Training Module For Summer-Based Special Teacher

Professional Development for Mathematics Teachers

(Grade 9-12)
 Unit 2: Teaching Relations & Functions (12 hrs.)
Unit Outcomes
After completing this unit, you will be able to:

Outline how to teach relations and functions.

Apply the methods of teaching real-life application of relations &
functions.

Use different techniques of teaching relations & functions.

Select appropriate teaching aids to teach relations &functions.
Plan to connect relations & functions to real life situations in
teaching
Session 2.1: Teaching of the concept of Relation (4 hrs.)
Session Objectives:
After completing this session, you will be able to:

 Discuss various ways of teaching the concept of relation.

 Understand the concept of Relations.
 Identify effective teaching strategies for teaching relation.
 Demonstrate how Relations are used in practical situations
 Describe the key conceptual challenges students & teachers face in understanding
the concept of relation.

 Adapt the discussion to their own situations & then plan to use it to their own
classrooms
Activity 1: Teacher Reflection on their Teaching (25 minutes)

How did you teach the concept of relation to your students? (you can frame your
reflection in terms of the following key components of an instruction)

 Activating students’ prior knowledge

 Nature of tasks/activities provided (context, multiple representation,
routine/non-routine, etc.)

 Students classroom discussion and teacher’s role in the discussion

 Summary/consolidation
 Challenges you face in teaching.
 Write your reflection on your note book?
Activity-2: Real-life Application of Relation(25 minutes)

In small group discuss real-life application of relations and reflect

to the whole class?
 Key Ideas
In academic institutions, relations are applied to track the
enrollment status of students in different courses.

Businesses use relations to manage & analyze their interactions

with customers.

Relations are utilized in airline flight scheduling to determine

connections b/n different flights, airports, and routes.

By defining relations between patients, healthcare providers,

medications, and diagnoses, healthcare facilities can improve patient
care and ensure accurate record-keeping.

In the study of social networks, relations are used to analyze

connections between individuals, groups, and communities.
 Activity-3: Lesson analysis (1hrs)

Read the two case studies that mathematics teachers used to teach
their students on your training Module and then answer the
following questions.

1. Which of these two approaches is most like the way that you teach?

2. Which of these two approaches do you prefer and why?

3. Which of these two approaches allows for meaningful construction

of ideas? Explain your answer.
 Key Ideas
Both math teachers followed ADEE approaches.
Teaching relations using patterns helps develop students' ability to
recognize & analyze mathematical patterns that correspond to
specific r/ps.

Trainees can engage students in identifying patterns, making

connections b/n elements, & extrapolating r/ps based on observed
patterns.

Trainees can scaffold learning by starting with simple patterns &

gradually introducing more complex patterns to illustrate diverse
types of relations.
 Activity 4. Teaching using Guided Discovery Method
(1hrs)

Discuss how you teach the concepts of a relation by using guided

discovery method in small group? See on your Module.
 Key Ideas
 deals about relationship between two quantities or things.
A relation establishes a correspondence b/n elements from
different sets, pairing them based on a specified rule or condition.

 reflect relationships between elements, indicating how one

element is related to another based on a specific criterion or
property.

 is the set of ordered pairs () such that is the square of

The domain of a relation is the set of all input values (-values) for
which the relation is defined, while

The range is the set of all output values (-values) that result from
applying the relation to the elements in the domain.
 Activity 5: Teaching using Tables or GeoGebra
software (1hrs)

 Be in groups of four and discuss how you can teach sketching the
graphs of relations involving inequalities using tables or GeoGebra
software with the steps on your module
 Key Ideas
 R can be represented using various methods like tables, directed graphs, & arrow
diagrams.

 When sketching graphs of relations involving inequalities, it is essential to identify the

boundary lines that represent the equality in the inequality statement.

 Boundary lines help in determining the boundary points of the region that satisfies the
inequality.

 After identifying the boundary lines, shading the feasible region based on the inequality
constraints is crucial.

 The shading indicates the region where the inequality is satisfied, providing a visual
representation of the solution set.

 Understanding the signs (<, ≤, >, ≥) in the inequality statement determines whether the
boundary lines should be solid (included in the solution) or dashed (excluded from the
solution).

 Analyzing the signs guides the shading process to depict the correct set of points that
satisfy the inequality.
 Activity 6: Conceptual Challenges (10 minutes)

What are the challenges students or even teachers face in

understanding the concept of relation? (To answer this question,
refer to the content in the new textbook) .write on your note book
and reflect it to the class.

Homework Activity
Design a lesson how you teach inverse of a relation using tabular
format and graphical method of teaching or GeoGebra.
 Implications to Teaching
What did you learn from this session and how will you apply the
notion of this session to your real classroom?

How would you help your students benefit from this?

Write a short paragraph summarizing the key things you learned
and things that you want to apply
Session 2.2: Teaching of the Concept of Functions (2 hrs.)
Session Objectives:

 After completing this session, you will be able to:

 Identify effective teaching strategies for teaching functions.
 evaluate functions for specific input values, fostering competence in substituting
variables & calculating corresponding outputs.

 apply function concepts in various mathematical situations, such as representing

patterns, or solving equations.

 visualize functions graphically

 Adapt the discussion to their own situations & then plan to use it to their own
classrooms.
Activity 1: Teacher Reflection on their Teaching (30 minutes)

How did you teach the concept of function to your students? (you can frame your
reflection in terms of the following key components of an instruction)

 Activating students’ prior knowledge

 Nature of tasks/activities provided (context, multiple representation,
routine/non-routine, etc.)

 Students classroom discussion and teacher’s role in the discussion

 Summary/consolidation
 Challenges you face in teaching.
 Write your reflection on your note book?
Activity-2: Real-life Application of Functions(30 minutes)

Discuss real-life application of function individually?

 Key Ideas
Demand & supply functions in economics help to analyze the r/ps
b/n price, quantity, & market equilibrium.

 Engineers use functions to model and analyze systems such as

electrical circuits, mechanical structures, fluid dynamics, &
control systems.

Functions are used in physics to describe physical phenomena such

as motion, wave behavior, & quantum mechanics.

Biological processes like: growth, metabolism, genetics, and

ecology can be modeled using functions.
 Activity-3: Teaching using questioning & Answering Method(40
minutes)

Define functions & give different examples of a function &

not a
function & explain how you can teach those definitions &
examples.

 Do this individually & then share their definitions in pairs.

List all the definitions forwarded by each pair and
 list down on the blackboard and reflect it the whole class
 Key Ideas
Correspondence between age and human height within a certain
age group is a function.

Each age corresponds to a unique height.

The relation defined by is a function
A vertical line, such as , is not a function.
The relationship between a student's grades and the courses they
take is not a function.

 Functions describe relationships between sets of values, where

each input value corresponds to exactly one output value.
 Key Ideas Cont’d….
Functions follow the rule that each input has a unique
output, and no input is associated with multiple outputs.

Teaching functions using questioning and Answering

Method helps you to build a fundamental understanding
of mathematical concepts such as relationships, variables,
and dependencies.
 Activity 4: Conceptual Challenges (20 minutes)
What are the challenges students or even teachers face in
understanding the concept of relation? (To answer this question,
refer to the content in the new textbook) .write on your note book
and reflect it to the class.

Homework Activity
Design a lesson how you teach inverse of a relation using tabular
format and graphical method of teaching or GeoGebra.
 Implications to Teaching

What did you learn from this session and how will you apply the
notion of this session to your real classroom?

How would you help your students benefit from this?

Write a short paragraph summarizing the key things you learned
and things that you want to apply
 Takeaway Resources

Khan Academy:
https://www.khanacademy.org/math/cc-eighth-grade-math/
cc-8th-linear-equations-functions/cc-8th-function-intro/v/r
elations-and-functions

Phet Simulation:
https://phet.colorado.edu/en/simulations/function-builder-
basics

https://www.youtube.com/watch?v=BWfRZgE3Djw
 Session 2.3: Teaching power Functions (4 hrs.)
Session Objectives:

 After completing this session, you will be able to:

 identify various ways of teaching the concept of power function.
 understand the concept of power functions and their general form of f(x) = a ,
where a is a constant & is a real number.

 recognize the graphical representation of power functions.

 understanding how the exponent affects the shape of the graph.
 explore the properties of power functions, such as domain, range, zeros,
symmetry, & behavior as x approaches positive or negative infinity.
Activity 1: Teacher Reflection on their Teaching (30 minutes)

How did you teach the concept of power function to your students? (you can frame
your reflection in terms of the following key components of an instruction)

 Activating students’ prior knowledge

 Nature of tasks/activities provided (context, multiple representation,
routine/non-routine, etc.)

 Students classroom discussion and teacher’s role in the discussion

 Summary/consolidation
 Challenges you face in teaching.
 Write your reflection on your note book?
Activity-2: Real-life Application of Functions(30 minutes)

 Discuss why you teach power function and reflect to the

whole class?
 Key Ideas

Power functions are fundamental in math and serve as building

blocks for understanding more complex functions & mathematical
concepts.

Power functions are used extensively in various real-world

applications such as physics, biology, economics, engineering, &
computer science.

Understanding power functions requires trainees to analyze

patterns, make connections between graphical representations &
algebraic expressions, & solve problems using mathematical
reasoning.
 Activity-3: Teaching using hands on-activities (1.20hrs).

How you would like to teach power function using hands on-
activities based on the following steps and reflect to the whole class

1. Take sets of function cards from grade 11 text book with different
power functions, such as f(x) = , g(x) = , h(x) = , , q(x) = etc.

2. analyze the properties of those power functions on their cards. you

can discuss characteristics like domain, range, behavior as x approaches
positive or negative infinity, and whether the functions are even, odd,
increasing, decreasing, or constant.
 Activity-3: Teaching using hands on-activities (30 minutes).

3. sketch the graphs of the functions you have been given on graph
paper or using technology.

4. Compare & contrast the different power functions you have

explored. Discuss how the exponent impacts the shape & behavior of
the functions.
 Key Ideas
Power functions are mathematical functions of the form f(x) = a ,
where a is a constant & is a real number.

The exponent r in a power function determines the shape of the

graph and behavior of the function.

Different values of r lead to different types of power functions.

The domain is typically all real numbers, but the range varies
based on the exponent r and the sign of the coefficient a.

Power functions can be classified as even or odd functions based

on the behavior of their graphs with respect to symmetry.

Even power functions have symmetry about the y-axis, while odd
power functions have rotational symmetry about the origin.
 Key Ideas
Analyzing the behavior of power functions as approaches
positive or negative infinity is crucial.

Depending on the value of the exponent & the sign of the

coefficient,

the function may increase or decrease without bound or approach

a horizontal asymptote.

The rate of change of a power function is determined by its

exponent.

Higher exponents lead to functions with steeper slopes, indicating a

faster rate of change.
 Activity 4: Conceptual Challenges (10 minutes)
What are the challenges students or even teachers face in
understanding the concept of power functions? (To answer this
question, refer to the content in the new textbook) .write on your
note book and reflect it to the class.

Homework Activity
Take five different power function from Grade 11 students’
textbook, design a lesson using GeoGebra software and reflect to
the whole class.
 Implications to Teaching
What did you learn from this session and how will you apply the
notion of this session to your real classroom?

How would you help your students benefit from this?

Write a short paragraph summarizing the key things you learned
and things that you want to apply
 Activity-4: Teaching Power functions using GeoGebra (1.30hrs).

Discuss how you teach power function using GeoGebra in small

groups as follows and reflect it to the whole class
1. Open GeoGebra software on the computer or device, and create a
new GeoGebra file to start working on the power function
visualization.
2. Set up the coordinate axes on GeoGebra to create a Cartesian plane
where the power function graph will be displayed. Label the -axis and
axis appropriately.
3. Use the input bar in GeoGebra to define the power function f() = a .
Assign initial values to 'a' and ' r ' to create a specific example of a
power function to work with during the activity
 Activity-: Teaching Power functions using GeoGebra (1.30hrs).

4. Plot the power function on the coordinate plane by entering the

function equation into the input bar. Observe how changes in the values
of 'a' and ' r ' affect the shape and behavior of the function graph.
 Activity-3: Teaching Power functions using GeoGebra (1.30hrs).

5. experiment with adjusting the values of 'a' and ' r ' using sliders or
input boxes in GeoGebra and observe how these parameter changes
impact the graph of the power function.

6. observe how varying the parameter 'a' influences the vertical stretch
or compression of the function graph, while changing ' r ' affects the
horizontal shift and curvature.
 Key Ideas
 The defining characteristic of power functions is the variable
exponent ' r ', which differentiates them from other types of
functions.

 Power functions may have asymptotic behavior, approaching

certain values as x tends to infinity or negative infinity.

 The magnitude of the constant 'a' influences the scaling and

vertical shift of the power function graph.

 Power functions exhibit various shapes on the graph depending on

the values of 'a' & ' r ', representing concave-up, concave-down,
linear, or exponential curves.

 The domain & range of a power function depend on the specified

values for 'a' & ' r ', determining the set of input and output values
the function can accept.
 Activity 5: Conceptual Challenges (30 minutes)
What are the challenges students or even teachers face in
understanding the concept of power functions? (To answer this
question, refer to the content in the new textbook) .write on your
note book and reflect it to the class.

Homework Activity
Take five different power function from Grade 11 students’
textbook, design a lesson using GeoGebra software and reflect to
the whole class.
 Implications to Teaching
What did you learn from this session and how will you apply the
notion of this session to your real classroom?

How would you help your students benefit from this?

Write a short paragraph summarizing the key things you learned
and things that you want to apply
 Takeaway Resources
Khan Academy:
https://www.khanacademy.org/math/cc-eighth-grade-math/
cc-8th-linear-equations-functions/cc-8th-function-intro/v/r
elations-and-functions

Phet Simulation:
https://phet.colorado.edu/en/simulations/function-builder-
basics

https://www.youtube.com/watch?v=BWfRZgE3Djw
GeoGebra software.
 Session 2.4: Teaching Composition Functions (2 hrs.)
Session Objectives:

After completing this session, you will be able to:

Identify effective teaching strategies for teaching composition of
Functions

Understand the concept of composition of Functions

Analyze composition of Functions.
Adapt the discussion to their own situations and then plan to use it
to their own classrooms.
Activity 1: Teacher Reflection on their Teaching (30 minutes)

How did you teach the composition function to your students? (you can
frame your reflection in terms of the following key components of an
instruction)

 Activating students’ prior knowledge

 Nature of tasks/activities provided (context, multiple representation,
routine/non-routine, etc.)

 Students classroom discussion and teacher’s role in the discussion

 Summary/consolidation
 Challenges you face in teaching.
 Write your reflection on your note book?
Activity-2: Real-life Application of Functions(30 minutes)

 Be in to small group, discuss why you teach composition

of function and reflect to the whole class?
 Key Ideas

 In navigational systems like GPS, the composition of functions

is used to calculate routes and determine the most efficient paths
for navigation.

 In economics, the composition of functions is utilized in

economic models and forecasting.

 By combining functions that represent factors like consumer

behavior, market demand, and resource allocation, economists
can analyze economic trends, forecast market conditions, &
make informed decisions in financial planning and policy-
making.
 Activity-3: Teaching Composition of Functions Application Method
(1hrs).

Please be in small groups (4-5) and discuss how you teach

composition of functions application method and reflect to the
whole class.
 Key Ideas
o Suppose you wanted to calculate how much it costs to heat a house
on a particular day of the year. The cost to heat a house will depend
on the average daily temperature, and the average daily temperature
depends on the particular day of the year.

o Now you can just define two relationships: The temperature

depends on the day, and the cost depends on the temperature.
Using descriptive variables, you can note these two functions as
follows.

o The first function, C(T), gives the cost C of heating a house when
the average daily temperature is T degrees Celsius, and the second,
T(d), gives the average daily temperature of a particular city on day
d of the year.

o If you wanted to determine the cost of heating the house on the 5 th

day of the year, you could do this by linking the two functions
together, an idea called composition of functions.
 Key Ideas
 Using the function T(d), you could evaluate T(5) to determine the
average daily temperature on the 5th day of the year.

 You could then use that temperature as the input to the C(T)
function to find the cost to heat the house on the 5th day of the year,
C(T(5)).

 When the output of one function is used as the input of another

function,

 we call the entire operation composition of functions.

 We write f(g(x)), and read this as “f of g of x” or or “f composed

with g at x”.

https://www.youtube.com/watch?v=sS5Poi0RbeM
https://www.youtube.com/watch?v=pQLbtnsNVUg
 Activity 4: Conceptual Challenges (25 minutes)
What are the challenges students or even teachers face in
understanding the concept composition of functions? (To answer
this question, refer to the content in the new textbook) .write on
your note book and reflect it to the class.
 Implications to Teaching
What did you learn from this session and how will you apply the
notion of this session to your real classroom?

How would you help your students benefit from this?

Write a short paragraph summarizing the key things you learned
and things that you want to apply
 Takeaway Resources
Khan Academy:
https://www.khanacademy.org/math/cc-eighth-grade-math/
cc-8th-linear-equations-functions/cc-8th-function-intro/v/r
elations-and-functions

Phet Simulation:
https://phet.colorado.edu/en/simulations/function-builder-
basics

https://www.youtube.com/watch?v=BWfRZgE3Djw
GeoGebra software.
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