Unit 1 - Student Copy - Are We Related

Are we related?
Session 1
Resources:
Notebook
Chromebook
Reference Book
Stationery
Let’s have some goodies for a good start1 :)
minute
Source
5 minute
Ever played with shadows?

● Have you ever payed attention
to your shadow?
● Is the length always same?
● On what factors does it
depend?
● Yes on the height of the object
and the time of the day
Source Source
Criterion C: Communicating LP: Knowledgeable 2 minutes
Withdrawing money from ATMs
Can
someone
explain the
process?
Source
2 minutes
Withdrawing money from

ATMs:
Here is an infographic
depicting the steps needed
to withdraw cash from ATM
This relates to our prior

knowledge of Algorithm
Source
Criterion C: Communicating 2 minutes
Bread Making Process
Source
LP: Reflective 2 minutes
Reflection
● What are your observations in all these examples?
● Are they related?
● Is there any connection with Mathematics?

2 minutes
How Process happen?
Input :
Card
Machine :
Process
Output :
Cash Source
Can you shares some processes?

Make sure to mention the input(s) and output(s) along with the processes.
Some examples are:
Input Output Process
Segregation of numbers in Computer program

Numbers
odd and even
Fruits Juices Mixer grinder

Wheat, baking soda and Bread making Process
stabilizers Bread
Raw material Factory process

Finished goods
Stretch Break!
Let’s take a minute to stretch
Jump a little
2 minutes
Ponder upon...
So we have seen various examples of inputs, outputs and some

processes in between, to effectively transform input into some
output.
Can you think a mathematical name for such processes?
Yes, its known as Function.

Factual Question 2 minutes
What is a Function?
Source: Mathematics for IB MYP 4-5: Hodder

5 minutes
Function
A function is like a machine: an input goes in; something happens to it
inside the machine; an output comes out. Another input goes in; another
output comes out.
What's going on inside the machine?
If we know the machine's function rule (or rules) and the input, we can
predict the output.
If we know the rule(s) and an output, we can determine the input.
We also can imagine the machine asking, "What's my rule?" If we

examine the inputs and outputs, we should be able to figure out the
mystery function rule or rules.
Source
Homework
Organize
● Reflect on what is expression,
Notes
equation and function? Recall
your previous knowledge.
● What is the difference between
an equation and a function?
Maintain all your notes for this

unit in the tagged document.
This will help you at the end of
the unit.
Session 2
Resources:
Notebook
Chromebook
Reference Book
Stationery
LP: Thinkers 10 minutes
Let us play a game

5 minutes
Function
A function necessarily takes the input, works on it and gives a particular

output.
So, what can be the input and output when we consider functions in
MATHEMATICS?
- Variables
20
5 minutes
Function in Math
Mathematical Models that link two variables

are called Functions.
Consider this x y
y = 2x + 3 -1 1
It describes the relationship between two variables x & y. 0 3
In this case, 3 is added to twice the value of x to produce y. 1 5
2 7
2 minutes
Function
A function is a relationship between two sets: a first

set and a second set.
Each element ‘x’ of the first set is related to

one and only one element ‘y’ of the second set.
2 minutes
But….
y = 2x + 3 is an equation….
Isn’t it?
Then what is the difference between an equation and a function?

5 minutes
Homework Reflection
Function vs Equation
In very formal terms, a function is a set of input-output pairs
that follows a few particular rules. Eg: y= 2x+5
An equation is a declaration that two things are equal to each

other. Eg: 2x+5 = 0
Further Reading: Here

2 minutes
Communication Skills
Understand and use mathematical notation
Source
#StudentReference
Equations vs Functions
Khan Academy
Session 3
Resources:
Notebook
Chromebook
Reference Book
Stationery
Relations,
mappings and
functions
LP: Thinker 5 minutes
Fingerprints...what do they say

● What does the image depict?
● What do you know about
fingerprints/thumbprints?
● Fingerprints are unique for
each person that means no two
person can have same
fingerprint.
● In India, all official documents
Source
are thus required to have left
thumb impression of the
person.
2 minutes
One
One Input
Person
One left
hand thumb One Output
print
Communication Skills 5 minutes
Take effective notes in class
Source
Graphical representation of one to one
relation
Source
Do we weigh same on different planets?

● What is mass?
● What is weight?
● Do we have same mass
and weight on different
planets?
● While mass is same,
weight of the same
person is different on
different planet due to
gravity.
Source
2 minutes
One
One Input
Person
Different Many
weight Output
Source
Graphical representation of one to many
relation
Source
37
Medicine guidelines according to weight

● The medicines
administered to babies
depends on the weight of
them
● What do you observe
from the table given
alongside?
● Let’s take the 2nd row,
all babies who weigh
between 25 to 37 lbs
should be given 1 tsp of
the particular dose.
Source
2 minutes
Many
Many Input
Persons
One One Output

Dose
Source
Graphical representation of many to one
relation
Source
Movie Genres
● There are many movie
genres
● Which one do you like?
● For any genre, there will
be many people who
will like it.
● Similarly, a person can
have likings from many
genres
Source
2 minutes
Many
Many Input
Persons
Many Many
likings Output
Source
Graphical representation of many to many
relation
Source
Homework
We have learned four different types of relations. You all are
suppose to think one-one example each of these types and
paste your answers here:
Padlet
Think for some real life examples and be as creative(like use

mapping diagrams) in showcasing it over the Padlet :)
Session 4
Resources:
Notebook
Chromebook
Reference Book
Stationery
3 minutes
Homework Reflection
Check the padlet and let us discuss few examples

stated there
To sum up - Mapping Diagrams
These mapping diagrams are representing four different types of relations. So far, we
have looked at ordered pairs that describe relationships in real life. However,
mathematics is also full of relationships that can be described in the same way.
Source: MYP Mathematics 4&5 Standard - Oxford

Basic Definitions
In a function, the values of input makes the first set and the values of
output makes the second set.
In an ordered pair (x, y), the first term represents an object from a first
set and the second term represents an object from a second set.
A mapping diagram shows how the elements in a relation are paired.

Each set is represented by an oval, and lines or arrows are drawn from
elements in the first set to elements in the second set for each ordered
pair in the relation.
51
15 minutes
Classwork
Exploration task
Worksheet 1
Answer Key
Reflect and Discuss

● What are the advantages and limitations of using a mapping diagram
to represent a relation?
● What are the advantages and limitations of using a graph to represent
a relation?
● In which situations is a mapping diagram better than a graph?
● In which situations is a graph better than a mapping diagram?
While mapping diagrams are good to showcase the relations between few data
points, it’s always beneficial to check a graph for a large data set.
However, the type of relation could be easily identified with mapping diagrams
while we need to analyze the graph to predict the type of relation.
Relation

Session 5
Resources:
Notebook
Chromebook
Reference Book
Stationery
3 minutes
Extending relations
1. Determine which type of mapping diagram (one-to-one, one-to-many, many-
to-one, or many-to-many) best matches each of these relations:
a. A = {students in your class}, B = {number of siblings}, and the relation
maps each student in A to their number of siblings in B
Many to one
b. A = {students in your class}, B = {mothers}, and the relation maps each
student in A to their mother in B
One to one, considering the section has no siblings
c. A = {couples}, B = {grandchildren}, and the relation maps each couple
in A to each of their grandchildren in B
Many to many, considering a grandparent couple could have many
grandchildren and a grandchildren can have two set of grandparents(maternal
and paternal)
2 minutes
Extending relations
1. For the two equations y = x + 2 and x2 = y2 , determine the type of mapping
diagram that best describes the relation between set A = R and set B = R .
(Hint: Look back at your answers to worksheet 1.)
For y = x + 2
one to one
For x2 = y2
many to many
5 minutes
Conclusion
We have seen four different type of relations between input and output.
Can all be classified as Function?
Function always emphasis on associating only one output for the given
input.
Now, can you identify which relations to be considered for function?

2 minutes
Function : Emphasis on ONE output

Identify which type of relation will be
function?
One to One Relation Many to Many Relation
One to Many Relation Many to One Relation

2 minutes
Function : Emphasis on ONE output
One to One Relation Many to Many Relation
One to Many Relation Many to One Relation

2 minutes
What do you think will be the Key Concept?
Form Logic
Since function is
the rule/ describe
the relationship
between input and
output
Relationship
Unit Name
Are we related?
Source
63
ATL:Critical Thinking Skills
10 minutes
Analysing and evaluating issues and ideas
Classwork
Let’s go back to our starting examples
and identify which one are functions?
ATL Task
● ATM withdrawal
● Gumball machine
● Shadow
● Bread
● Computer program
● A factory
Function

2 minutes
Identify function
So in the worksheet 1, which relations are function?
1. y = x + 2
This is a function as the relation is one to one

(check mapping diagram) so every input has only
one output.
Source
2 minutes
Identify function
So in the worksheet 1, which relations are function?
1. x2 = y2
This is not a function as the relation is many to many

(check mapping diagram) every input has more than
one output.
Source
2 minutes
How to interpret the function?
Source: Haese mathematics 10th extended

2 minutes
Function Notations
Till now we have seen various ways of depicting functions. Let us show
all of them here for a quick reference :)
For example, we can
● y =mx +c have function in
following ways:
● f(x) = mx+c ● y =2x +5
● f(x) = 2x+5
● f: x↦y ● f: x↦2x+5
Used to mention the values
Flipped Task - Video Watch of Domain and Range
Interval Notation Set Builder Notation

Session 6
Resources:
Notebook
Chromebook
Reference Book
Stationery
Set and Interval notation 5 minutes
Criterion C: Communicating
Source
5 minutes
Practice Questions
Represent the following in both set builder and interval notation:
a. The set of all integers between 100 and 300

b. The set of all real numbers greater than 50
c. The set of rational numbers between 7 and 8 inclusive
Set notation Interval Notation
{x|100<x<300, x ∈ Z} (100,300)
{x|50<x, x ∈ R} (50,∞)
{x|7 ≤ x ≤ 8, x ∈ Q} [7,8]
7 minutes
Domain and Range

Linear equations, such as y = x + 2, are functions. We can write
f (x) = x + 2 or f : x ↦ x + 2.
Using this notation, we can say that f (3) = 5, meaning that when the
input x to the function f is 3, the output is 5. We could also write f (4) =
6 and f ( -5) = −3, for example.
Function notation uses both elements of an ordered pair in one equation.

If a function maps elements of set A onto elements of set B, then set A is
called the domain and set B is called the range.
Domain and Range
Source
Source
Domain and Range
Domain Range
- Set of values which will be used - Set of values which are derived as an
as an input for the function output from a function.
- Values of ‘x’ in f(x) - Value of ‘f(x)’ after giving input of x
- It is often called the - It is often called the dependent
independent variable. variable as its value is dependent on
- The value of domain is also the value of x.
called object in some context. - For each value of x there is one and
only one output. The value of f(x) can
also be called the image of ‘x’.
- This is also called as codomain.
5 minutes
Practice question

#StudentReference
Solution

7 minutes
Practice question
Consider this mapping diagram.
a. Identify if this relation is a function. Justify your answer.

b. Write down the domain and range using set notation.
c. State :
i. f (1)
ii. f (2)
iii. f (5)

80
10 minutes
For each of the following mapping diagrams:
1. Describe, in words what the relation could represent.

2. Justify why the relation is a function.
3. State the domain and range.
4. Write down one specific ordered pair in the function.

#StudentReference
Solution

2 minutes
State the domain and range of following:

1. f(x)=3x-2
Domain: all values on x

axis
{x| x ∈ R}
Range: all values on y

axis
{y | y ∈ R}
Source
2 minutes
State the domain and range of following:

1. f(x)=2x2+5x-11
Domain: all values on x

axis
{x| x ∈ R}
Range: all values on y

axis from vertex
[-14.125, ∞)
Source
3 mins
What if the Domain is not always all real

numbers?
What if we provide conditions for the Domain?
Will it impact our Range? Conceptual
Question
1 min
Does changing the Domain has an impact on the Range?
Yes No
f(x) = 5x + 7
Restricted Domain and Range
Domain : ( -5 , 5 )
Substitute the values of Domain in the function

to calculate the Range.
Range can be observed from graph as well.
Range : ( -18 , 32 )
3 mins
10 minutes
Classwork
Let’s understand Domain
and Range with some Worksheet 2
questions Answer Key
If left, will go as HW
Session 7
Resources:
Notebook
Chromebook
Reference Book
Stationery
5 minutes
Homework Doubts
Let’s Discuss
Recall the definitions of a relation and a function, give examples.
● Are all functions relations?
● Are all relations functions?
● If you answered ‘no’ to either question above, explain why.
All functions are relations but not all relation are functions like one
to many and many to many relations are not function
2 minutes
2 minutes
So far we have seen that

● A function is a special type of relation, where for each
element of the domain there exists one and only one element
in the range. (Each input value generates exactly one output
value.)
● A function is a one-to-one or a many-to-one relation.

Critical Thinking Skills 15 minutes
Gather and organize relevant information to
formulate an argument
ATL Task - Classwork

Deciding whether a given
relation is a function Worksheet 3
Answer Key
95
5 minutes
Test for Functions

You have used two different methods for deciding whether or not a
relation is a function (sometimes called ‘a function from x to y’):
● with a mapping diagram: if a mapping diagram is one-to-one or many-

to-one, then the relation is a function
● with a graph: if each x-value has only one corresponding y-value, then
the relation is a function.
In graphs, we can use Vertical Line test to check whether the relation is a
function or not
Criterion C: Communicating LP: Knowledgeable 5 minutes
Vertical Line Test
Conceptual Question
- Explain when do we get vertical lines on a cartesian plane.
- One of the variables is constant on the vertical line. Identify that variable.
- Justify why using Vertical Line Test is easy to identify whether a given
relationship is function or not.
5 minutes
Examples: Vertical Line Test
Vertical Line Test
A set of points in the xy-plane is the graph of a function if and only if every vertical
line intersects the graph in at most one point.
y y y
x x x
Function One point of Not a Function Not a Function

intersection Two points of Two points of
http://slideplayer.com/slide/10532739/ intersection intersection
7 minutes
Critical Thinking
Draw reasonable conclusions and generalizations
What do you think?
Why do we not go for

Horizontal Line Test?
Let’s look at vertical line
The definition of Function

says for each input value
there must be one unique
output which can be clearly
seen with a vertical line(x
coordinate is constant).
Look at the images
alongside.
Source: DESMOS
Let’s look at horizontal line
However, in a horizontal
line x coordinate keep
varies which will be
difficult to interpret when
our focus is whether an
input value is generating
only one output.
Source: DESMOS
Session 8
Resources:
Notebook
Chromebook
Reference Book
Stationery
10 minutes
Vertical Line Test

Understanding the vertical
line test using an
interactive tool PLIX
10 minutes
Identify which one is/are function(s) using Vertical Line Test
y = 3x + 5 y = 2x
y = x2 x2 + y2 = 1
One value of x gives only

one value of y #StudentReference
x = -2
f(x) = 3x + 5
f(-2) = 3(-2) + 5 = -1
y = 3x + 5
Vertical Line
IT IS A
FUNCTION
DESMOS
Criterion C: Communicating #StudentReference
Vertical Line
One value of x gives

y = 2x
only one value of y
x=2
f(x) = 2x IT IS A
f(2) = 22 = 4 FUNCTION
DESMOS
107
#StudentReference
Vertical Line
y = x2
One value of x
IT IS A
gives only one FUNCTION
value of y
x=2
f(x) = x2
DESMOS f(2) = 22 = 4
#StudentReference Criterion C: Communicating
Vertical Line (0.5, 0.866)
NOT A x2 + y2 = 1
FUNCTION
One value of x gives two

values of y
x2 + y2 = 1
(0.5)2 + y2 = 1
0.25 + y2 = 1
y2 = 1 - 0.25
y2 = 0.75
y = ± √0.75
y = ± 0.866 (approx.)
(0.5, -0.866)
DESMOS
Representing Functions
Inquiry: Different forms

of
We have already represented functions as equations. representation
What do you all think are the different ways in which we can represent a
function?
Descriptive Algebraically Numerically Graphically Tabular Mapping
Six added to f(x) = 2x + 6 (1,8) The coordinates x y

two times x (2,10) obtained (x, f(x))
(10,26) are plotted on 1 8
Cartesian plane to
represent the 2 10
function.
To Sum up...about Function #StudentReference
Factual Question : How do we use function to find values? 7 minutes
Function in Real Life scenarios

A recipe states that chicken needs to be cooked for 15 minutes per kg
plus an extra 40 minutes. Derive the relationship between weight and
cooking time using function notation, and determine the domain and
range.
Source
#StudentReference
Solution
x>0
f(x) > 40

Reflect
Think what input values are sensible for the function in above example. If
you had no chicken at all, meaning that x = 0, does it make sense that the
cooking time is 40 minutes?
Yet, f (0) = 15 × 0 + 40 = 40.
For what values of x is this function definition intended?
Sometimes input values are mathematically possible, but they do not make
sense in a real-life context (as with cooking 0 kg of chicken).
A real-life situation may restrict the elements of the domain in order to make
sense of the problem. These restrictions are called constraints on the
domain.
5 minutes
Think and answer

When setting variables to represent a worded (or real-life)
situation, it is important that each variable represents a
number or an amount within the context of the problem.
An appropriate variable definition examples are x = Tina’s

height and y = Tina’s age.
Why do you think writing x = Tina would be an

inappropriate variable definition?
15 minutes
Classwork/ Homework
Exploring Functions.
Worksheet 4
If left can be given as HW
Answer Key
#StudentReference
For more practice questions
You may use Hodder reference book given to you, Page no 224 - 225
Calculate
Calculate

#StudentReference
Calculate
Calculate

Session 9
Resources:
Notebook
Chromebook
Reference Book
Stationery
5 minutes
Homework Doubts
10 minutes
Let’s Play
Source
2 minutes
Math Function Dance

Types of functions
Give some examples….. What all types of function could you identify?
Linear Function
Absolute Function While we will be

exploring various
Quadratic Function functions, our main focus
in standard will be Linear
Logarithm Function and Quadratic Functions
Exponential Function
Trigonometric Function
Criterion D: Applying Mathematics in real-life context 2 minutes
A road trip
Sarah is planning to go to Himachal
during her vacation. She loves to drive
and she want to explore the road route.
As she does not own any car, she thought
to hire one. She looked at various options
and finally decided to go with Avis Car
Hire company. The company charges a
flat fee of ₹ 2500 and an additional ₹ 300 Source
per km to rent a moving van.
2 minutes
Mathematical Modelling
Mathematical modelling and problem-solving was described by the
mathematician George Pólya. The steps involved :
1. understand the problem
2. make a plan
3. carry out your plan
4. look back at your solution to see whether you can improve it or use it in
another context
25 minutes
Understanding the problem

Understanding the problem can take time. You
need to clarify what you need to find or show,
draw diagrams, and check that you have enough
information. It may even be that you have too
much information and need to decide what is
relevant and what is not. Source
Problem understanding will

help you to identify the real life
elements in Criterion D Task.
Source
25 minutes
Making a plan
Making a plan can involve several different
strategies. Your first idea may not give you a
solution directly, but might suggest a better
approach. You could look for patterns, draw more
diagrams, or set up equations. You could also try to
solve a similar, simpler version of the problem and Source
see if that gives you some more insight.
Making a plan generally directs

you to select an appropriate
mathematical strategy to find a
solution in Criterion D Task.
25 minutes
Execute the plan

If you have worked hard on the first two
stages, carrying out the plan should be
the most straightforward stage. Work out
your solution according to the plan and
test it. You may have to adjust the plan,
but in doing so it will have given you Source
further insights that may lead to a correct
solution next time.
Execution of the plan directs
you to apply the selected
mathematical strategy to find a
solution in Criterion D Task.
25 minutes
Analyze your solution

It is important to look back at your solution
and reflect on what you have learned and
why this plan worked when others did not.
This will help you to become more
confident in solving the next problem —
and the one after that
Source
Analyzing the solution relates

to the justification of the
solution in real life context in
Criterion D Task.
2 minutes
The cycle of
Mathematical
Modelling
Source: IBDP MATH

subject guide
A road trip
Sarah is planning to go to Himachal
during her vacation. She loves to drive
and she want to explore the road route.
As she does not own any car, she thought
to hire one. She looked at various options
and finally decided to go with Avis Car
Hire company. The company charges a
flat fee of ₹ 2500 and an additional ₹ 300 Source
per km to rent a moving van.
1 - State the variables involved in the situation.
2 - Select and apply an appropriate strategy to come up with a function
which accurately calculates the total amount to be paid by the people
using the service of Avis Car.
3 - Discuss about the domain for this function. Justify your decision on
domain values.
4 - Construct a table of values for variables. (Minimum 4 values)
5 - Draw the graph of the function derived by you.
6 - State the type of function by observing the graph.
7 - Comment on the slope of the graph.
1. Variables: 1) Distance covered in kilometers
2) Total charge
It is quite evident that the total charge depends on the distance covered.
Independent Variable: Distance (km)

Dependent Variable: Total Charge
3. Even though it is a linear

2. f(x) = 300x + 2500 function,
Where x = distance in km Domain: [0,∞)

2500= fixed cost ALL THE Real NUMBERS
f(x) = Total charge Distance can’t be negative
4.
5.
x F(x)
0 2500
1 2800
2 3100
3 3400
7. Slope, m = 300
6. evident in the graph, it is a It means that with every increasing
Linear Function km she has to pay ₹300 each km.
Source:
https://www.desmos.com/calculator
1 min
Related Concepts
Models Simplification Change
Approximation Space Systems
Patterns Validity Generalization
Quantity Representation Equivalence

1 min
Related Concepts

Depictions of real-
life events using
Approximation Space
expressions, Systems
equations or graphs

Session 10
Resources:
Notebook
Chromebook
Reference Book
Stationery
2 minutes
What can you say about the type of

function which we discussed in Sara’s
case?
Yes, its Linear Function
1 minute
Linear Function
What is a Linear Function?
Can you give some examples where you have seen Linear
Function’s applicability?
ble C osts
Varia i Fare
- T a x
E.g.
source
BUDGET Plan
source
ES
AT
R
source
Linear Function - Prior Knowledge of Linear Function 3 mins
A straight line can be expressed

algebraically in terms of
variables. f(x) = mx + c
Range
Slope
Domain
y-intercept
2 minutes
Linear Models
Source: Mathematical Studies SL : Haese

2 minutes
Q. The cost of staying at a hotel for d days is given by the

formula
C(d) = 50d + 20 euros.
Answers:
Calculate the cost of staying for: a. 170 euros
b. 320 euros
a. 3 days c. 720 euros
b. 6 days
c. 2 weeks
5 minutes
Q. The value of a car t years after its purchase is given by V
(t) = 25 000 - 3000t pounds.
a. Calculate V (0) and explain its meaning.
b. Calculate V (3) and explain its meaning.
c. Calculate t when V (t) = 10 000, and explain what this
represents.
10 minutes
Linear Function
Let’s exercise our brains :)
PLIX
5 minutes
Intersection of Two Linear Functions

Conceptual Questions
- State the number of points of intersection that can be there if we have two
different linear functions?
- There could be three possibilities
1. The lines meet at one distinct point
2. The lines do not meet ie parallel to each other
3. The lines have infinite intersection point ie both the lines coincide
with each other
- Two lines which intersect with each other at a particular point, must have
different values of gradient. One positive and One negative. True or False?
Justify.
- Its false, they must have different gradients but both could be positive, both
negative or one positive and one negative.
5 minutes
Intersection of two lines

Let us explore this
https://www.mathopenref.com/coordintersection.html
Drag the point to see how lines are intersecting or not at

various points
20 minutes
Let us do some exploration

Which is related to two lines:
DESMOS Activity Exploration
Students may finish it at home in case time is up

Extra Practice
Exploring Linear
Functions. Worksheet
Session 11
Resources:
Notebook
Chromebook
Reference Book
Stationery
1 minute
Parallel Lines
2 minutes
Parallel Lines
Do you remember the special property of parallel lines? Look at your
DESMOS activity results.
Yes, their slope is equal.
So if we have
f(x) = m1 x + c1
g(x) = m2 x +c2
Then, for these lines to be parallel, m1 =m2

2 min
f(x) = x + 1
g(x) = x + 2
It is evident that the

parallel lines will have the
same slope.
But
Their y-intercept will be

different.
DESMOS
Perpendicular Lines
Source
2 minutes
Perpendicular Lines
Do you remember the special property of perpendicular lines? Look at
your DESMOS activity results.
Yes, the product of their slope is equal to -1.
So if we have
f(x) = m1 x + c1
g(x) = m2 x +c2
Then, for these lines to be perpendicular, m1 m2= -1

2 min
g(x) = -x + 1
f(x) = x + 2
Slope for g(x), m1 = -1

Slopr for f(x), m2 = 1
m1 x m2 = -1
DESMOS
2 minutes
Intersection point
If two lines are intersecting, how can we figure out the point
of intersection?
1. Algebraically
By equating both the functions (since at point of
intersection they will have same x and y coordinate)
2. Graphically
By observing the graph
Criterion C: Communicating 7 mins
Problem 1:
The cost to rent videos at a video store A is given by the function f(x) = 2x + 10,
where x is the number of videos rented and f(x) is the total cost in US$. For video
store B the cost to rent videos is given by the function g(x) = 3x + 4 in US$
1. State the initial membership cost for both the video stores.
2. Construct a table of values for both the cost functions. (minimum 3 values)
3. Represent both the cost functions on a cartesian plane. (Desmos)
4. State the intersection point of both the cost functions. Comment on the same.
5. Calculate the total cost for both the stores when you rent 15 videos from each
store.
Initial Membership Cost
Store A : $10
Store B : $4
x f(x)
1 12
2 14
3 16
x g(x)
1 7
2 10
3 13
The intersection point for both the function is (6, 22).
The intersection point means that when you rent 6 video from each video store you
will be charged $22 from both the store.
Total cost from both the video store when you rent 15 videos from both.
f(15) = 2(15) + 10 = $40

g(15) = 3(15) + 4 = $49
Important : Intersection point
is also called
Break-even Point
Criterion B: Investigating Patterns 10 minutes
Bamboo is the fastest growing plant in the world, with some
species growing up to 1 metre per day. Shikha planted a 30 cm
high bamboo plant in her garden bed. She found that with
consistent weather it grew 10 cm each day.
1. Write down the missing values and complete this table
which gives the height H of the bamboo after t days.
Source
2. Construct the graph.
3. Explain why it is reasonable to connect the points with
straight line segments.
4. Discuss whether it is reasonable to continue the line for t < 0 and for t > 6
days. Hence state the domain of the function H(t).
5. Calculate the ‘y-intercept’ and gradient of the line.
6. Derive an equation for the function H(t).
7. Use your equation to calculate the value of H(10). Explain what this value
represents.
8. Calculate how long will it take for the bamboo to be 1 m high
Solutions
t (days) 0 1 2 3 4 5 6
1.
H (cm) 30 40 50 60 70 80 90
2.
DESMOS
3. Its ok to connect the points as Shikha has found that the growth under consistent
weather is constant.
4. There is no sense of connecting the graph for values t<0, as on 0th day she
brought the plan and after that she started tracking the growth of it. However, if
the weather conditions remain same, she may extend it for t>6. So Domain for
function H(t) is {x | x∈ R, x≥0}
5. y intercept is 30 and gradient is
m = (40-30)/(1-0) = 10
6. H(t) = 10t + 30
7. H(10) = 100+30 = 130 cm, 130 cm will be the predicted height on 10th day
8. 1 meter is 100 cm, this will be achieved on 7th day
100 = 10t + 30
t=7
Conceptual Question : Why do we use functions to 5 minutes
generalize?
Reflection - Bamboo Growth

● The plant growth was given only for two days, then how you figured out its
height for the next few days?
● What all concepts can you think you have used here?
○ Generalization
○ Pattern
● Why do we use functions to generalize?
● How can we use functions as predictions?
● What is the other way of finding the general rule?
● Is the prediction/ generalization always correct?
Conceptual Question : How can we use functions as

predictions?
2 minutes
Finding the general rule of Linear Sequences

Do you remember the formula?
We can find the general rule of Linear Sequences using

the formula
f(n)= a+(n-1) d
Where
a is the first value of the sequence and d is the
common difference
1 min
Related Concepts

1 min
Related Concepts
Sets of numbers or
objects that follow a
specific order or rule

5 minutes
How accurate are the predictions

Do you think predictions are always accurate?
If No, provide some examples….
● Humans life will increase and they will live by 150 years looking at
medical sciences advancements
● Directly recording information to the brain
● Flying cars by 2020
And some funny(and look weird now) in next slides
Source
Source
Source
Any ideas for Global Context? 1 minute
Scientific & Technical Innovation

“How do we understand the world in which
we live?” Source
1 minute
SOI - Statement of Inquiry
Patterns and relationships of various variables

drive us to model the situations in effective
manners which further assist in scientific
innovations
#Student_reference
Linear functions :
m - Gradient
c - Intercept
https://goo.gl/Uq1eo2
#Student_reference
#Student_reference
Homework
Exploring Linear
Functions. Worksheet 5
Answer Key
Session 12
Resources:
Notebook
Chromebook
Reference Book
Stationery
5 minutes
Homework Doubts
RC: Patterns 15 minutes
Criterion B: Investigating Patterns
Look at the pattern and answer the following

questions

Figure 1 2 3 4 5 6
number
(n)
No. of 8 10 12 14
Light
green
tiles(Tl)
No. of 1 2 3 4
Dark
green tiles
(Tg)
Total tiles 9 12 15 18
(T)
1. Predict and write down the no. of tiles in the blank spaces.
2. Describe the pattern that you observe between the figure number
and the total tiles.
3. State the function of total tiles with respect to figure number.
4. Demonstrate testing of the function.
5. Verify the function.
6. Justify the function.
#Student_reference
Solutions
Figure 1 2 3 4 5 6
number
(n)
No. of 8 10 12 14 16 18
Light
green
tiles(Tl)
No. of 1 2 3 4 5 6
Dark
green tiles
(Tg)
Total tiles 9 12 15 18 21 24
(T)
#Student_reference
2. As the figure number increases, the total number of tiles are increasing in a
linear fashion with a common difference of 3.
3. a=9, d=3
So T =f(n) = 9+(n-1)3
f(n)=3n+6
4. Let n= 4
So f(4) = 3 x 4+6 = 18 which matches with the table value, hence tested.
5. Let n= 5 #Student_reference
So f(5) = 3 x 5 + 6 = 21 which matches with the table value, hence verified.
6. For justification, we know total tiles is sum of light green and dark green tiles.
General rule for light green tiles
g(n) = 2n+6
General rule for dark green tiles
h(n) = n
So rule for total tiles = 2n+6+n= 3n+6
Which is same as stated, hence justified.

Classwork RC: Models
Service as Action
Learning Outcome: Develop Service as Actio

n
new understanding
Answer Key
The activity will require you to
acquire understanding that you did
not have before, or to increase your
expertise in a previously learned
understanding.
Session 13
Resources:
Notebook
Chromebook
Reference Book
Stationery
5 minutes
Homework Doubts
2 minutes
Domain and range
State the Domain and range of the following functions:
a. f(x) = 2x+9
b. f(x)= -x+5
a. Domain : (-∞, ∞)
Range : (-∞, ∞)
b. Domain : (-∞, ∞)
Range : (-∞, ∞)
Domain and range - Restricted
Now, if we apply a restriction on the domain that it is
3≤ x ≤ 5 for both the functions, state the domain and range

again:
Remember while
a. f(x) = 2x+9 a. Domain : {x|3≤ x ≤ 5, x ∈ R}
defining domain
or range, always
b. f(x)= -x+5 Range : {y|15≤ y ≤ 19, y ∈ R} the minimum
value is stated
first and then
b. Domain : {x|3≤ x ≤ 5, x ∈ R} maximum value.
Range : {y|0≤ y ≤ 2, y ∈ R}
2 minutes
State the Domain and range in set builder notation of the

following function:
f(x) = 4x+11
when domain is 0≤ x ≤ 9
Domain : {x|0≤ x ≤ 9, x ∈ R}
Range : {y|11≤ y ≤ 47, y ∈ R}
2 minutes
State the Domain and range in set builder notation of the

following function:
f(x) = 21 -3x
when domain is -7≤ x ≤ -3

Domain : {x|-7≤ x ≤ -3, x ∈ R}
Range : {y|30≤ y ≤ 42, y ∈ R}
Graphical representation of restricted
Domain
Rohan works for a marketing firm as a part time trainer where his
base rate is $150/week plus $5/sale. His weekly earnings are
capped at $250/week.
a. Derive the relationship between his earnings with respect to

number of sales in a week.
b. State domain and range of this function.
a. Let x = number of sales

Why Domain can’t be more than 20? f(x)=150+5x
b. Domain {x|0≤x≤20, x ∈ N}
Range {y|150≤y≤250, y ∈
As his earnings are capped at $250,
x has to be less than or equal to 20. N}
7 min
Calculate the answers for following unknowns
1. f(x) = 2x + 3 KC: Relationship
2f(x) - 5 = ?
3. h(x) = x2 + 10x - 10
20h(5) - 11 = ?
2. g(x) = 2x + 3
25 - 3g(10) = ?
f(x) = 2x + 3
2f(x) - 5
=2(2x + 3) - 5
= 4x + 6 - 5 Simply substitute the
value of f(x) and
simplify.
= 4x + 1
2. g(x) = 2x + 3
25 - 3g(x) Simply substitute the

= 25 - 3 (2x+3) value of g(x) and
= 25 - 6x - 9 simplify. And give the
= 16 - 6x value x = 10
When x = 10
= 16 - 6(10)
=16 - 60
= -44
3. h(x) = x2 + 10x - 10 ; 20h(5) - 11 = ?
= 20h(x) - 11
= 20 (x2 + 10x - 10) - 11
= 20x2 + 200x -200 - 11
= 20x2 + 200x -211
For x = 5
= 20(5)2 + 200(5) - 211
= 20(25) + 1000 - 211
= 500 + 1000 - 211
= 1289
5 min
1. f(x) = 2x + 3
f(3x) = ?
2. f(x) = 2x + 3
2f(2x) - 5 = ?
1. f(x) = 2x + 3
f(3x) = ?
f(3x) = 2(3x) + 3
f(3x) = 6x + 3
Simply substitute the
value of 3x instead of x
in the function
2. f(x) = 2x + 3
2f(2x) - 5 = ?
f(2x) = 2(2x) + 3
f(2x) = 4x + 3
2f(2x) - 5
=2(4x+3) - 5
= 8x + 6 - 5
= 8x + 1
20 minutes
NRFA
15 minutes solving time and
5 minutes in class
discussions NRFA
Answer Key
30 minutes
Homework
Marble slides Activity
Marble slides - Exploring Linear Functions
Session 14
Resources:
Notebook
Chromebook
Reference Book
Stationery
5 minutes
Discussion
Marble slides Activity
● Were you able to create the linear functions according to the
instructions like change only one number in the function to collect
maximum stars?
● Did you understand how the restriction on domain worked?
● Is there still any question where you could not collect all stars and
would like to take it in the class discussion?
1 minute
Guess the topic
Source Source
Yeah...you people are

quick to guess this…
Quadratics
2 minutes
Can you identify the name of the shape?
Some basic
terminology
related to
Parabola?
Let us recall
Axis of
symmetry
y-intercept
X-intercept
Or
Roots
Or
Zeroes
Or Solutions
Vertex
DESMOS
1 min
Source: Hodder publications

Quadratic Equation or function?

What is the difference between quadratic equation and function?
Quadratic Equation Helps us to find the zeros/

3x -7x + 11=0
2 solutions of the equation
This is a much broader concept

Quadratic Function
which helps us in modelling a
3x -7x + 11=f(x)
2 situation with set of input and output
values
#Student_Reference
IB Mathematical Studies - Brown,Carrell and Wees - Second Edition - Pearson 2013

1 min
Mathematical Studies - Meyrick and Kwame - Cambridge 2013

2 min
LP: Reflective
For the Quadratic function f(x) = ax2 + bx + c, the equation of the

line of symmetry is x = -b/2a

4 min
a) Construct the following quadratic functions on graph.

b) State the vertex and line of symmetry from the graph that you
obtained.
1) f(x) = x2 + 5
2) f(x) = -x2 + 10
3) f(x) = 2x2 + 5
4) f(x) = 3x2 - 10x +12
Axis of symmetry
x=0
Vertex
(0,5)
Axis of symmetry
x=0
Vertex
(0,10)
Axis of symmetry
x=0
Vertex
(0,5)
Axis of symmetry
x = 1.667
Vertex
(1.667,3.667)
5 min
Derive the equation of axis of symmetry for the below given quadratic functions
algebraically.
Construct the function on graph and verify the same with the answer that you got
algebraically.
1. f(x) = 3x - 5x2 + 7
2. f(x) = 2.5x2 - 10x + 3
3. f(x) = 9 + 25x2 + 11x
Axis of symmetry
x = -b/2a
x = -3/2(-5)
x = 0.3
Axis of symmetry
x = -b/2a
x = -(-10)/2(2.5)
x=2
Axis of symmetry
x = -b/2a
x = -11/2(25)
x = -0.22
LP: Reflective 2 min
Vertex
Vertex - The point
where the parabolic
shape takes a turn
Or
The point which

shows minimum or
maximum value of
a quadratic
function
2 min

1 min
Vertex
(5/2, -9/4)
= (2.5 , -2.25)
Classroom Practice
12 min
For each of the following functions
a. Write down the function in the standard form.

b. Construct the function graphically. (Desmos)
c. Derive the equation of line of symmetry algebraically as well as
graphically.
d. Write down the range of the function
Criterion A: Knowing and Understanding

f(x) = x2 + 3x Axis of symmetry
= -b/2a
= -3/2(1)
= -1.5
Range: [-2.25, ∞)
f(x) = -2x2 + x - 6 Axis of symmetry
= -b/2a
= -1/2(-2)
= 0.25
Range: (-∞, -5.875]

g(x) = (x-3)(x+5) = x2 + 2x - 15 Axis of symmetry
= -b/2a
= -2/2(1)
= -1
Range: [-16, ∞)
h(x) = (½)x2 - (¾)x + (5/2) Axis of symmetry
= -b/2a
= -(¾)/2(½ )
= -0.75
Range: [-2.781, ∞)
f(x) = x2 - 7x + 2 Axis of symmetry
= -b/2a
= -(-7)/2(1)
= 3.5
Range: [-10.25, ∞)
g(x) = 3x2 - 4x + 9 Axis of symmetry
= -b/2a
= -(-4)/2(3)
= 0.667
Range: [7.667, ∞)
g(x) = 1 - (x+1)(2-x) = x2 -x -1 Axis of symmetry
= -b/2a
= -(-1)/2(1)
= 0.5
Range: [-1.25, ∞)
f(x) = -0.7x2 + 4.9x + 5.3 Axis of symmetry
= -b/2a
= -4.9/2(-0.7)
= 3.5
Range: (-∞,13.875]
Session 15
Resources:
Notebook
Chromebook
Reference Book
Stationery
Intercepts on x & y axis
What is an intercept?
2 min

2 minutes
Can you recall the Hint: It is connected with

the Quadratic formula
expression that can
differentiate between
the kinds of roots(x-
intercept) we get? Discriminant
Discriminant 2 minutes
2 minutes
Discriminant is the expression b2-4ac in the formula.
It is called discriminant, because it can “discriminate” between the possible

types of roots. It can be denoted by “D”.
discriminant
7 minutes
Identify by applying appropriate mathematical strategies,

which functions will have 2 roots, 1 root or zero root.
a. f(x)=x2 Answers:
b. f(x)=x2-2x+7 a. 1 root
b. No roots
c. f(x)= -x2-4x+1 c. 2 roots
d. f(x)= -x2-7x d. 2 roots
e. 0 roots
e. f(x)= -3x2-2x-11
12 min
Criterion A: Knowing & Understanding
1. Calculate
(a)Calculate
Mathematical Studies - Meyrick and Kwame - Cambridge 2013 Exercise 18.2

Q.1
DESMOS
Q 2. a
Q 2. b
(0,-5)
y-intercept
(0,5)
Negative
discriminant = No
roots
Q 2. c
y-intercept
(0,6.25)
15 minutes
Classwork
Exploring various
properties of Quadratic Worksheet 7
Functions, If left will go as Answer Key
Homework.
Session 16
Resources:
Notebook
Chromebook
Reference Book
Stationery
2 minutes
What do you observe in this gif?
One person can

take different
appearances…
….same goes
with Quadratics
functions
Source
2 minutes
Prior knowledge
How many different forms can a Quadratic Function has?
Yes, three
● Standard form
● Factor form
● Vertex form
7 minutes
Three forms of Quadratic Function

Standard Form Factor Form Vertex Form
f(x) = ax2 + bx + c f(x) = k(x-a)(x-b) f(x) = a(x-h)2+k
Provides y - intercept, Provides roots of the Provides vertex

c is y-intercept function which are a and coordinates which are
b (h,k)
It is called as Intercept
form as well
Can be framed using Can be framed using

Mostly used completing the square
Factorization method
method
5 minutes
Graphing
How does the graph will look like for standard form, factor
form and vertex form of a quadratic function?
Let us find out.
You are suppose to construct a graph of following forms and

observe them carefully
2 minutes
Graphing
That means the

graph is same, it's
just writing notation
which differs
DESMOS
4 min
For the given quadratic functions, derive the standard
form:
f(x) = ( x - 3 )(x + 5)
f(x) = 3(3x - 5)2 + 10

f(x) = (x-3)(x+5)
f(x) = x2 - 3x +5x -15 f(x) = 3(3x - 5)2 + 10
f(x) = x2 +2x - 15 f(x) = 3(9x2 - 30x + 25) + 10
f(x) = 27x2 - 90x + 75 + 10
f(x) = 27x2 - 90x + 85
10 min
For the given quadratic functions, derive the factorized
form:
f(x) = x2 - 11x + 28
f(x) = 2x2 - 4x -70

f(x) = x2 - 11x + 28
f(x) = x2 - 7x - 4x + 28 f(x) = 2x2 - 4x - 70
f(x) = x(x-7) - 4(x-7) f(x) = 2(x2 - 2x - 35)
f(x) = (x-4)(x-7) f(x) = 2(x2 - 7x + 5x - 35)
f(x) = 2[x(x-7) + 5(x-7)]
f(x) = 2(x-7)(x+5)
Video : Khan #StudentReference
Academy
Click on the following link to know

how to do Splitting of middle term
factorization
https://www.khanacademy.org/math/algebr
a/polynomial-factorization/factoring-quadra
tics-2/v/factoring-trinomials-by-grouping-4
262
#StudentReference
Factorizing - Quadratic Expressions
Splitting the middle term
263
http://www.ask-math.com/quadratic-factorization-using-splitting-of-middle-term.html
10 min
For the given quadratic functions, derive the vertex
form:
f(x) = x2 - 8x + 15
f(x) = -x2 - 6x -7

1. f(x) = x2 - 8x + 15
f(x) = x2 - 8x + 16 - 1
f(x) = (x-4)2 -1
#StudentReference
Lets understand it better using a video

#StudentReference
These are the steps to do completing the square method:
Step 1: Divide all terms by a,making a=+1 (the coefficient of x2).
Step 2: add and subtract (b/2)2.
Step 3: Rearrange the terms. Apply the algebraic identity.
Step 4: Write in vertex form.

Homework
Exploring various forms of
Quadratic Functions Worksheet 8
Answer Key
Weekend Homework
Exploring Linear
Functions. Worksheet
Answer Key
Session 17
Resources:
Notebook
Chromebook
Reference Book
Stationery
5 minutes
Homework Doubts
The flight path of a ball can be modelled by
the quadratic function 5 minutes
f(x)= -.106x2+.72x+8
Where x is the time and f(x) is height of the

ball.
Select the reasonable domain for this

situation.
a. {x| -∞ < x< ∞}

b. {x| 10 ≤ x≤ 15}
c. {x| 0 ≤ x≤ 15} Let us discuss why
d. {y| 0 ≤y≤ 15} the selected option is
correct and others
are not
Source
Restricted Domain and Range 7 minutes
● {x| -∞ < x< ∞} : This is a general domain range. However, the question
asked reasonable domain that means which is applicable according to the
situation,hence rejected this.
● {x| 10 ≤ x≤ 15} : Looking at the image, the ball start from a height of 8 feet
with 0 second as time. That means domain starts with 0 so this is incorrect.
● {x| 0 ≤ x≤ 15} : This truly defines the domain of the given situation where it
states ball journey starts from 0 seconds and at 15 seconds it hit the basket
and thus is known as reasonable domain.
● {y| 0 ≤y≤ 15} : This shows range as variable defined as y so rejected.
Steps to apply restriction on Domain and
Range 5 minutes
1. Read the problem and then analyze the entire graph of the
quadratic function.
2. Determine the domain and range of the function without
restrictions.
3. Ask yourself whether the answer makes sense for this specific
problem situation. Why or why not? (Example: Given the
problem situation, it does not make sense to have negative
numbers within the domain.)
4. If the domain and range do not make sense, determine the
domain and range with restrictions.
5 minutes
A bird is building a nest in a tree that is 36 feet above

the ground. The bird dropped a stick from the nest.
The function f(x) = -16x2 + 36 describes the height of
the stick in feet after x seconds. State the domain
and range of the function.
Hint: You may convert it in vertex form or check

graphically.
Source
Solution
Looking at the context, the Domain
actually varies from 0 seconds to 1.5
seconds only. Other than these values,
no other value make any sense with the
context.
So Domain: [0,1.5]
And the Range will be [0,36]
Remember: Range will be DESMOS

from minimum to maximum
so [36,0] is incorrect
2 minutes
Reasonable solutions of a function

The points (-1, 20) and (2, -28) lie on the graph of the
quadratic function f(x) = -16x2 + 36(In Bird’s case).
State what do these points mean. Identify are they
reasonable solutions?
The point (-1, 20) means at -1 second the stick is

20 feet above the ground. The point (2, -28)
means at 2 seconds the stick is 28 feet below
the ground. They are not reasonable solutions.
7 minutes
Range: Including and excluding vertex

A quadratic function y=-16t2+106t+70 defines the height(in meters) of a
stone thrown upwards with respect to time(in seconds). Construct the
graph of this function and answer the following questions:
a. State the reasonable Domain and Range of this function.

b. Calculate the range when domain is [0,2]
c. Calculate the range when domain is [0,6]
Solution
1. Reasonable
Domain: {t| 0≤ t ≤ 7.23, t∈ R }
Range: {y| 0≤ y ≤ 245.56, y∈ R }
2. Range: {y| 70≤ y ≤ 218, y∈ R }

3. Range: {y| 70≤ y ≤ 245.56, y∈ R }
DESMOS
8 min
Problem 1

Crit. A - Knowing & Understanding Crit. C -Communicating
a. Construct the function on a cartesian plane.
b. Derive the equation of line of symmetry from the graph drawn.
c. Calculate the expenditure on the advertisement that will maximise the profit.
d. Calculate the estimated profit when the company spends 5 million euros on
advertising.
e. State the reasonable domain and range of this function.
Line of Symmetry
x=9
Profit Maximisation will

happen at vertex
x=9
f(x) = 57 million euros
DESMOS
p(x) = 40.8 + 3.6x - 0.2x2
Reasonable
For 5 million euros of expense Domain: {x| 0 ≤ x < 25.88}
x=5 Range: {P| 0 < P≤ 57}
p(5) = 40.8 + 3.6(5) -0.2(5)2

= 53.8 million euros (estimated
profit)
Homework
1. A quadratic function defined as y = 2x2-11x+32
a. Construct the graph and state vertex coordinates.
b. Calculate the range when domain is [0,1.5]
2. A quadratic function defined as y = -4x2+17x+20

a. Calculate the vertex coordinates.
b. Calculate the range when domain is [0,1]
Solution - Q 1
Vertex(2.75,
16.875)
Solution - Q 2
Session 18
Resources:
Notebook
Chromebook
Reference Book
Stationery
FA
Session 19
Resources:
Notebook
Chromebook
Reference Book
Stationery
12 min
Problem 2

Crit. A - Knowing & Understanding Crit. C -Communicating
a. Amy is playing with a tennis ball. When the ball is above the ground at a height of 1.2
m she hits it vertically upwards with a velocity of 22 m/sec. Calculate the ball’s height
after 2 seconds.
b. Catherine hits the ball even harder. She hits the ball when it is at a height of 1.5 m
with a velocity of 26 m/sec. Calculate the exact time of the ball when the height of the
ball is 35.9 m.
c. Construct the function on a graph when initial height is 3 m and initial velocity is 4
m/sec.
d. Amy’s little sister claims that the ball will experience each height two times except the
maximum height. Explain whether her claim makes sense or not in real life.
e. Derive the equation of line of symmetry from the graph drawn in ‘c’.
f. State the reasonable domain and range for the function given in part c.
H(t) = a + bt - 4.9t2
a) When a = 1.2 m, b = 22 m/sec, t = 2 sec

c) when a = 3, b =4
H(2) = 1.2 + 22(2) - 4.9(2)2
= 25.6 m H(t) = 3 + 4t - 4.9t2
b) When a = 1.5 m, b = 26 m/sec, H(t) = 35.9 m
H(t) = 1.5 + 26(t) - 4.9t2

35.9 = 1.5 +26t - 4.9t2
4.9t2 -26t + 34.4 = 0
Solving this quadratic equation,
we get t = 2.52 sec. t=2.79 sec

E. Line of symmetry
x = 0.408
F. Time(x) Domain: [0,1.291]

Height(y) Range: [0,3.816]
D. Amy’s little sister claims that the ball will experience each height two
times except the maximum height. Explain whether her claim makes
sense or not in real life.
She is incorrect about this claim. Vertex is achieved only once (maximum height). But
other than that each height can be experienced once/twice depending from where it
was thrown. Because of the nature of parabola, it is always symmetrical on both
sides of vertex or axis of symmetry. So this way we’ll get same height twice if it is
thrown from ground level. And if it is thrown from a predetermined height then only
some of the heights will be experienced twice.
ATL: Critical LP: Reflective LP: Thinker
20 minutes
Thinking Skills
Use models and
simulations to explore
complex systems and
Quadratic Picture Activity RC: Models
issues
Model the quadratic functions in real life situations
PS: This is an individual task however for any doubts, you may ask in the meet.
10 minutes
Discussion
Quadratic Function Activity
● Were you able to create the quadratic functions according to the
pictures?
● Did you understand how the slider works? Its importance?
● Is there still any question which you would like to discuss in the
class?
Homework
Mathematical Studies - Meyrick & Kwame - Cambridge
a) Calculate the maximum height reached
by the ball
b) Calculate the maximum horizontal
distance covered by the ball before it
hits the ground.
c) Calculate the height of ball when
Distance = 12 m
Distance = 20 m
d) Calculate the Horizontal distance of the
ball when the ball is at the height of 13
m.
e) State the Domain and Range for the
given function. Justify why is it
restricted.
Crit.A - Knowing & Understanding

Crit.C - Communicating
a. b.
You may cross verify with the graph

c.
d.
Domain = [0 ,35.35]
Range = [0,15.305]
Being a real life

example, we can’t
have infinity involved
in domain and range.
Session 20
Resources:
Notebook
Chromebook
Reference Book
Stationery
5 minutes
Homework Doubts
25 minutes
International Mindedness
Let’s tune into our IM task with a TED Ed lesson:
“The greatest mathematician that never lived”
IM Task
Answer
Source
Can you frame a quadratic function from a

graph or some points?
Think about
the specific There are three possibilities:
points of a
1. When the 2 roots and a point are known

parabola…..
2. When vertex and a point are known

3. When any 3 points of the parabola are
given
1. Finding function when two roots 5 minutes
and a point is given

Derive the quadratic function of the attached graph. Write down your
answers in standard form.
Factor Form:
f(x) = k(x-a)(x-b)
Source
Source
2. Finding function when Vertex and
a point is given 5 minutes
Derive the quadratic function whose vertex is (1,-2) and passes

through (3,2). Write down in standard form.
Vertex Form:
Answer : f(x)=x2-2x-1 f(x) = a(x-h)2+k
:
#StudentReference
f(x)
Homework
Exploring Quadratic
Functions in Word Worksheet 9
Problems. Answer Key
Session 21
Resources:
Notebook
Chromebook
Reference Book
Stationery
5 minutes
Homework Doubts
10 minutes
Practice questions
1. Derive the quadratic function having two roots as -2 and 1 and
passes through (0,-3). Write down in standard form.
2. Derive the quadratic function whose vertex is (1,0) and passes

through (0,1). Write down in standard form.
Answers:
1. f(x)= 1.5x2+1.5x-3
2. f(x)= x2-2x+1
#StudentReference
318
#StudentReference
319
#StudentReference
How can you find Quadratic function/equation from given graph or points:
10 minutes
Classwork
Derivation of Quadratic
Functions from given Worksheet 10
points
Criterion D: Applying Mathematics in real-life context LP: Knowledgeable 20 minutes
GC: Scientific and

Technical Quadratics in Dentistry ATL: Creative Thinking Skills
Innovation
Apply existing knowledge to
generate new ideas, products or
processes
Worksheet 11
Answer
Source
1. Identify the relevant elements which will help to find a
relationship between the width of the jaw and the length of the
jaw in mandible arch.
2. Select and apply a mathematical strategy to derive the
function of the relationship between the width of the jaw (x)
and the length of the jaw(y) in mandible arch.
3. Justify the degree of accuracy of your solution.
4. Justify whether the solutions make sense in authentic real-life
scenarios to understand how this mathematical model can be
used further.
Solutions
1. Relevant elements:
- Width of the jaw
- Length of the jaw
Source
Substituting the value of
2. Function representing the mandible arch in adolescents: one of the x-intercept
For that we have width of the jaw as 58mm and the length is coordinates, will give us
given as 50 mm.
Considering the diagram and thinking that the length of jaw is the value of a
on y axis and width is equally divided on both the sides, we will
get the following values(look at the adjacent diagram for better 0 = a(29)2+50
understanding) a= -50/841 ≈ -0.0595
Vertex (0,50) and two x-intercepts as (-29,0) and (29,0).
We can get the function using the vertex form of the quadratic So the function will be
function: f(x) = -0.0595x2+50
f(x) = a(x-h)2+k
Where x = width of jaw
f(x) = length of the jaw
(h,k) are vertex coordinates For deriving this function, since
the width was taken half, the
Substituting the values we will get:
same has to be noted while
f(x) = a(x-0)2+50 calculating the length for other
f(x)=ax2+50 width values.
3. The degree of accuracy of my 4. Justification in real-life context:
solution is moderate. The values given While the model give us a good start and provides
to me was average values of width and almost accurate results to keep the braces ready for
length of jaws. Also, they are not young people, it is having some flaws in it. Firstly,
precise but approximated values. all people are different and so their measurements of
Further, while calculating the value of jaws. We can’t keep one solution fit all even if
a, I rounded it to 4dp which reduces its majority of people seems to have same dimensions.
accuracy further. Secondly, the data is approximated and averaged,
that means in general it is not indicating the
measurement of any one person but relying on the
averages. Dentistry is quite a complex job. While
this model really helps dentist to arrive close to
actual teeth dimensions, still each person’s
measurements must be taken before finalizing the
solution.
Criterion D: Applying Mathematics in real-life context GC: Scientific and
Technical
Innovation
Homework
Classwork
Worksheet
12
Source
Answer Source
Ever thought how the
sanitizers are manufactured?
Let’s decode the science

behind it
Session 22
Resources:
Notebook
Chromebook
Reference Book
Stationery
10 minutes
FA Answer Key Discussion

Show your steps
Derive : Manipulate a to arrive to the
function… as
mathematical relationship to give mentioned in the
answer key here
a new equation or relationship.
5 minutes
Homework Doubts
Criterion B: Investigating Patterns LP: Thinker 10 minutes
Can you identify the pattern here?

9, 20, 37, 60, 89
Let us look at the first difference, which is not constant.
So find the second difference
Yes, the second difference is coming constant which suggest this is

a Quadratic Sequence.
Can you derive the general rule of this

sequence?
Stretch Break!
Jump a little
1 minute
Quadratic Sequence
A sequence of numbers in which the

second differences between each
consecutive term differ by a constant
number is called Quadratic Sequence.
The very first thing, find the differences
The general form of a quadratic sequence
un =an2+bn+c
If all the terms are represented in general form, it will look like
What is 2a , 3a+b and a+b+c? In the standard
table!
2a = 2nd difference (which would remain

constant)
3a + b = 2nd term-1st term (1st difference of

the first and second term)
a + b + c = 1st term (first nth term of the

sequence)
Let’s compare the terms to find the value of a,b and c
We start with 2nd difference
So 2a=6
a=3
Now in 1st difference 3a+b = 11

Since a=3, substitute its value to find b = 2
Now, look at the number

a+b+c = 9
Substitute the value of a and b to find c= 4
Lets substitute the value of a, b and c in the general term, to find
the general rule
un =3n2+2n+4
Quadratic Sequence
Observe the numbers given in a particular
pattern and derive the general rule for each
of them
1. 4, 9, 16, 25, 36
2. -1, 5, 15, 29, 47
3. 13, 38, 75, 124, 185
4. 12, 23, 44, 75, 116
Solution of Q 3 #Student Reference
The drawing shows possible layout of pool with border. If there is a 2 x 2

pool then there will be 12 tiles in the border and if there is a 3 x 3 pool
then there will be 16 tiles in the border. This goes on in such pattern.
Source
Pattern 1 2 3 4 5
number (n)
No.of Blue 4 9 16
tiles
No.of Pink 12 16 20
tiles
Total no.of 16 25 36
tiles
1. Observe the pattern and write down the no. of tiles for the next patterns (4 and 5)
2. Describe the pattern that you observe between pattern number and total number of tiles.
3. State the general rule as a function of total number of tiles with respect to pattern number.
4. Show testing of the general rule.
5. Verify the general rule.
6. Justify the general rule.
7. Construct the function on Desmos and state reasonable domain and range.
Solution
Pattern 1 2 3 4 5
number (n)
No.of Blue 4 9 16 25 36
tiles
No.of Pink 12 16 20 24 28
tiles
Total no.of 16 25 36 49 64
tiles
2. As the second common difference is coming constant with a value of 2, it suggest there is a
quadratic pattern observed between pattern number and the total number of tiles.
3. Function f(n)=n2+6n+9 where n= pattern number and f(n) = total number of tiles
4. Testing: let n= 3
f(3) = 32+6.3+9 = 36 which is same as stated in table, hence tested.
5. verification : let n= 5
f(5) = 52+6.5+9 = 64 which is same as predicted in table, hence verified.
7. Justification: Total tiles are sum of blue and pink tiles:
Function for blue tiles : g(n) = n2+2n+1
Function for pink tiles : h(n) = 4n+8
So the function for total tiles should be = n2+2n+1+4n+8 = n2+6n+9
Function for total number of tiles is same as stated earlier, hence justified.
Looking at the graph, we can
see the vertex does not include
in domain calculation (does not
make sense).
The values of y-intercept also
provide a false connection.
The actual values start where
n=1 which suggest for first
pattern number we will have 16
tiles and it goes on like that.
Domain: {x|x ≥ 1, x ∈ N}
Range: {y|y ≥ 16, y ∈ N}
The general form of a quadratic sequence #Student Reference
un =an2+bn+c
If all the terms are represented in general form, it will look like
What is 2a , 3a+b and a+b+c? In the standard
table! #Student Reference
2a = 2nd difference (which would remain

constant)
3a + b = 1st term - 2nd term (1st difference of

the first and second term)
a + b + c = 1st term (first nth term of the

sequence)
Difference between Test, Verify and Justify
#Student Reference
Test Test the general rule by the

values given in the question
itself
Verify Verify the general rule by the
predicted values of the
question
Justify Justify means, derive the

general rule again by using
some other
properties/theorems
Homework
Investigating Patterns
Worksheet 13
Answer
Session 23
Resources:
Notebook
Chromebook
Reference Book
Stationery
5 minutes
Homework Doubts
25 minutes
NRFA 2
NRFA 2
Answer Key
Stretch Break!
Jump a little
1 minute
Transformation
Source
Source
2 minutes
Let’s reflect on prior knowledge

What is transformation?
➔ A change in the size, shape, orientation or position of an
object is called a transformation.
How many types of transformations can we have?
● Translation
● Rotation
● Reflection
● Enlargement/ dilation
2 minutes
Types of Transformation
Source
Transformation
of Linear
Functions
10 minutes
Teacher DESMOS Activity
Teachers to assign the Students to login and

link through Google attempt the questions
Classroom
Translation
Source
2 minutes
Translation of Linear Functions

For all the transformations, we will take the base function as
f(x) = x
Translation can happen as horizontal shift, vertical shift or a
combination of both
4 minutes
Horizontal Shift
Horizontal shift of |h| units
• f(x) → f(x - h)
• h > 0 moves right, h < 0 moves left
Eg: f(x) = x-2, Translate this to 3 units right

g(x)=f(x-3)
g(x) =(x-3)-2
g(x) = x-5
Shifted 3 units
right
4 minutes
Practice question
Let g(x) be the indicated transformation of f(x). Write down
the rule for g(x) if
f(x) = 3x+ 1 , translation 4 units left
Answer: g(x) = f(x+4)
g(x) = 3(x+4)+1
g(x) = 3x+13
Shifted 4 units
left
Session 24
Resources:
Notebook
Chromebook
Reference Book
Stationery
4 minutes
Vertical Shift
Vertical shift of |k| units
• f(x) → f(x) + k
• k > 0 moves up, k < 0 moves down
Eg: f(x) = x-2, Translate this to 3 units up
g(x)=f(x)+3
g(x) =x-2+3
g(x) = x+1
4 minutes
Practice question
Let g(x) be the indicated transformation of f(x). Write down
the rule for g(x) if
f(x) = 3x-2 , translation 4 units down
Answer: g(x) = f(x)-4
g(x) = 3x-2-4
g(x) = 3x-6
1 minute
Reflection
What do we mean by reflection?
It’s basically the mirror image.
Source
2 minutes
Reflection
Reflection across y-axis
• f(x) → f(-x)
• The lines are symmetric about the y-axis

Eg: f(x) = x-2, reflect this across y-axis
g(x)=f(-x)
g(x) =-x-2
2 minutes
Reflection
Reflection across x-axis
• f(x) → -f(x)
• The lines are symmetric about the x-axis

Eg: f(x) = x-2, reflect this across x-axis
g(x)=-f(x)
g(x) =-(x-2)
g(x) = -x+2
2 minutes
Stretch and Compress
Source Source
Vertical Stretch/ Horizontal Compress 2 minutes
Describe the transformation from the red line to blue line.
The blue line is Slope of the

closer to y-axis/ line becomes
away from x-axis steeper
Horizontal Stretch/ Vertical Compress 2 minutes
Describe the transformation from the red line to blue line.
The blue line is Slope of the

closer to x-axis/ line becomes
away from y-axis flatter
2 minutes
Stretch and Compress

Stretches and compressions change the slope of
a linear function.
If the line becomes steeper, the function has
been stretched vertically or compressed
horizontally.
If the line becomes flatter, the function has been
stretched horizontally or compressed vertically.
Horizontal Stretch/Compression by a factor2 minutes
of a
f(x) → f(ax)
• a > 1 compress horizontally by a factor of 1/a

• 0 < a < 1 stretch horizontally by a factor of 1/a
• y-intercepts remain the same.

Practice question 4 minutes
Eg: f(x) = -x+4

1. horizontal compress by a factor of 2
g(x) = -(2x)+4
2. horizontal Stretch by a factor of ½
g(x) = -(x/2)+4
Remember the rule is
applicable only on x’s
coefficient and there won’t be
any change in y-intercept
Green line wrt Red Line:
Horizontally compressed = became steeper
Blue line wrt Red Line:

Horizontally streched = became flatter
2 minutes
Vertical Stretch/Compression by a factor of a
f(x) → af(x)
• a > 1 stretches vertically, away from the x-

axis.
• 0 < |a| < 1 compresses vertically, toward the

x-axis.
Practice question 4 minutes
Eg: f(x) = -x+4

1. vertical stretch by a factor of 2
g(x) = -2x+8
2. Vertical compress by a factor of ½
g(x) = -(x/2)+2
Blue line wrt Red Line:
Vertically stretched = became steeper
Green line wrt Red Line:

Vertically compressed = became flatter
Summing
up all the
rules
Source
Extra Practice worksheets
Mixed Bag - Criterion Criterion B Criterion D
A
Answer Key Answer Key

Answer Key
This will not be part of any assessments
Transformation
of Quadratic
Functions
7 minutes
Translations
Source
Homework
Understanding the effect of a,h and k on a

parabola
Teacher Link
Session 25
Resources:
Notebook
Chromebook
Reference Book
Stationery
8 minutes
Let’s practice Translation

As we are aware there are two translations, we will focus on one at a
time, that means will keep other things constant.
1. Horizontal translation : Construct the graphs of following functions
on the same set of axes
a. f(x) = x2
b. f(x) = (x-2)2 When we add or subtract
c. f(x) = (x-5) 2
with x in the bracket, it is
d. f(x) = (x+2) 2
actually the value of vertex
e. f(x) = (x+5)2 x-coordinate (h) which
makes it to move
horizontally
DESMOS
8 minutes
Let’s practice Translation

2. Vertical translation : Construct the graphs of following functions on
the same set of axes
a. f(x) = x2
b. f(x) = x2+3
When we add or subtract
c. f(x) = x2+5 with x2 , it is actually the
d. f(x) = x -2
2
value of vertex y-coordinate
e. f(x) = x -5
2
(k) which makes it move
vertically
DESMOS
5 minutes
Shift Up and Down by Changing the Value of k
Write down the equation for the graph of f(x)=x2 that

has been shifted up 4 units. Also, write down the
equation for the graph of f(x)=x2 that has been shifted
down 4 units.
5 minutes
Shift left and right by changing the value of h
Write down the equation for the graph of f(x)=x2 that

has been shifted right 2 units. Also, write down the
equation for the graph of f(x)=x2 that has been shifted
left 2 units.
Combination - Horizontal and Vertical
Translation 5 minutes
Describe the transformation of f(x) = x2 represented by g(x) = (x + 4)2 − 1. Then

graph each function.
Source
#Student
Reference
Khan Academy
Introduction to Parabola Transformation
Source
7 minutes
Let us sharpen our saw

Practice questions based on shifting(translation) the parabola
Link
Source
Session 26
Resources:
Notebook
Chromebook
Reference Book
Stationery
5 minutes
Reflection
Source
7 minutes
Stretch and shrink of parabolas
Ultimately what
we call
Horizontal
stretch is
actually Vertical
Shrink only and
vice a versa for
a Quadratic
function.
Source
5 minutes
Describe the transformation of f(x) = x2 represented by g(x) = -½ x2 . Then

graph the function.
Source
7 minutes
Let us sharpen our saw

Practice questions based on scale and reflect parabolas
Link
Source
5 minutes
Describe the transformation of f(x) = x2 represented by g(x) = (2x)2 +1. Then
graph the function.
notice that
g(x) = 4x2 + 1. So,
we can describe
the graph of g as a
vertical stretch by a
factor of 4 followed
by a translation 1
unit up of the graph
of f.
Source
Writing Transformations of Quadratic 3 minutes
Functions
The lowest point on a parabola that opens up or the highest
point on a parabola that opens down is the vertex. The
vertex form of a quadratic function is f(x) = a(x − h)2 + k,
where a ≠ 0 and the vertex is (h, k).
Source
15 minutes
Homework
Transformation of
Quadratic Functions Worksheet
Answer Key
5 minutes
SA Criterion D Instructions
● SA of criterion D will be a process-based assessment and it consists
of two parts(Part 1 and 2).
● The first part will be assigned on 30th July. You are supposed to make
a model according to the given situation in the assigned document.
This will be done at home and no time during the Math slot will be
allocated for the same. You will be getting five days to make the
model and need to submit the part 1 document by 3rd August 2021
EOD
● Part 2 document will be assigned on August 5th, 2021 during your
regular Mathematics slot where there are questions that you need to
answer based on your model. You need to complete the same in 45
minutes so by the end of the slot you need to turn in your part 2 doc.
SA Criterion D Instructions
● The second part is entirely based on your first part thus it is
mandatory to complete and submit your first part document on time.
Otherwise, you will not be able to attempt the questions given in part
2 as you need to use the measurements of your model while
calculations. In this case, it is directly going to affect your levels by a
big margin.
● The model will not be accepted post 3rd August 2021 in any
circumstances.
● In case a student is not ready with the model/ not submitted his/her
document positively by 3rd August, student would not be able to
attend the second part. So make sure to complete your model making
within the stipulated time.
● Kindly keep your graph along with you on 5th August as you may
need information from it while attempting part 2.
Session 27
Resources:
Notebook
Chromebook
Reference Book
Stationery
Enrichment
Topics
These will not be part of any
assessments.
How many of you can remember/connect with
these pictures? 2 minutes
Source
Source
Source
5 minutes
Discuss
What is common between those images?
Going Viral…...
What do you mean by “Going Viral”?
Any idea, how things become viral in this connected world?

1 minute
Link to: Sciences 5 minutes
What is the difference

between Epidemic and
Pandemic?
An epidemic as an
unexpected increase in the
number of disease cases in
a specific geographical
area.
Like: smallpox
A pandemic as the
worldwide spread of a new
disease, eg COVID-19
Source
Link to: Sciences 3 minutes
Ever heard about Nuclear Fission?

Any idea
where do we
use Nuclear
Fission?
In Nuclear
power
plants
Source
Link to: Economics 1 minute
Facebook user growth - 2004-2010
Source: Mathematical Studies : Meyrick and Kwame

3 minutes
Connect - Reflect
What are the things which are common in all these engagements?
Could you Identify them?
All can be depicted by Exponential Functions.
But, what is Exponential Function?
Do you remember exponents?

Exponent
For example : the mean radius of a Neutron is
0.8 x 10-15 m Base
Scientific Notation
3 minutes
Exponential Growth
‘Exponential growth’ is a phrase we hear every day on the news and in general
life. But what does exponential mean? And what is exponential growth?
The graph of Facebook user growth shows the increase (in millions) in number
of users of the social network site Facebook over a five and a half year period. It
demonstrates the typical shape of an exponential function: the increase in the
vertical axis starts of very small and gradual and then increases in massive jumps
of size despite the changes in the horizontal axis maintaining the same size. The
graph demonstrates that Facebook has seen an exponential growth in its number
of users from 2004 to 2010
3 minutes
Exponential Functions
An exponential function gets its name from the fact that the independent
variable is an exponent in the equation and this causes the dependent
variable to change in very large jumps.
An exponential form is a function of the following form:
f(x) = ax
2 min
Graphing
Exponential function
f(x) = 2x
x f(x)
1 2
2 4
3 8
4 16
DESMOS
2 min
f(x) = 5x
x f(x)
1 5
2 25
3 125
4 625
DESMOS
Homework
1. Construct the graph of following exponential functions:
a. f(x) = 7x
b. f(x) = 10x
c. f(x) = 15x
2. Given that f(x) = 3x calculate
d. f(2) b. f(3) c. f(5) d. Describe the relationship.

HW
3. For the function f(x) = 10x calculate
a. f(1)
b. f(0)
c. State what can you say about f(0) for any exponential curve.
d. Calculate f(-1)
e. Calculate f(-2)
f. State what you notice about these negative values.
g. Predict would it be same for any exponential function.
DESMOS
f(x) = 3x
f(2) = 32 = 9
f(3) = 33 = 27
f(5) = 35 = 243
The function is exponential function. Each time the value of x increase by 1, we

multiply the previous value of f(x) with 3.
f(x) = 10x
a) f(1) = 101 = 10
b) f(0) = 100 = 0
c) For any exponential curve, f(0) is always going to be 1.
d) f(-1) = 10-1 = 0.1
e) f(-2) = 10-2 = 0.01
f) When we give negative input of x in exponential function, the value of
function decreases as we keep going on negative x axis.
g) This may not be same for some function which has base value less than 1.
Session 28
Resources:
Notebook
Chromebook
Reference Book
Stationery
5 minutes
Practice Question
A cup of coffee is left to cool. It is estimated that its temperature
decreases according to the model T(t) = 90e−0.11t , where e is a constant
with value approximately 2.718, and time t is measured in minutes.
a. Calculate what is the initial temperature of the coffee.

b. Calculate the temperature after 5 minutes.
Solutions
5 minutes
Practice Question
The population of a large city was 5.5 million in the year 2000. Assume that
the population of the city can be modelled by the function:
P(t) = 5.5 × 1.0225t
where P(t) is the population in millions and t is the number of years after
2000.
Calculate an estimate of the city’s population in: (i) 2010 (ii) 2018.
Homework
Teacher DESMOS
Avi and Benita’s Repair Shop
Source
1 minute
Have you ever encountered such things?
Source
Waves….exactly, Source
our next topic is
connected to waves
5 minutes
SOH CAH TOA….remember these?

These are three main trigonometric
Apply on this and ratios.
state the values of all
three trigonometric
ratios
Source
Flipped Task - Unit Circle
Homework
Homework
Spaghetti Curve.
Spaghetti
All instructions mentioned Curve
in the sheet, students may
watch the video(link in the
sheet) to get a better
understanding.
Session 29
Resources:
Notebook
Chromebook
Reference Book
Stationery
Can you think a way to represent these
trigonometry ratios as a function? 3 minutes
Can this be called as

function?
f(x) = sin(x)
Input : x = angle(in degree)

What could be the input
Output : f(x), basically value of and output?
sin x
3 minutes
Let’s explore the values for f(x)= sin x

Can we
x (angle in degree) f(x) = sin x conclude it
is a
0 0 function or
need any
30 0.5 further
evidences?
45 0.707
60 0.866
90 1
For any given value of angle, there will

always be one unique output...which suggest
that f(x) = sinx is a function
3 minutes
Let’s explore the values for f(x)= cos x

State the values of cos x for given angles
x (angle in degree) f(x) = cos x So is it a

0 1
function?
Yes
30 0.866
45 0.707
60 0.5
90 0
3 minutes
Let’s do similar one for f(x)= tan x

State the values of cos x for given angles
x (angle in degree) f(x) = tan x So is it a

0 0
function?
Yes
30 0.577
45 1
60 1.732
90 undefined
Unit Circle
1 min
https://brilliant.org/wiki/basic-trigonometric-functions/
https://brilliant.org/wiki/basic-trigonometric-functions/
LP -
Thinkers
What happens when your x is negative?

1 min
2 min
Source
Representing a
Trigonometric Function
2 minutes
f(x) = sin(x)
To get the graph of sinx and understand it, let’s understand these steps.
What can be the domain for f(x) = sin(x) ?
What can be the range for f(x) = sin(x) ?
Domain = Angle value as Range = value of sinx after

input giving angle as input.
Degree or Radian E.g. f(0) = sin(0) = 0
3 minutes
f(x) = sin(x)
To get the graph of sinx and understand it, let’s understand these steps.
Relating the trigonometric functions with the Unit Circle,
On the unit circle, how can we connect the domain and range with the
coordinates?
Domain = All the x coordinates

Range = All the y- coordinates
2 minutes
f(x) = sin(x) Conceptual Questions
Is there any
restriction on my
Now that we have connected domain?
the domain and range, with
Unit circle coordinates,
comment on the values of Between which
values the values of
domain and range.
my range is limited
too?
1 min
What are the minimum and
maximum values of f(x) = sinx
Write down
the domain
and range for
this function.
source
1 min
Domain: (-∞,∞)
Range: [-1,1]
source
2 min
Amplitude
The Amplitude is the height from the center line to the peak
OR
We can measure the height from highest to lowest points and divide that
by 2.
#Amplitude = 1
1 min
source
1 min
1 min
How frequently do you

see the peak getting
repeated?
After every 360

degree interval
source
3 min
Period
f(x) = asin(bx)
The Period goes from one peak to the next.
Formula of Period: (360 / b)

1 min
One complete repetition of the pattern is called a cycle.
90° 180° 270° 360° 450° 540° 630° 720°
source
1 min
Principal Axis
source
3 min
State the following for f(x) = cosx
Domain
Range
Amplitude
Period
source
Key points for a Trigonometric Function:
2 mins
5 min
Unit Circle & Trigonometric functions
Online Simulator
f(x) = sinx Interactive Tool LINK
f(x) = cosx Interactive Tool LINK
Session 30
Resources:
Notebook
Chromebook
Reference Book
Stationery
Inquiry
What kind of change happens to the graph of sinx when I

multiply the function with a constant.
E.g.
f(x) = asin(x)
Conceptual Question
6 min
Plot on Desmos:
f1(x) = 0.5sinx
Chromebook
f2(x) = sinx Activity
f3(x) = 2sinx Desmos

f4(x) = 3sinx
f5(x) = 4sinx
The Coefficient of the
function
2 min
Change in
Amplitude?
1 min
It is observed that when we change the coefficient

of the function, the vertical dilation of the
function is visible in the graph in direct
proportion to the changed value.
But
Vertical Dilation changes...it means
Amplitude of the function changes ultimately
What if ‘a’ is Negative
The whole graph gets
reflected about
principal axis (in this
case, x axis)
Inquiry
What kind of change happens to the graph of sinx when I multiply a

constant to “x”.
E.g.
f(x) = sin(bx)
Conceptual Question
The Coefficient of ‘x’
6 min
Plot on Desmos:
f1(x) = sin0.5x
f2(x) = sinx
Chromebook
f3(x) = sin2x Activity
f4(x) = sin3x Desmos

f5(x) = sin4x
2 min
3 min
1 min
It is observed that when we change the

coefficient of the angle ‘x’, the horizontal
dilation of the function is visible in the graph.
Inquiry
What kind of change happens to the graph of sinx when I add a constant to
the function.
E.g.
f(x) = sin(x) + c
Conceptual Question
6 min
Plot on Desmos:
f1(x) = sinx - 2
f2(x) = sinx - 1
Chromebook
f3(x) = sinx Activity
f4(x) = sinx + 1 Desmos

f5(x) = sinx + 2
1 min
It is observed that when we add the constant

to a given function, the vertical shift of the
function is visible in the graph.
General form of the Trigonometric
function
f(x) = asin(bx) + c
Where a, b, c are constants.
5 min
Task:
Perform the same task for cos(x) that you did for sin(x)
Sources
Source Source Source
source
488
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Unit 1 - Student Copy - Are We Related

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Are we related?

Ever played with shadows?

Withdrawing money from ATMs

Withdrawing money from

This relates to our prior

Bread Making Process

● What are your observations in all these examples?

● Are they related?

● Is there any connection with Mathematics?

How Process happen?

Can you shares some processes?

Some examples are:

Input Output Process

Segregation of numbers in Computer program

Fruits Juices Mixer grinder

Raw material Factory process

So we have seen various examples of inputs, outputs and some

Can you think a mathematical name for such processes?

Yes, its known as Function.

Source: Mathematics for IB MYP 4-5: Hodder

What's going on inside the machine?

If we know the rule(s) and an output, we can determine the input.

We also can imagine the machine asking, "What's my rule?" If we

Maintain all your notes for this

Let us play a game

A function necessarily takes the input, works on it and gives a particular

Mathematical Models that link two variables

It describes the relationship between two variables x & y. 0 3

In this case, 3 is added to twice the value of x to produce y. 1 5

A function is a relationship between two sets: a first

Each element ‘x’ of the first set is related to

Then what is the difference between an equation and a function?

An equation is a declaration that two things are equal to each

Further Reading: Here

Fingerprints...what do they say

Do we weigh same on different planets?

Medicine guidelines according to weight

One One Output

Think for some real life examples and be as creative(like use

Check the padlet and let us discuss few examples

To sum up - Mapping Diagrams

Source: MYP Mathematics 4&5 Standard - Oxford

A mapping diagram shows how the elements in a relation are paired.

Reflect and Discuss

Source: MYP Mathematics 4&5 Standard - Oxford

Can all be classified as Function?

Now, can you identify which relations to be considered for function?

Function : Emphasis on ONE output

One to One Relation Many to Many Relation

One to Many Relation Many to One Relation

Function : Emphasis on ONE output

One to One Relation Many to Many Relation

One to Many Relation Many to One Relation

What do you think will be the Key Concept?

Source: MYP Mathematics 4&5 Standard - Oxford

This is a function as the relation is one to one

This is not a function as the relation is many to many

How to interpret the function?

Source: Haese mathematics 10th extended

Interval Notation Set Builder Notation

a. The set of all integers between 100 and 300

Set notation Interval Notation

Domain and Range