Subjects: Mathematics Unit Topic: Relations, Functions and Graphs 1

Teachers: Ms. Roches, Mr. Samuel Ack & Ms. Ack School: Julian Cho Technical High School
Class: 3rd Formers Duration: 5 weeks (Fed 9th – March 13th, 2015)

Introduction:
Students will be introduced to Relations, Functions and Graphs 1, Types of mapping obtain from the relations, graphs of linear
functions and quadratic functions and to determine the order pairs. Most importantly, to know the four quadrants of the
Cartesian plane in order to plot points and locate points. In addition, students will be introduced to parallel lines, point of
intersection, perpendicular lines and Quadratic function.
Rationale:
To prepare students for 4th form level and build competence in Relations, Functions and Graphing ordered pairs. To acquaint
students with various terms and methods used in graphing linear functions and quadratic functions. Moreover, students will
calculate length of straight line, find mid point coordinates, gradient and equation of a particular straight line and draw the
function of each function on graph paper.

Unit goals:
1. Define relations, functions and graphical terms.
2. List and explain types of mapping.
3. Identify types of relations that are functions.
4. Generate ordered pairs of the given relations.
5. Graph the ordered pairs generated.
6. Calculate the length of a straight line.
7. Find the mid -point of a straight line.
8. Calculate the gradient of the straight line.
9. Determine the equation of the straight line.
10. Graph a quadratic function
11. Determine the axis of symmetry of a parabola
12. .Identify the roots of the function from the graph
13. Calculate the minimum and maximum value of a function
Topic/Sub-Topic
Cartesian Plane and Scales
Relations, Functions and
Graphs
There are 6 ways to represent a
relation.
1. Equation, graph, set of
ordered pairs, relation
diagram, mapping
diagram, and table.
Image of x .
Instructional Objectives Learning Activities
Students should be able to
 Explain the
Cartesian plane
 Draw and label the
four quadrants of the
Cartesian plane
 Plot points on the
Cartesian plane
 Form a figure and
find area of the
quadrilateral
 Use scales to graph
points.
 define the terms.
 list types of
relations
 graph ordered pairs
 explain mappings
 differentiate among
the different types of
relations
 Explain steps to find
sessions Assessments
 On a graph sheet students should 1 Assignment
draw the Cartesian plane. #1
 Label the axis of the Cartesian
plane
 Plot points and join the points to
form a figure and calculate the area
using the formula.
 Students will look for definition in 3 Assignment
text book #2
 Explain the various types of
mapping. Classwork
 Illustrate by diagram the different #1
types of relations.
 Each student will do activities to
better understand the theories of
triangles.
 Students will do a quiz base on
previous topics
 Students will follow the steps 3
For a function f and any image of x when necessary to find the image of x.
element of x in the domain of f, given a particular  Students will do exercise in text
the image is denoted by f(x), domain. book.
where x and y=f(x) are  Determine the range  In groups students will solving for
variables. Example: f(x) =2x+2 or object when given f(x) and x.
the f(x).
Length of a straight line  Write out the  Students write out the distance 3 Assignment
The general form of a straight formula of a straight formula. #3
line is y=mx+c line.  Students will solve problem in Quiz #1
 Apply the distance groups.
Example: y= 2x+3 formula when given  Do assignment
two points of a
straight line.
 State the gradient s
and y-intercept given
the equation of a
straight line
Mid – Point of a straight line Given two points students  Students will write the formula. 2 Classwork # 2
The mid- point of a straight line should be able to:  Students will use the formula to
is determine by using the  Calculate the mid find the mid point coordinates.
formulae -point of a straight
line.
 Interpret the results
after finding the
midpoint of a
straight line.
Gradient of the straight line and  To list ways of  Students will use formula to find 2
equation of the line. finding slope of a the slope of a straight line.
The gradient of a straight line is straight line.  In groups students will find
the vertical rise over the
horizontal run. The gradient is
positive when the line is sloping
from left the right ( / ) and
negative when the line is
sloping from right to left( \ )
Parallel & Perpendicular lines
 Lines are said to be
parallel when their
gradients are equal.
 Lines are said to be
perpendicular, if the
product of their
gradients it equal to
negative one.
 Understanding the equation of a straight line when
different ways in given points.
finding the equation  Students will do a Test base on
of a straight line. previous topics.
Students will be able to;  Teacher will introduce parallel line 4 Assignment
 Transpose given to students by asking them to #4
equations into the identify different lines in the
general form classroom.
 Teacher will then ask students if
 Identify the gradients they can find any similarities
of the given lines amongst the lines they have
and prove if they identified in the classroom.
correspond to the  Prompts will be given to students
given statement; in order for teacher to receive the
responds needed.
 Teacher will then inform the
 Illustrate the proof students that there is a way to proof
using two gradients if two lines are parallel or
and complying with perpendicular by determining the
the statement; gradient of each line. m1 = m2
(parallel) and m1 x m2 = -1
 Demonstrate if any  explain the relationship of parallel
two line equations line to students
are either parallel or
perpendicular
Point of Intersection
Solution of a simple Equation
by method of intersecting Graph
Solution of simultaneous Linear
Equation by method of
Intersecting graph.
General form of a Quadratic
Function, roots, max and min
value
From the general for of the
quadratic function, the value of
(a) in
determines if the graph has a
min or max value.
Axis of symmetry =is a line
which cut the function exactly
in half.
 Identify the point of  Two sets of ordered pairs will be 3 Classwork
intersection given a given to students. They will be
graph or a set of asked to plot the point on graph
ordered pairs paper.
 State the point of  Students will be asked to state the
intersection or the relationship between the two lines
solution of the pair drawn.
of simultaneous  The point of intersection will be
graph. stated if the students are unable to
 Interpret the solution do so, if they have identified the
of the point of point of intersection then students
intersection will be notified that this is the
solution of a simultaneous linear
equation.
 Plot the graph of a  The general form of a quadratic 3 Group work
Quadratic function equation will be introduced to
 Determine the roots students by displaying it on the
of a quadratic board.
function using  Teacher will show students how to
graphical method use the domain to determine the set
 Calculate the ymin and of ordered pairs for the function.
ymax of the quadratic  The set of ordered pairs will then
function. be plotted on graph paper.
 Determine the value  There are two types of graph which
of the axis of can be derived from drawing a
Test
symmetry quadratic function.
1. Maximum( parabola)
2. Minimum (parabola)
 Teacher will ask assist students in
 answering a set of questions from
the type of parabola formed.
1. Example: What is the roots of
Ymin or Ymax = the turning point the function
of the function. 2. State whether the function has a
minimum or maximum value
3. Determine the value of x at
which the min or max occurs.

Instructional Aids and Resources:

Geometry sets, Math Text books, handouts
Assessments:
Quiz, Homework, Classwork, Test
References:
Mathematics A Complete Course with CXC questions vol. I and vol. II
MAI 4th Form Mathematics Work book

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