LESSON PLAN ADDITIONAL MATHEMATICS DATE DAY TIME : 18 JULAI 2007 : WEDNESDAY : 40 MINUTES LESSON WEEK :5 :1 FORM : 5 WAJA

NUMBER OF SRTUDENTS : 20

TOPIC SUBTOPIC PREVIOUS KNOWLEDGE

: 1.0: Functions. : 1.4: Inverse Functions. : Students understood about concept of relation, concept of function and understand what is range and domain.

LEARNING OBJECTIVES

: Along the teaching and learning processes, students are able to: i. ii. Understand the concept of inverse functions. Students understand how to find the inverse functions.

ABM

: Text book, note book and Power Point.

Step/time Step 1 Induction set (5min)

Contains Revision on the topic of functions and relation.

Activities Teacher roles Teacher asks students about concept of function. What are the differences between relation and function? Student roles

Value/ strategies Attitude, environment Students discuss with teacher Diagram of function f what they had learnt about function and relation. Teacher centre Students respond to teachers question Method: discussion with students.

1) Teacher presents students pictures of pets and its Students give their attention place as set induction. Let set of A and B such as to teacher. A = Pets = {bird, fish, cat} and B = Pets home = {birds cage, aquarium, home} Students listen teacher explanation.

Teacher asks students questions. What is the relation between two sets from the Students answering what do diagram? they understand from Is the relation being a function? relation between 2 sets of the diagram. Teacher explains details: And a function f with domain A and range B is formed from above figure. f(x) Bird Fish Cat A It means that f(bird) = cage f(fish) = aquarium f(cat) = home cage aquariu m home B

Sep 2 Introduce inverse Development function. (5min)

Teacher shows the diagram of f

( x ) functions.

Student listen and give a fully attention o teacher. Students create their idea to understand the concept of inverse. Students are allowed to give their opinion in discussion.

Method: discussion with students Value: brave, confident

The inverse function of f, denoted by f -1 is formed when all elements of range B is mapping to elements of domain A in function f. A
f
1

( x)

B cage aquariu m home

Bird Fish Cat

It means that f -1 (x) = y f -1 (cage) = bird f -1 (aquarium) = fish f -1 (home) = cat

Teacher gives two examples.

1)

f (x) = x2 2 3 4 4 9 1 6 B B
2

( x) =

4 9 1 6

2 3 4 A
4 =2 9 =3 16 = 4

f ( 2) = 2 = 4 f ( 3) = 3 2 = 9
2

f ( 4 ) = 4 = 16

( 4) = 1 f (9) = f 1 (16 ) =
f
1

Students join together mention the answer

2) Let function f (x) = x + 3 with domain X = { 1,2,3 } and the range of the function is Y = { 4,5,6 }. f (x) = x + 3 1 2 3 X 4 5 6 Y f-1 (x) = x - 3 4 5 6 X 1 2 3 Y

Giving opportunity to students give contribution in teaching and learning process.

f (1) = 1 + 3 = 4 f ( 2) = 2 + 3 = 5 f ( 3) = 3 + 3 = 6

( 4 ) = 4 3 =1 f ( 5) = 5 3 = 2 f 1 ( 6 ) = 6 3 = 3
f
1 1

Hence, teacher give conclusion that

f ( x)

x
f
f ( x) = y f
1 1

y
( x)
f ( y) = x f
1

Students should have an idea about the concept of inverse. Students make their own note.

( y) = x

Or

( x) = y

Step 3

Determining the

Teacher explains the steps for finding the inverse

Students listen carefully.

Teacher centre

(10min)

inverse function.

function: 1. Interchange x and y in the equation y = f(x) to produce the equation x = f(y). 2. Solve the equation f(y) = x for y as a function of x. 3. The resulting equation in Step 2 will be y = f1 (x), the right side of which is the formula for f1 (x). Example, Given f (x) = x + 3, find f -1 (x). Solution: Let f-1(x) = y (step 1) Hence f(y) = x y+3=x y=x3 (step 2) -1 finally f (x) = x 3 (step 3) Teacher gives students exercise: Find the f 1 ( x ) for the f(x) given. a) f ( x ) = x + 8 b) f ( x ) = 2 5 x
2 c) f ( x ) = x 1 x d) f ( x ) = x 4

Students listen and focus the solution. Students remember what they should do to find the inverse function. Students solve the question Teacher goes to helps with friends. student. Students discuss the solution. Value: Co-operation, work hard.

Step 4 (5 min)

The condition of an inverse

Teacher explains students about the condition of an Students listen carefully. inverse function.

function.

Students have learnt how to find inverse, but the inverse of a function is not necessarily a function. In general, for a function f to have an inverse function, f must be a one to one function. Teacher gives two examples, determine whether the inverse of the following function is a function or not. Example 1: f(x)=4x - 8
f ( x) = 4x 8 x= Let y = 4 x 8 y +8 4 1 since f ( y ) = x y +8 4 x +8 1 f ( x) = 4 =

Students give attention to get Students show their the idea what the condition enthusiasm. of an inverse function.

(replacing y by x )

Since f -1(x) is one to one function, therefore f -1(x) is a function.

Example 2:

Determine whether the inverse of the following function is a function or not

g ( x ) = ( x 2)
2

Solution

Let y = ( x 2 ) y = x 2 since g hence g

1

g ( x ) = ( x 2 )

2 2

x = y +2

( y) = x
= y +2

( x) =

x +2

g 1 is not a function since it is not one to one function

After the explanations by teacher, students were given Then teacher proves it by using GSP software (see time to make a note. the GSP handout). Students look carefully the animation of vertical line cross the x-axis in GSP Step 5 Evaluation (10min) Quiz Teacher gives quiz to students to evaluate the students achievement. (see the Quiz handout) Students solve the quiz question themselves. Learning by discovery. Student centre Value: work hard

Closure (5min)

Teacher opens to the students to ask question.

Students will ask teacher about the inverse function if certain of them still do not understand about the topic.

Value: braveness

Then teacher asks students to check students achievements. 1) There are three steps to find the inverse. What are the steps? 2) Who are answering the quiz question at least 2 questions correctly?

Students will tell steps to find the inverse of a function. Students will put out their hand.

Value: honesty

Teacher gives the summary on the inverse function.

Student recalls what they had learned just now. Students write down the important things.

Students creativity: Students create their understanding from the mind mapping

Reflections It is my first time doing microteaching in mathematics. There are a lot of feedbacks that I get from my first experience. To talking in front of more than 30 students is not easy. I need a good lesson plan in order to make students enjoy learning during my

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class. At the first moment, I taught hesitantly. I did not face my students and just concentrate on the whiteboard. As a result, I saw my student passively listen to me and the class is not enjoyable. Hence, I tried to make humour while teaching by giving humoured examples. After a few minutes, I felt comfortable with my class. I tried to involve students in teaching and learning process. So I changed my style of teaching from talk and chalk to students centred. I called students name randomly to come in front solving question on the whiteboard. Thats make my students always be ready to answer question given. However when they solve questions on the whiteboard, they do not use the space of whiteboard maximize. And the questions arrangement is not good. Therefore I take action to arrange questions given better on the whiteboard. As students do exercise and quiz, I just observed students from in front. Thats make certain of them did not do their job. A few of them were talking at the back. So I need to walk around the class looking after my students and help them to solve questions. From my experience, I find that class controlled is very important to maximize teaching and learning process. So I must always walking around and involve students in the learning process. There is my happiness when I succeed to make my students enjoy learning in my class.

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