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LESSON PLAN- INTRODUCTION TO COMPOSITE FUNCTIONS

NAME OF SCHOOL: BISHOP’S ANSTEY HIGH SCHOOL EAST

TERM: 2 CLASS: _______

DATE: FEBRUARY 15, 2019.

CLASS: Form Five

SUBJECT: Mathematics

AGE RANGE: 14-16 years

ABILITY LEVEL: Medium Ability

NO. PRESENT: 25-30 students

TOPIC: INTRODUCTION TO COMPOSITE FUNCTIONS

DURATION: 30-35minutes

SPECIFIC OBJECTIVES:

At the end of the lesson students will be able to:

1. Appreciate the usefulness of concepts of functions to solve real-world problems

(Affective /Valuing)
2. Use functional notation (Cognitive /Application)
3. Solve composite functions by the direct substitution method by manipulating the

equations using mathematical operations. (Cognitive/Application)

4. Participate in classroom activities individually and in groups. (Affective / Valuing)

PREVIOUS KNOWLEDGE, SKILLS AND EXPERIENCES:

 Solving algebraic equations


 Subtitution to solve functions
 Transposing variables in an equation
 Evaluating functions
MATHEMATICAL PROCESSES:

 Connections- This mathematical process will be employed to help students to be able to

recognize and apply the concepts of composition of functions in context outside of

mathematics. Questioning strategies will also be used to create connections and also the

teacher and students will use other disciplines for contexts for mathematical situations

involving that of composition of functions.

 Communication: This mathematical process will be employed when students are

participating in their group work activities, so they will be able to share ideas and provide

feedback for each other.

 Develop and apply mathematical knowledge through problem solving in solving these

problems.

 Develop mathematical reasoning through the problems.

 Develop visualization skills to assist in processing information, making connections and

solving problems.

THE LEARNING ENVIRONMENT:

The teaching/learning space should facilitate flexible movement by the teacher. The teacher’s

desk will be located to the front of the classroom and the students seated in either pairs or trios

with their attention directed to the teacher. During the course of the lesson, the seating

arrangements of the children will be subject to change to accommodate group work for the set

induction and the class discussion which will follow. Resources will be easily accessible for both

teachers and students when required.


CLASSROOM MANAGEMENT STRATEGIES:

To keep students on task with the lesson continuous questioning throughout the lesson will be

employed as well as hands-on activities that will help maintain student involvement and

motivation throughout the lesson in which they will be working in groups. Continuous

movement of the teacher in the classroom will be done throughout the lesson. Students who are

disruptive will be given stern eye-contact to get the message across or will be moved closer to

the front of the classroom so as to be monitored throughout the lesson.

ENERGISERS

When students begin to lose interest during the lesson the teacher will engage them in a

classroom game or an activity or puzzle relating to the concept being taught.

THEORETICAL UNDERPINNINGS

In carrying out this lesson, I will draw upon several theories such as that of Vygotsky’s discovery

learning where the students will discover and explore the idea of points, lines and rays in their

environment for themselves. Vygotsky’s key idea of scaffolding will also be employed to assist

students throughout the lesson. Piaget’s formal operational stage of development will also be

taken into consideration where students will be able to begin to think more abstractly using

composite functions.

RESOURCES:

 Composite functions Bingo


 White board with markers
STEP-BY-STEP PROCEDURES/ACTIVITIES IN THE LESSON

1. Introduction and rules for classroom management and distribute name tags.

2. Set Induction: Question

3. Demonstration/Discussion/Questioning of steps involved in expressing and evaluating

composite functions.

4. Activity/Sectional Review/Closure:
- Have students work into groups-let each group come up with their own group name.
- Students will be engaged in a game where they will fill out a 9-grid square and
achieve a BINGO.
- They will be required to evaluate the composite functions to complete the grid.

5. Assessment:
- A volunteer from each group will be called to show the steps taken to arrive at an
answer for the various grid. Each student will call on another
volunteer and continue the process until the class has discussed each problem attempted

CONTENT:

TEACHING POINTS TEACHING STRATEGIES LEARNING


ACTIVITIES
To understand the term composite Demonstration/Guided
functions. Practice
1. In mathematics, a function is Questions:
1.What is a composite function? Students will define
like a machine. It performs a
When you hear this term, what the term composite
set of operations on an input comes to mind? functions with the
in order to produce an output. Using function machine: aid of questioning
2. A composition of functions techniques.
occurs when the output, or Input Output

result, of one function


becomes the input of another
function. I/p O/p  O/p

Note that the output of the first


To understand the notation of composite
function machine becomes the
functions.
input of the second function
1. For functions
machine.
represented by f(x) or
g(x), the composition
would be represented
by f(g(x)) or g(f(x)).
2. It is important to
know that f(g(x))
does not usually have
the same result as
g(f(x)), so order
matters when F(g(x)) is read f of g of x.
calculating their
May also be written
composition.
3. A general rule to keep (f ⸰g)(x)
in mind is to work
from the inside out.
To evaluate composite functions:
1. We are going to evaluate the
composition of f(g(3)).
2. Since g(3) is written on the inside, we
will start with that function first and
substitute 3 into the equation for g(x).
3. When we do, we see that g(3) =9.
Students will
4. Now since g(3)=9,we can see that actively participate
in the group
f(g(3)) =f(9).
activities to solve
the composite
5. From here, we are going to substitute 9 functions.
into the equation for f(x).

6. We will see that f(9)= 3(9)= 27


Given : f(x) = 3x
G(x) = x + 6
7. So in conclusion, f(g(3))=27.
Calculate the composition of
f(g(3)).
g(3) = 3+6
g(3)=9

Therefore f(g(3))=f(9)

f(9)= 3(9)=27
therefore f(g(3))=27

EX 2: Let F(x)=2x+1, and let


g(x) = x2. Find g(f(-2)).

a. Independent Practice
Students will be engaged in
group work to solve the
following: (see Activity)
SECTIONAL REVIEW /CLOSURE: students will be placed in groups of 5. Each group can

will come up with their own group name. Students will engage in composite functions BINGO

which would prove to reinforce the concepts learn during the lesson.

This whole group activity would entail students working together to fill a 9-grid square to attain

BINGO. Evaluation of various functions with specific x values would result in filling of the grid.

ASSESSMENT:
A student from each group will show the steps taken in evaluating the composite function to fill a
grid of the BINGO game.
This student will then call on another student to show her working to achieve another grid until
all grids are complete.

TEACHER’S LESSON APPRAISAL:

CONTINUATION/ FOLLOW –UP: Evaluating composite functions (advanced).


TUTOR’S COMMENTS:

During school life we are thought many topics that leave us wondering where will I be ever
be needing this again in life?

Some students just learn because it’s a necessity for admission to university, some find
actual interest in it because its easy for them(natural brilliance) and others just throw it by
the wayside.
A function is an expression, rule or law that relates one variable ( the independent variable)
and another (the dependent variable)

If a variable y is so related to a variable x that whenever a numerical value is assigned to x,


there is a rule according to which a unique value of y is determined, then y is said to be a
function of the independent variable x

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