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Running head: CONCEPT MAP AND LESSON PLAN

Concept Map and Lesson Plan

Nima Maria

Master of Teaching Secondary, Charles Darwin University

S223 ECM362 Secondary Mathematics

Khalid Khan

25 August, 2023
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CONCEPT MAP AND LESSON PLAN

Concept Map: Calculus

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CONCEPT MAP AND LESSON PLAN

Teacher: Nima Maria Class: Year 12

Mathematical Methods

Date: 18.08.2023 Time: 1 Hour

Lesson Heading/Topic: Optimisation (Application of Derivatives)

Lesson Objectives:
Students learn to

• construct functions to be optimised.

• identify the constraints in optimisation problems.

• solve optimisation problems using three different tests.

• use graphing calculator to solve the optimisation problems.

Students understand

• the term Optimisation and its need.

Key Concepts
Maximisation, Minimisation, Optimisation, Optimal Solution, Sign- Diagram Test,
Second Derivation Test, Graphical Test, Solving using Graphing Calculator.

ACARA Link:
Previous: Sketch the graph of a function using first and second derivatives
to locate stationary points and points of inflection (ACMMM112)
Current: Solve optimisation problems from a wide variety of fields using first and second
derivatives. (ACMMM113)
Next: Recognise anti-differentiation as the reverse of differentiation (ACMMM114)

Skills
A clear idea about derivatives, increasing and decreasing functions, graphs of functions,
stationary points, sign-diagram, knowledge of graphing calculator, and problem-solving
skills are required for this lesson.
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CONCEPT MAP AND LESSON PLAN

Students and School Context

Darwin High School has 18 students in this classroom, eight girls and ten boys. All
students except three were born in Australia, and two come from the local refugee
community with limited financial resources. More than half of the students are second-
generation citizens, their parents having immigrated from other countries. Two students
are indigenous, five speak English as a second language, and one has slight visual
impairment. Three students are gifted, four students struggle in Mathematical Methods
and performance of other students are satisfactory.

Values And Attitudes

The core values of the school are respect, responsibility, integrity, cooperation, and
achievement. Inspirational teaching and quality learning are pillars of the school.
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CONCEPT MAP AND LESSON PLAN

TIME TEACHER ACTION STUDENT- RESOURCES

CENTRED
ACTIVITIES

Introduction

Hook: Fence problem

10
Teacher shows an image
minutes describing the problem.
60 m of fence is used to build a Students try to
rectangular enclosure along with guess the length
an existing fence. What are the of the sides and Projector
dimensions of the rectangular plot teacher suggests
with maximum area? better options.
Teacher says:
Instead of guessing, we can use
derivatives to find the answer.
Let the sides adjacent to the
existing fence be x metres long Differentiation
and the length of the side opposite • How do you find the
to it is y metres long. area of a rectangle?
Students will
• Do you know lengths
Now, what is the area of this identify that the
of sides? If they are
rectangular region? area is xy m2.
unknown, how can you
What about the length of the fence They will identify
represent them?
required to enclose it? that the length of
fence is 2x + y.
What is available length of the They will reply
fence? 60m.
Therefore, 2x + y
So, we must find the maximum = 60. • How can you combine
value of xy, where 2x + y = 60. this information?
Here y = 60-2x. • Can you simplify the
After substituting y= 60-2x in the problem? Can you
expression for area, we get x(60- represent y in terms of
2x). x?
This is a function of x only. • What is the new
Students try expression for area?
What all values can x take in this different values
context? and find x should • Can x be negative?
Since x and y are side lengths, satisfy x>0 and Is x >= 30 possible?
both should be positive. So, x 60-2x > 0. What is the sign of y if
must satisfy 0 < x < 30. x>= 30?
Let A(x)= x(60-2x).
We should find its maximum
value.
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CONCEPT MAP AND LESSON PLAN

Main Body
Teacher continues:
35
There are contexts in real life
minutes where we need to find maximum
or minimum values of functions;
for example, minimum production
costs or maximum revenue.
The process of finding the
maximum or minimum value of a
function is called Optimisation.
The solution is called the optimal
solution. Whiteboard
Teacher says:
Let us recall what we have
discussed before about local Differentiation
maximum or minimum of a Some students • Can you use derivative
function f. How do we find them? recall about of the function for it?
We find the maximum or solving for x in • What happens if
minimum value of a function f(x) f’(x)=0. f’(x)=0?
by solving f’(x)=0.
How can you find if it is a • Can you use a sign
minimum or maximum at a, after diagram for that?
getting f’(a)=0? • Which function will
If f’ has the sign diagram They may find you consider for sign
that the function diagram- f or f’?
increasing before • What does f’(x)>0
does f have a maximum or a and decreasing mean? Is f increasing
minimum at a? after a. They will or decreasing?
connect to the • What will be the shape
Teacher continues: shape of the graph of the graph near a?
One method to check if we have a and find f has a
maximum or minimum at a is maximum at a.
using Sign diagram test.
Sign Diagram Test
If the sign diagram is:

•
we have local maximum.

•
we have local minimum.

Let us do the area problem.

Students find the
A(x)=60x-2x2. • Can you find the
derivative A’(x)=
Find the point where A(x) is derivative of A with
60-4x. They solve
maximum. respect to x?
it to get x=15. When is A’(x)=0?
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CONCEPT MAP AND LESSON PLAN

Now if x=5, what is y? They substitute

x=15 in y=60-2x
to get y=30.
Do these dimensions give They find • What is the sign of
maximum area? Use sign diagram A’(x)>0 when A’(x) before and after
to find it. x<15 and A’(x)<0 15?
when x>15. So, A • Substitute a value less
is maximum at than 15 and a value
x=15. greater than 15 in
Now, what is the maximum area? Students find the A’(x) to get the sign
value A (15) = diagram.
450.
So, area is 450
m2 .
How do you answer the question? A rectangular plot
with side length
15 m and 30 m
gives the
maximum area of
450 m2.
Teacher continues:
Now, let us learn a new method to
identify the maximum and
minimum.
What can you say about the It is concave
concavity of the graph when there downwards.
is a local maximum? • Can you use second
How can you find the concavity If f” (a)<0, then derivative of the
of a function? graph of f is function to find
concave concavity?
downwards. • What does f” (a)<0
mean?
If f’(a)=0, you can use second • What is the shape of
derivative test to find if there is the graph of f?
maximum or minimum.
Second Derivative Test or
• If f’’(a) < 0, we have a local
maximum.
• If f’’(a) > 0, we have a local
minimum.
Students find the • How do you find the
Now, let us consider the are second derivative second derivative?
function A. We already found that A” (x)= -4. What is the derivative
A’ (15) =0. Find if x=15 is a point A” (15) = -4 < 0. of A’(x)?
of maximum or minimum using So, there is a local • A” (x)=-4. What is the
second derivative test. maximum at value of A” (15)?
x=15.

We already discussed about the

shape of the graph when there is a
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CONCEPT MAP AND LESSON PLAN

maximum or minimum. You can • What is the shape of

sketch the graph yourself or use a graph of f if it has a
graphic calculator to find the maximum?
shape. • What is the shape if
Graphical test there is minimum?
If the graph of y=f(x) shows:
•

we have a local maximum.

we have a local minimum.

Students enter the Student with slight visual
Now, use the graphing calculator function in the impairment can use
to verify the answer of the area calculator and calculator on desktop to
problem. plots the graph. get better visual
They use the understanding.
‘calc’ → Recalling how to use TI-84
‘maximum’ to calculator to find
find the maximum.
maximum. • Use ‘y=’ and input the
They get x=15 function. Then press
and maximum ‘enter’.
Teacher says: value as 450. • Click on ‘graph’ to get
Let us conclude the process. the graph.
What are steps we have to do Students recall all • Use ‘zoom’, if needed
optimisation? the steps in the to understand the shape
Problem Solving Method process. of the graph.
1) Draw a diagram of the • Use ‘calc’→
situation, if possible. ‘maximum’ → ‘enter’.
2) Construct a formula with the • Set a left bound, right
variable to be optimised as the bound and provide a
subject, for example x. Also guess and press ‘enter’.
write down the domain
restrictions for the variable x.
3) Find the first derivative and
find the values of x which
make first derivative zero.
4) For each stationary point, use
sign diagram test, the second
derivative test, or graphical
test to determine if you have a
local maximum or local
minimum.
5) Identify the optimal solution,
also considering end points
where appropriate.
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CONCEPT MAP AND LESSON PLAN

6) Write your answer in as

sentence, making sure you
specifically answer the
question.
Closure

Peer activity
15
Teacher instructs the class to pair
minutes up and says:
One student should solve the
problem by sign-diagram test and
the other student by second
derivative test. Compare your
answers and verify them using
graphing calculator.
Problem: Find two positive
numbers whose sum is 24 and
products is maximum. Students may try
What is the first step? Can you to draw a
draw a diagram? diagram, but
understand it is
not possible here. • One number is x, sum
Now, what is the next step? They identify the is 24, so what is the
unknown second number?
numbers as x and
24-x.
What is the function to be They write the
optimised? expression f(x)=
x(24-x) = 24x-x2.
What is the domain of x? They will find • What is the minimum
that x should value and maximum
satisfy 0<x<24. value x can take?
They will find the
What are the first and the second derivatives.
derivatives of f? f’(x)=24-2x
f” (x)=-2
Did you get the same answer in They solve it to
graphing calculator? find that both the
numbers are 12
and the product is
144.
They compare
their answers and
use calculator to
Do you have any questions? verify their
Think of a context that requires answers.
minimisation after the lesson. We
will discuss more problems in the
next lesson.
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CONCEPT MAP AND LESSON PLAN

Evaluation and Reflection

I enjoyed solving optimisation problems during my senior secondary studies. However, I

learned the concepts of optimisation without understanding the underlying theory. I was given

instructions to perform the problems, but I wondered why I was using this test or how

mathematicians came up with these conclusions. The lessons were teacher-oriented, and I

could only ask questions about problem-solving steps.

This lesson required a lot of scaffolding as the concepts discussed depended on many concepts

learnt earlier, like sign-diagram, concavity, local maximum and minimum. Some students

needed help recalling prior knowledge. The possibility for application of optimisation in

various fields gave curiosity to the students. Moreover, almost everyone showed interest in

peer activity. Some students solved the problems very quickly, while a few needed help from

the teacher or peers. Peer and teacher feedback helped them to clear their doubts. Using

graphing calculators boosted their curiosity while doing problems as they could visualise the

ideas. Students had enough time to understand the concept and perform the assigned tasks.

However, more complex problems will be discussed in future lessons to make the ideas

thorough for the students.

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CONCEPT MAP AND LESSON PLAN

Resources

Australian Curriculum, Assessment and Reporting Authority. (n.d.). The Australian

Curriculum (Version 8.4): Mathematical Methods. Retrieved August 25, 2023, from

https://australiancurriculum.edu.au/senior-secondary-

curriculum/mathematics/mathematical-methods/?unit=Unit+2

Haese, M. (2017). Mathematics for Australia. 12, Mathematical methods. Haese

Mathematics.
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CONCEPT MAP AND LESSON PLAN

Appendix

Problem Sheet

Solve using sign-diagram test or second derivate test. Verify your solutions using a

graphing calculator.

1) Find the shape of the largest rectangle which can be inscribed in a semicircle of

diameter 20 cm.

2) ABC is a right-angled triangle at B. If the length of the hypotenuse

equals 15√2 cm, find the greatest possible area for this triangle.

3) A rectangular sheet of tin-plate is 20 cm by 10 cm. Four squares, each with

sides x cm, are cut from its corners. The remainder is bent into the shape of an

open rectangular container. Find the value of x which will maximise the

capacity of the container.