongst themselves to challenging amongst groups and
H8 students up into (predetermined)groups. Students to answer the discussion question. questions on observe student
H9 discuss the question and explain why. Groups report -Students are applying strategies using Simpsons rule participation and
back to the class with reasons for their choice. the program integral to assist them -Laptops readiness.
-Work sheet: challenging exercises on Simpsons Rule, with challenging questions. (integral -Teacher to informally
Students may use the program Integral to assist in -Students are reflecting, they are Program) assess understanding of
completing questions. making generalizations about the students through the


content they have gone through in the discussion

previous lessons
- students are reasoning in their
discussion

5 H2 • Integration - Teacher Exposition: Define: Primitive Function and the -Students are working mathematically -worksheet -Teacher to observe
H5 and the fundamental theorem of Calculus. Teacher to show as they are encouraged to ask - Graphing students working
H8 primitive animation on questions as this is a new part of the Calculators constructively
H9 function http://archives.math.utk.edu/visual.calculus/4/ftc.7/ topic. Through asking questions -Smart Board
-Graphing Calculator Worksheet on the fundamental students will get a greater
Theorem of Calculusà the worksheet provides clear understanding of the topic.
instructions on how to use the graphing calculator to fin - students are applying strategies to
the primitive function. what they have already learnt and with
the addition of graphing calculators
students will acquire a deeper
understanding into the unit



6 H2 • The Investigation Exercise task; students are to be given an Students are working mathematically -Investigation -Teacher to circulate
H5 indefinite investigative worksheet that goes through step by step through applying strategies, using the worksheet room and observe
H8 integral how to use the graphing calculator to find an indefinite graphing calculator is assisting - graphing students working
H9 integral. In pairs students’ to complete task with minimal students in their understanding of calculators through investigation
teacher assistance. questions. activity.
-the worksheet consists of easy example and more - Teacher may informally
complex so that everyone in the class will be challenged. access students
-class discussion; students to explain how to find the understanding of the
indefinite integral without using the graphing calculator. investigation

7 H2 • The Guided discovery worksheet students to work through a Students are working mathematically -worksheet Teacher to evaluate
H5 definite worksheet that guides them through to working out how through applying strategies and -laptops students understanding
H8 integral to work out a definite integral, minimal teacher support reflecting on content previously through working on this
H9 needed. learned. Students are guided through a topic with minimal
Students to work in pairs to support their learning worksheet to independently learn how teacher exposition.
experience to find the definite integral.
Students may use the website


http://archives.math.utk.edu/visual.calculus/4/areas.5/1
.html to help them through each question.

8 H2 • Review Jigsaw ActivityàTeacher to split students into 5 Student are communicating -paper for - Teacher to observe
H5 (predetermined) groups. Each group is to write up notes mathematically, as they are good copy of students working
H8 on a specific part of the topic the teacher has allocated summarizing information they have notes constructively
H9 them. Students must provide 3 questions completely learnt thus far and making it easy to - Teacher to circulate
answered. Teacher will collect each groups work, and understand for others. groups to make sure
combine the notes together to make a revision booklet everyone is on track
for the students.

9 H2 • Area -Teacher to handout revision booklets students are applying strategies to Revision Teacher to observe
H5 enclosed -Power point; finding area under a curve what they have already learnt and with booklets students working
H8 by the x - students to complete exercise 18.6 the addition of graphing calculators constructively
H9 axis and y -worksheet on how to use the graphing calculator to find students will acquire a deeper
axis area under a curve. understanding into the unit

10 H2 • Area -Teacher exposition; using a graphing calculator students Students work mathematically -Jones and Teacher to observe
H5 between to find the area between 2 curves, students must providing reasons for how and why Couchman, 2 students completion of
H8 two curves identify how to do this manually without a calculator and things occur in Integration. Students Mathematics exercises.
H9 • Review why. Ex. 18.7 all questions a, c, e… are reflecting on previously learned Book 2,
-Exam preparation à students have the opportunity to content. Chapter 18
ask questions before their exam. textbook
- graphing
calculator
11 H2 • Exam EXAM Reflect- students are applying Exam Refer to Marking Criteria
H5 -50min in class exam , knowledge learnt thus far to complete Graphing
H8 -5 min reading time, an exam paper. calculators.
H9 -Closed book exam, graphing calculators are permitted
-No talking
-Anyone caught cheating will get zero
-All memory must be cleared on calculators before
entering the classroom
12 H2 • Volume of -Power point; -Volume of solids Student work mathematically applying - worksheet Teacher to observe how
H5 solids -Teacher to go through interactive power point on the knowledge previously learned to new -power point students are working
H8 volume of a solid. Students to copy down diagram, information gained. Students are with animated through the exercises on


H9 explanation and standard formula. Teacher to show encouraged to ask questions. examples of the worksheet.
students animated example of the volume of a solid volume of
under a curve. solids
-students to work on worksheet volume under a curve
13 H2 • Volume of Review of exam Students are working mathematically, -Students’ -Refer to exam results
H5 solids Teacher to return exam to students. Teacher to go reflecting on their exams; students are Exams’ for assessment.
H9 through most common mistakes with students. For encouraged to ask questions to - Textbook J&C -students are given a
H8 homework students are to find similar questions to the enhance their understanding. 2 unit. task to assist their
ones they got incorrect in the test and they are to do problematic areas in the
them.( due next lesson) course
In class work students are to complete Exercise 18.11 q
1-6
14 H1 • Real Life Internet Lesson, Students are to research different icons Students are working mathematically -laptops Application to real life,
H5 Examples around the world which their area and volume can be applying what they have learnt thus far teacher to monitor
H8 taken. And complete the worksheet on finding the area to everyday life. students work on
H9 and volume. Examples include the area under the harbor laptops
bridge, volume of an ice cream cone etc.
http://www.intmath.com/Integration/Integration-
intro.php



Lesson Plan Format



Class: 12 Date: 01/10/2009 Time: Start: 10.00 am Finish: 11.00am

Key Learning Area: Mathematics Lesson Topic: Introduction to Integration: Trapezoidal rule

Recent Prior Experience (specific relevant concepts, skills and values the school students have experienced prior to this lesson):
This is the start of a new topic Integration, although primitive function was glanced over in differential calculus.

Syllabus Outcome(s): Indicators of Learning for this lesson: Assessment:
One or two only. Please note the syllabus Behaviours that contribute toward achievement of outcome(s). Quote Strategies which will be used to assess learners’
reference number AND write out in full... syllabus numbers. Must be clear, specific, observable. Curriculum attainment of learning outcomes. Should be
Content Strands may be used as headings. linked to each learning indicator.
• 11.3 Approximate methods: trapezoidal
rule and Simpson’s rule. By the end of this lesson, the students will: Observationà the teacher is to observe
students completing their work, and check their
• Know the trapezoidal rule
previous night’s homework to see how they are
• Apply the trapezoidal rule to questions going with the content and setting out solutions.

• Understand the trapezoidal rule is a form of approximation and Independenceà teacher to assess students
not precise area working independently and confidently with the
subject area. Teacher to walk around classroom
checking student’s progress. Students may do
examples independently up on the board.

Questioning à ask questions to the class in
which students answer to the best of their
knowledge or with the assistance of students

Any safety issues to be considered: Resources:
List resources you used in preparing the lesson AND those used in the lesson implementation.
Refer to in class/ school rules.
• Stage 6 2/3 unit mathematics syllabus
• Jones and Couchman, 2 unit mathematics Book 2
• Pender, Cambridge mathematics 2 unit
• White board--> projector--> power point
• worksheet
LESSON SEQUENCE


Lesson Content / Indicators of Learning (What Timing Teaching Strategies / Learning Experiences: Resources
is Taught): (mins) (How it is taught)
Note key skills, concepts and values addressed in Write detailed steps showing what the teacher (T) will do and what students

each section. Link to your Indicators of Learning. (Ss) will do.
INTRODUCTION
Whiteboard
Period 2 Bell Rings 10.00 Ss are lined up outside the classroom waiting for T to let them in. Ss asked to White board markers
come in, unpack their bags and stand behind their desks quietly. Power Point

T greets Ss and asks them to sit quietly.
10.03
T puts up PowerPoint on the projector.

New Topic: Integration

Focus question: what is integration?

What are we doing today? And how it links into Students are posed several revision questions. Students are encouraged to
the whole topic. work mathematically as the questions will focus on applying knowledge of
some topics learnt thus far. Students given 2 minutes to think about the

question. Ss to raise hands and give suggestions
Slide 2
10.10
T to give formal definition of integration; Ss are given opportunity to copy a

few notes into their work books.


T asks Ss for pens down and all attention up at the teacher

DEVELOPMENT
10.15 Textbook
What is the trapezoidal rule? What is it used Power point slide:3 and 4 teacher to define the trapezoidal rule. Students are Pens
for? given the opportunity to ask questions, teacher to give positive reinforcement Whiteboard
for students raising their hands.
Refer to power point slide 3 and 4
Teacher to go through the formula slowly emphasizing each individual part
and explaining what it all means

10.25 Teacher to go through example 1, Ss are to have pens down and pay
attention, students are working mathematically when asking questions to get
a deeper understanding of the content
Refer to slide 5 and 6 Ss have opportunity to copy example into their workbooks and think about
how they get the solution.


Ss are given the opportunity to attempt example 2 on their own before it is
gone through together with the whole class. Students here are working
mathematically applying strategies to complete questions.

10.30 T to go through example 2 and emphasize the important points in the
formula. Students once again are encouraged to ask questions.

10.35 T to set exercises on trapezoidal rule questions. Ss are to practice a variety of
the given questions. Ex 18.9 pg 121 Jones and Couchman 2 unit Textbook, q1-
8

T to walk around the classroom and assist students with questions.

CLOSURE
10.55 Quick Review Whiteboard
Set home work T to ask Ss what is integration? Ss need diaries
What is the trapezoidal rule used for?

Ss must complete all unfinished questions before next lesson





Bell rings for recess 11.00 Ss to pack up and sit Quietly.