LESSON PLAN

Teacher’s Name: Brian Campbell

Subject: Integrated Mathematics
Grade: Sixth Form
Date of Plan: September 27 – October 7, 2022
Unit Title: Foundation of Mathematics
Topic: Functions, Graphs, Equations and Inequalities
Duration: 2 weeks

General Objectives:

On completion of this Module, students should:

1. acquire competency in the application of algebraic techniques.

2. appreciate the role of exponential or and logarithmic functions in practical modelling

situations.

3. understand the importance of functions and graphs in solving real-world problems;

5. appreciate the need for accuracy in performing calculations; and,

Specific Objectives:

 determine whether a given function is injective, surjective or bijective.

 determine the inverse function.

 determine the composition of functions.

 determine the composition of functions.

 determine the solution set for linear and quadratic inequalities.

 apply concepts of functions, graphs, equations and inequalities to solve real life problems.
Pre-requisite Skills:

Students should already know:

 Solve and simplify algebraic formulas with two variables of exponents greater than 1

 The Cartesian Plane and Cartesian Coordinates

 Scale Drawing

 Substitution

 Drawing a linear and a quadratic graph

Techniques: Questioning, Cooperative Learning, Discussion, Discovery Learning,

Demonstration

Instructional Resources: electronic devices, whiteboard app, graph sheet.

Key Terms: Domain, Co-Domain, Range, ordered pairs, mapping, cartesian plane, one-to-one,

many-to-one, substitution.

Key Skills: Information literacy, critical thinking, communication, collaboration, creativity

Content Summary:

A function f from A to B is an assignment of exactly one element of B to each element of A (A

and B are non-empty sets). A is called Domain of f and B is called co-domain of f. If b is the

unique element of B assigned by the function f to the element a of A, it is written as f(a) = b. f

maps A to B. means f is a function from A to B, it is written as 

Terms related to functions:

 Domain and co-domain – if f is a function from set A to set B, then A is called Domain

and B is called co-domain.

 Range – Range of f is the set of all images of elements of A. Basically Range is subset of

co- domain.
  Image and Pre-Image – b is the image of a and a is the pre-image of b if f(a) = b.

Properties of Function:

1. Addition and multiplication: let f1 and f2 are two functions from A to B, then f1 + f2

and f1.f2 are defined as-:

f1+f2(x) = f1(x) + f2(x). (addition)

f1f2(x) = f1(x) f2(x). (multiplication)

2. Equality: Two functions are equal only when they have same domain, same co-domain

and same mapping elements from domain to co-domain.

Types of Functions

One to one function(Injective): A function is called one to one if for all elements a and b in A,

if f(a) = f(b),then it must be the case that a = b. It never maps distinct elements of its domain to

the same element of its co-domain.

Onto Function (surjective): If every element b in B has a corresponding element a in A such

that f(a) = b. It is not required that a is unique; The function f may map one or more elements of

A to the same element of B.

One to one correspondence function(Bijective/Invertible): A function is Bijective function if

it is both one to one and onto function.

Inverse Functions:Bijection function are also known as invertible function because they have

inverse function property. The inverse of bijection f is denoted as f-1. It is a function which

assigns to b, a unique element a such that f(a) = b. hence f-1 (b) = a.

Composition of Functions

Complicated functions can be built from seemingly simple functions, by using the process of

composition. In this process, the output of one function is given as input to another function.

Consider two functions, f, and g. One composition of these two functions can be, 

g(f(x)) = gof(x)

This means, that the input is given to f(x) and its output is given as input to g(x). Another way of

composition can be, 

f(g(x)) = fog(x) 

In case, f(x) = x2 and g(x) = x + 3. The composition g(f(x)) will be, 

g(f(x)) = g(x2) = x2 + 3

Similarly, f(g(x)) = f(x + 3)= (x + 3)2

Notice that g(f(x)) is not equal to f(g(x)). The composition of function is also called function of a

function.
Teaching and Learning Activities:

Introduction

For the introductory activity, the students will be summoned to stand in lines that

perpendicularly intercept each other. 4 ladies will stand in one line and 5 men will stand in the

other line. The ladies’ line will intercept the men’s line at the middle, i.e., the male who stands at

the centre of his line. Two objects (e.g. desk, chair) will then be placed in the proximity of the

structure the students have created with their bodies. The students will then be asked to describe

the location of these two items in relation to where their classmates are in the line. For example,

“the chair is in front of Jenny but beside Ben”. On the white board, the students will then be

asked to represent their structure pictorially using only acronyms to represent the positions of the

students in the structure created. Students will then see that their structure can be represented as a

cartesian plane with ladies being the x axis and men being the y axis. They will then be able to

fully grasp the meaning of a ‘relation’, i.e., stating the position of a point, shape or object in

relation to specific locations along the x and y axis. Students must then represent the position of

the items used as ordered pairs using the acronyms of the students’ names; state the lady’s name

first (x-axis) and then the men’s name (y- axis)

Step 2: The students should then draw a line connecting the two items on the graph created and

see if they can come up with a function that will afford them the ability to state precisely where

the other items on the graph would be. (E.g. y=x). The students will then understand that this

algebraic equation represents a function and be able to define it when linked to this practical

example. The students must then represent the domain and range (up to 6 values) of the function

as ordered pairs as well as in a mapping diagram. Students will then comment on the relationship

they have observed, i.e., a One-to-one relationship.

Step 3: The students must then employ the guided discovery method by researching some key

terms that will be given by the teacher and accurately label the domain, co-domain, and range of

the function using a list of websites provided by the teacher.

Step 4: Students will then be given 5 or more sets pairs and told to comment on the similarities

and differences they have noticed. NB: the sets must vary in a way that allows students to see a

one-to-relation, a many to one relation, a one-to-relation that maps to all elements in the co-

domain and a many to one that maps to all elements the co-domain.

Step 5: the students must evaluate using a virtual manipulative, functions that have an x

exponent of one and 2, i.e., the equations that will produce a line and a parabola respectively.

The students must investigate all characteristics of each graph and in groups they must state how

the graphs change when each of the values in the formulas are altered: y=mx +c and ax^2 + bx +

c =y

Step 6: Using graphing software, students should be able to plot multiple functions on the same

plane. The functions may be labelled g(x) and F(x). Students should be able to see the graph

formed from g(f(x)) and f(g(x)) and determine the solutions of the graphs. Students should then

be able to simplify composite functions and find solutions of said functions. Students must then

add, subtract, multiply, and divide composite functions

Cumulating activity: Students will be give all objectives for the two week period at the start of

the first lesson. The students will be placed in groups of three and told to have a group book. In

the group book the students must document each objective as they are covered by each member

of the group and write an example of each objective outlined. Each group member will be told to

sign that they have understood/grasped each objective once this is so. This will be an indication

to the teacher whether to move on.

Evaluation: Class work, homework, test, and worksheet (CSEC past paper question)

Evaluation 2:

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References:

Caribbean Examinations Council Injective and Surjective Functions: Barbados,

1998.Caribbean Examinations Council The Real Number System: Barbados,

1997. Bahall UNIT 1 AND UNIT 2