HBMT4303

FACULTY OF EDUCATION AND LANGUAGES

SEPTEMBER 2012

HBMT4303
TEACHING MATHEMATICS IN FORM FIVE

MATRICULATION NO:

810610146336002

IDENTITY CARD NO.

810610146336

TELEPHONE NO.

0138706454

E-MAIL

normahifzan@gmail.com

LEARNING CENTRE

IPGM Kampus Tengku Ampuan Afzan

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INTRODUCTION

Rate of change is an important concept in calculus. Its application covers various fields in real life
situations. I am are required to search and read at least two articles from different sources on the
teaching of rate of change and summarise the approach used in the articles. I also need to explain the
meanings of average rate of change, instantaneous rate of change, and relative rate of change.
In this assignment I have to prepare a set of suitable teaching and learning material for Form 5
mathematics class to be used to introduce the concept of rate of change, as well as to teach the
applications of rate of change in various fields in real life situations. The material would consist of
teaching aids, and examples of activities in which students in groups can participate using these
materials
The also required us to prepare a lesson plan for a session in teaching the topic of rate of change
in which I would use part or all of the material I have prepared. I have to share my lesson plan with an
experienced Form 5 mathematics teachers to get the feedback from them.

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SUMMARY OF APPROACH IN TEACHING RATE OF CHANGE

Calculus is the subject that treats the concept of local rate of change of one variable respect
to another (the derivative) and the various applications of this concept. Newtons Second
Law of motion is a statement about a rate of change: it says that the force acting on a body
equals the mass of the body multiplied by the acceleration of the bodys motion: when the
force is known, the law becomes a statement about acceleration, rate of change of speed
compared to time. The diculty on providing a sound denition of what local rate of
change really was, made Calculus to be thought as unsound but giving correct results,
perhaps because errors committed were osetting each otherFractions, ratios, and
proportionality are topics of mathematics that are mathematically rich, cognitively
complicated and difficult to teach (smith, 2002, p.3).
In mathematics, a rate is a ratio between two measurements with different units.[1] If the
unit or quantity in respect of which something is changing is not specified, usually the rate
is per unit time. However, a rate of change can be specified per unit time, or per unit
of length or mass or another quantity. The most common type of rate is "per unit time",
such asspeed, heart rate and flux. Rates that have a non-time denominator include exchange
rates, literacy rates and electric flux.In describing the units of a rate, the word "per" is used
to separate the units of the two measurements used to calculate the rate (for example a heart
rate is expressed "beats per minute"). A rate defined using two numbers of the
same units (such as tax rates) or counts (such as literacy rate) will result in a dimensionless
quantity, which can be expressed as a percentage (for example, the global literacy rate in
1998 was 80%) or fraction or as a multiple.
Often "rate" is a synonym of rhythm or frequency, a count per second (i.e. Hertz) e.g. radio
frequencies or heart rate or sample rate.

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A rate of change can be formally defined in two ways:

where f(x) is the function with respect to x over the interval from a to a+h. An instantaneous rate
of change is equivalent to a derivative.
An example to contrast the differences between the average and instantaneous definitions:
the speed of a car can be calculated:
1. An average rate can be calculated using the total distance travelled between a and b, divided by
the travel time
2. An instantaneous rate can be determined by viewing a speedometer.

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EXPLANATION OF THE MEANINGS OF

INSTANTANEOUS RATE OF CHANGE, AVERAGE RATE OF CHANGE ,
AND RELATIVE RATE OF CHANGE.

The speed at which a variable changes over a specific period of time. Rate of change is often
used when speaking about momentum, and it can generally be expressed as a ratio between a change in
one variable relative to a corresponding change in another. Graphically, the rate of change is represented
by the slope of a line. Rate of change is often illustrated by the Greek letter delta. Many traders pay close
attention to the speed at which one variable changes relative to another. For example, option traders
study the relationship between the rate of change in the price of an option relative to a small change in
the price of the underlying asset, known as an options delta.
Basically, the ratio of the change in the output value and change in the input value of a function
is called as rate of change. Rate of change is the ratio that shows the relationship between the two
variables in equation. In general, the coefficient of x is called as the rate of change of an equation. For
example, in y=3x+4, the rate of change is 3. 3 is the coefficient of x. In this equation, the constant
variable is 4.The displacement in position is known as the rate of change in position. If a particle is
initially at A and after time t it is at the point B, then Rate of change in position = Particle at Point
BParticle at Point A Time Taken for Change in Position.
Velocity is the speed of a particle or object. The rate of change in velocity is described as the
change in position(displacement) divided by the total change in time. Speed is always positive and
velocity indicates the direction.
Rate of Change Formula
In calculus, rate of change formula is easily derived from the slope of the equation. The rate of change is
equal to slope of the equation.
Find the Rate of Change:
The formula for slope equation can be written as,

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Slope = Rise of the equation

Run of the equation
Slope = y2y1
x2x1
The formula for rate of change is given as follows:

Rate of change of x with respect to y is given as

Rate of change of y = dx/dy
This is the relationship between rate of change and slope.

INSTANTANEOUS RATE OF CHANGE

Instantaneous rate of change is the limit of the function that describes the average rate of change. It is
used to describe how an object travel in space or around the ground. For example, the value of a function
at a point x=c is f(c). If there is a small increment in x, which is x, then the value of the function
at c+x is f(c+x). Hence, the change in the value of the function is f(c+x)f(c). By the term difference
of quotient, we mean the change in the value of the function over the change in the value of x which
is x.
Instantaneous Rate of Change Formula:
It is also the difference of quotient = limx0 yx = t(a+x)t(a)x
Solved Example
Question: Find
Solution:

the

instantaneous

rate

of

change

of

the

function f(x)=2x2+x3 at x=4.

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For the instantaneous rate of change, calculate the first derivative of the given function.
f(x)=4x+1
Therefore,

for

instantaneous

rate

of

change

at x=4

f(4)=4x4+1=17

AVERAGE RATE OF CHANGE

In geometrical concepts, the term "rate of change" is the slope of the line joining the two points of the
line.

This

is

also

called

as

the

average

rate

of

change.

The average rate of change between the points (4,3) and (6,7) is the change in the y-coordinates over the
change

in

the

x-coordinates,which

is

also

called

as

the

slope

of

the

line.

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Average rate of change formula is m = y2y1x2x1 where, m is called the slope of the line joining the
points (x1,y1) and (x2,y2).
Hence,

the

average

The

rate

slope

of

of

change

the
of

line
the

in
line

the

graph

joining

the

= 7364 = 42 = 2

points (4,3) and (6,7) is 2.

Average Rate of Change Formula

For any two points (x1,y1) and (x2,y2) in the co-ordinate plane, if x is the change in x and if y is the
corresponding change in y, then the difference quotient yx = y2y1x2x1 is called the average rate of
change of y with respect to x over the interval (x1,y1). It is also called as the ratio of change in ycoordinates over the change in x-coordinates. We can easily find the average rate of change with the help
of

the

average

rate

of

change

formula.

A function is one where there is a relationship between x and y is denoted as y=f(x), where x is an
independent quantity and y a dependent quantity.
RELATIVE RATE OF CHANGE

The relative rate of change of a function f(x) is given by the relation f(x)f(x), where f(x) is the first
derivative of the function.
Solved Example
Question: If f(x)=3x+1 is

the

function.

Then,

find

the

relative

rate

of

change

at x=1.

Solution:
Given

that f(x)=3x+1

f(x)=3
The
= 33x+1
= 331+1
= 34

relative

rate

of

change

at x=1 = f(x)f(x)

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TEACHING & LEARNING MATERIAL AND LESSON PLAN

INVOLVING THE USE OF PREPARED TEACHING AND LEARNING MATERIAL

Math Learning Goals

Describe real-world applications of rates of change using verbal and graphical
representations, e.g., business, heating, cooling, motion, currents, water pressure,
population, environment, transportation.
Describe connections between average rate of change and instantaneous rate of
change in context.
Materials
chart paper and markers
computer and data projector
BLMs 1.1.11.1.5

Time 75 min
Word Wall
dependent variable
independent variable
finite differences
slope of secant line
slope of tangent line
average rate of
change
instantaneous rate of change

Minds On

Groups Graffiti

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Assessment
Opportunities
Post seven pieces of chart paper each containing a term students encountered in. Give
each group a different coloured marker.
In heterogeneous groups of three or four students have 30 seconds to write
anything they know about the term using numbers, symbols, and/or words. Groups
move through all seven charts.
Whole Class Discussion
Using the four scenarios provided on BLM 1.1.1, review connections between rates of
change and the slopes of secants and tangents.
Guiding questions:
Describe the rate of change of the walleye population over the 25 year period.
Would you expect half of the water to drain in half the time?
What is the rockets instantaneous rate of change at four seconds? Describe what the
rocket is doing at this point of time.
Although the Ferris wheel is turning at a constant rate, the rate of change of height
is not constant. Explain why.

Action!

Pairs Investigation
Curriculum Expectation Observation/Mental Note: Observe to identify students
ability to make connections between the average rate of change and slope of secant
and instantaneous rate of change and slope of tangent.
Students complete the investigation on average and instantaneous rates of change from
BLM 1.1.2.to complete

1.1.1: Revisiting Rates of Change

Consolidate
Debrief
Whole Group Discussion
Share findings with the class. Address any misunderstandings.
Guiding Questions:
Describe how to select points on a curve so that the slope secant better represents the
instantaneous rate of change at any point in the interval.
How would you change the intervals around each bounce to provide better information about the
average and instantaneous rates of change of the ball?
Pairs Pair/Share: Frayer Model
A coaches B in completing a Frayer model for average rate of change. B coaches
A in completing Frayer model for instantaneous rate of change (BLM 1.1.4).

1.1.1: Revisiting Rates of Change

25-year Walleye Population
Year
0
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25

Walleye Population
3000
3400
3720
3976
4181
4345
4476
4581
4665
4732
4786
4829
4863
4890
4912
4930
4944
4955
4964
4971
4977
4982
4986
4989
4991
4993

A Fish
Story
A pond was stocked with a type of fish called "walleye.
The table on the left gives the population of walleye in the
pond for the 25 years following the stocking of the pond.

2.
Down the Drain
The plug is pulled in a small hot tub. The table on
the right gives the volume of water in the tub from
the moment the plug is pulled, until it is empty.

Source:
http://www.clipsahoy.com/webgraphics/as0963.htm

Draining Water
from a Hot Tub
Time (s)
Volume (L)
0
10
20
30
40
50
60
70
80
90
100
110
120

1600
1344
1111
900
711
544
400
278
178
100
44
11
0

1.1.1: Revisiting Rates of Change (continued)

3.

Blast Off
A rocket is
launched. The
graph shows its
height above the
ground from time of
launching to return
to earth.

4.

1.1.2: Thats the Way the Ball Bounces!

Kevin dropped a ball and collected the height (m) at various times (s). A graph of the
data he collected is provided.

Part A: Average Rate of

Change
Kevin wants to look at rate of change of the height at various times. He hopes to
determine how quickly the height was changing at various times. Kevin first looks at the
average rate of change for specific time intervals. Complete the table with the
information in the graph.
Interval
AB

Coordinates of End Points

Average
Rate of
Change

BC
CD
DE
EF
FG
GH
What do the values for average rate of change tell you about the path of the ball and
the speed of the ball?

Part B: Instantaneous Rate of Change

Next, Kevin wants to find a point in each interval whose tangent has the same
instantaneous rate of change as each secant.
Sketch a curve of best fit for this data in one colour and draw the secants for the
intervals in another colour.

For each time interval, locate the point on the graph between the endpoints whose
tangent appears to have the same rate of change as the average rate of change
for that interval.
1. On the interval AB the average rate of change is
tangent matches this rate of change is (

. The point whose

,

). Draw the

instantaneous rate of change at this point, if possible.

2. On the interval BC, the average rate of change is
most closely matches this rate of change is (

. The point that

,

3. On the interval CD, the average rate of change is

most closely matches this rate of change is (

).
. The point that

). Draw the

tangent at this point, if possible.

4. On the interval EF, the average rate of change is
most closely matches this rate of change is (
tangent at this point, if possible.

. The point that

,

). Draw the

5. On the interval GH, the average rate of change is

point that most closely matches this rate of change is (

. The
,)

Kevin notices some problems for some of the intervals.

a) For which intervals is it difficult to find a matching point?

b) Why is if difficult to find instantaneous rate of change for these intervals?

c) What was happening to the motion of the ball in these intervals?

Reflection on assignment

The concept of rate of change is perhaps the central concept in differential

calculus. It is key to understanding approximation and maximization methods, and
the fundamental theorem

of calculus, among other

things.

Yet students

consistently have misconceptions about rates of change.

Many students have a poor grasp of the concept of rate of change, and end up
identifying a rate of change with a slope of a tangent line or a chord without being
able to understand it in a real-world or algebraic context.
Students tend to compartmentalize their knowledge, and may not realize that
topics such as the chain rule, related rates, implicit differentiation, etc., are all about
rates of change. They have a difficult time recalling the concept of rate of change in
the context of the Fundamental Theorem of Calculus.
There are different notions that involve rates of change of function f :
1. Average rate of change of f between two points.
2. Instantaneous rate of change of f at a point.
3. Average rate of change of f between a and x, as a function of x.
4. Instantaneous rate of change of f at x, as a function of x.

To understand this
7 concept properly, students first need to have a solid grasp of
the notion of constant rate of change.

Saying that one quantity changes at a

constant rate with respect to another means that any fraction of the total change
of one quantity corresponds with the same fraction of the total change of the other
quantity. For example, if an object is moving at a constant speed during a time
interval, then in 5 of the total time, the object will travel 5 of its total distance,
and to travel 2 of the total distance requires 2 of the total time. The figure
below, adapted from Thompson (1994a),
p. 232, illustrates this principle:

If a particle is moving at a constant rate (speed), and it travels 140 feet in 4

seconds, then the time it takes to travel any interval of length 1 140 = 35 feet is
1 4 = 1 second. Similarly, the time it
takes to travel any interval of length 1 35 = 7 feet is 1 1 = 1 second.

A teaching suggestion is to use motion along parallel lines in a coordinated

manner, being explicit about the effort to coordinate the motion. Physical motion,
animations, and other computer-based tools can help facilitate this learning.

With this notion in place, the average rate of change of one quantity with
respect to another during an interval can be introduced as the constant rate of
change necessary to yield the same net change in the function values over the
entire interval. For example, if a person travels 20 meters in 4 seconds at a
variable rate, then the average rate of change is 5 meters per second, because a
person traveling at a constant speed of 5 meters per second would travel the
same 20 meters in 4 seconds (see the figure below). In this approach, the
average rate of change is a way to compare a variable rate of change to a
constant rate of change over an interval.

The passage from average rate of change to instantaneous rate of change is

perhaps the best moti- vation for introducing the notion of limit in calculus.

REFERENCES
Anton, Howard; Bivens, Irl; Davis, Stephen (February 2, 2005), Calculus: Early
Transcendentals Single and Multivariable (8th ed.), New York: Wiley, ISBN 978-0-47147244-5
Apostol, Tom M. (June 1967), Calculus, Vol. 1: One-Variable Calculus with an
Introduction to Linear Algebra, 1 (2nd ed.), Wiley, ISBN 978-0-471-00005-1
Apostol, Tom M. (June 1969), Calculus, Vol. 2: Multi-Variable Calculus and Linear
Algebra with Applications, 1 (2nd ed.), Wiley, ISBN 978-0-471-00007-5
Courant, Richard; John, Fritz (December 22, 1998), Introduction to Calculus and
Analysis, Vol. 1, Springer-Verlag, ISBN 978-3-540-65058-4
Eves, Howard (January 2, 1990), An Introduction to the History of Mathematics (6th ed.),
Brooks Cole, ISBN 978-0-03-029558-4
Larson, Ron; Hostetler, Robert P.; Edwards, Bruce H. (February 28, 2006), Calculus:
Early Transcendental Functions (4th ed.), Houghton Mifflin Company, ISBN 978-0-61860624-5
Spivak, Michael (September 1994), Calculus (3rd ed.), Publish or Perish, ISBN 978-0914098-89-8
Stewart, James (December 24, 2002), Calculus (5th ed.), Brooks Cole, ISBN 978-0-53439339-7
Thompson, Silvanus P. (September 8, 1998), Calculus Made Easy (Revised, Updated,
Expanded ed.), New York: St. Martin's Press, ISBN 978-0-312-18548-0
http://www.cliffsnotes.com/study_guide/Definition.topicArticleId-39909,articleId-39\
http://www.investopedia.com/terms/r/rateofchange.asp
http://math.tutorvista.com/calculus/rate-of-change.html