SEMI - DETAILED LESSON PLAN IN BASIC CALCULUS
I. OBJECTIVES:
At the end of the lesson, the students should be able to:
a) Solve optimization problems.
II. SUBJECT MATTER
TOPIC: Optimization using Calculus
REFERENCE: DepEd Basic Calculus, Teaching Guide
MATERIALS USED: Powerpoint Presentation, Book, Whiteboard
III. PROCEDURE
TEACHER’S ACTIVITY
1. Routinary Activity
a. Greetings
b. Prayer
c. Checking of attendance
2. Motivation
Flip the Bottle
Directions: To find the secret word, students must solve the
derivatives of the following functions. There will be six groups of
students. There will be one representative from each group per
round. The first person to flip the bottle will have the opportunity
to work through the issues listed on the board. If the other
players can flip the bottle, he or she must cease solving.
−3
P. 4 O. 100 x 99 A. 12 x3 −27 x 2−8 x+12 I. π x π−1
x
3 −10
T. N. −12 x2 e x −4 x 3 e x M. 12 x3 +3 Z.
4 √x
4x
x
3
____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____
1 2 3 4 5 6 7 6 3 4 1 8
1. f ( x )=x 100
1
2. f ( x )= 5
x
3
3. f ( x )=x 4
4. f ( x )=x π
5. f ( x )=3 x 4 +3 x +10
6. f ( x )=( 3 x 2−4 )( x 2−3 x )
5
7. f ( x )= 2
x
8. f ( x )=−4 x 3 e x
3. LESSON PROPER
Learning Probe (Analysis)
At the end of the lesson, the learners are expected to have at
least 85% mastery of how to solve optimization problems
through the help of teacher’s detailed explanation and series of
examples. Students will be evaluated through conducting an
activity and giving assignment at the end of the discussion.
Learning Time (Acquire New Knowledge)
REVIEW OF MATHEMATICAL MODELING
Before we start with problem solving, we recall key concepts in
mathematical modeling. Functions are used to describe physical
phenomena. For example:
a. The number of people y in a certain area that is infected
by an epidemic after some time t ;
b. The concentration c of a drug in a person’s bloodstream t
hours after it was taken;
c. The mice population y as the snake population x
changes, etc.
We model physical phenomena to help us predict what will
happen in the future. We do this by finding or constructing a
function that exhibits the behavior that has already been
observed. In the first example above, we want to find the
function y (t ). For example, if y (t )=1000 ·2−t, then we know that
initially, there are y (0)=1000 affected patients. After one hour,
there are y (1)=1000 · 2−1=500 affected patients.
Observe that the independent variable here is time t and that
the quantity y depends on t . Since y is dependent on t , it now
becomes possible to optimize the value of y by controlling at
which timet you will measure y .
EXAMPLE 1: For each of the following, determine the
dependent quantity Q(x )and the independent quantity x on
which it depends. Then, find the functionQ(x ) that accurately
models the given scenario.
1. The product P of a given number x and the number which
is one unit bigger.
2
P( x )=x ( x+ 1)=x + x
2. The volume V of a sphere of a given radius r .
V (r )=4 /3 πr 3
3. The volume V of a right circular cone with radius 3cm
and a given height h.
V (h)=3 πh
CRITICAL POINTS AND POINTS WHERE EXTREMA
OCCUR
Definition:
Let f be a function that is continuous on an open interval I
containing x 0 .
We say that x 0 is a critical point of f if f ' (x 0)=0 or
f ' (x 0) does not exist (that is, f has a corner or a cusp
at (x 0 , f (x 0 )) ¿ .
We say that the maximum occurs at x 0 if the value
f (x 0) is the largest among all other functional values
on I , that is,
f (x 0)≥ f (x )for all x ∈ I .
We say that the minimum of f occurs at x 0 if the value
f (x 0) is the smallest among all the other functional
values on I , that is,
f (x 0)≤ f (x )for all x ∈ I .
We say that an extremum of f occurs at x 0 if either
the maximum or the minimum occurs at x 0.
EXAMPLE 2: Find all critical points of the given function f .
1. f ( x )=3 x 2−3 x +4
Solution: We differentiate f and find all values of x such that
f ' (x) becomes zero or undefined.
2
f ( x )=3 x −3 x +4
f ' ( x )=6 x−3
'
f ( x )=0
6 x – 3=0
6 x=3
6x 3
=
6 6
1
x=
2
1
So x= is a critical point.
2
2. f ( x)=x3 −9 x2 +15 x – 20
Solution: We differentiate f and find all values of x such that
f ' (x) becomes zero or undefined.
3 2
f ( x )=x −9 x +15 x – 20
' 2
f ( x )=3 x −18 x+ 15
' 2
f ( x )=3( x −6 x+5)
'
f ( x )=3( x−5)( x−1)
( x−5 ) =0 ( x−1 )=0
x=5 x=1
So, x=5 and x=1 are the critical points.
Theorem 8 (Extreme Value Theorem). Let f be a function
which is continuous on a closed and bounded interval [a , b].
Then the extreme values (maximum and minimum) of f
always exist, and they occur either at the endpoints or at the
critical points of f .
EXAMPLE 3: Find the extrema of the given functions on the
interval [−1, 1]. (These functions are the same as in the
previous example.)
1. f ( x )=3 x 2−3 x +4
There is only one critical point, x=1/2, and the endpoints are
x=± 1. We present the functional values in a table.
x −1 1 1
2
f (x) 10 13 4
4
Clearly, the maximum of f occurs at point (−1 , 10). The
1 13
minimum of f occurs at point ( , ).
2 4
2. f ( x)=x3 −9 x2 +15 x – 20
The critical points of f are 1 and 5, but since we limited our
domain to [−1, 1], we are only interested in x=1. Below is the
table of functional values for this critical point, as well as
those at the endpoints.
x −1 1
f (x) −45 −13
Therefore, the maximum value occurs at point (1 ,−13) while
the minimum value occurs at point (−1 ,−45).
OPTIMIZATION: APPLICATION OF EXTREMA TO WORD
PROBLEMS
Many real-life situations require us to find a value that best
suits our needs. If we are given several options for the value
of a variable x, how do we choose the “best value?” Such a
problem is classified as an optimization problem. We now
apply our previous discussion to finding extremum values of
a function to solve some optimization problems.
EXAMPLE 4: Find the number in the interval [−2, 2] so that
the difference of the number from its square is maximized.
Solution: Let x be the desired number. We want to
maximize
2
f (x)=x – x
where x ∈[−2 , 2]. Note that f is continuous on [−2 ,2]
and thus, we can apply the Extreme Value Theorem.
We first find the critical numbers of f in the interval
(−2, 2). We have,
f ' (x)=2 x−1 ,
which means that we only have one critical number in
1
(−2 , 2): x=
2
Then we compare the function value at the critical
number and the endpoints. We see that
()
f (−2 )=6 , f ( 2 )=2, f
1 −1
2
=
4
From this, we conclude that f attains a maximum on
[−2 ,2] at the left endpoint x=−2. Hence, the number
we are looking for is −2.
IV. EVALUATION
Flip the Bottle
Directions: To find the secret word, students must solve the derivatives of the
following functions. There will be six groups of students. There will be one
representative from each group per round. The first person to flip the bottle will have
the opportunity to work through the issues listed on the board. If the other players
can flip the bottle, he or she must cease solving.
ROUND 2
For each of the following, provide a model that depicts the first quantity being
expressed as a function of the other quantities.
1. The quotient Q of a number x and the sum of its absolute value and 1.
2. The product P of a number x and the number equal to 2 less than its square
3. The volume V of a cone of radius r and height 2 r .
4. The length l of a square of area A .
5. The volume V of a rectangular prism with length l , height 2 l, and width3 l .
ROUND 3
Find all the critical points of the given functions.
1. f ( x )=4 x 2−3 x=5
3
x
2. f (x)= + x 2 + x +5
3
3. f (x)=sin x
4. f (x)=e x – x
5. f (x)=ln x
ROUND 4
Find the extrema of the given functions in the interval [0, 10].
1. f (x)=x 3−12 x +3
2
2. f (x)=4 x +5 x – 1
3. f (x)=5 x 3+3 x 2+ 4 x+ 5
x
4. f (x)=e
V. ASSIGNMENT
1. Find the extrema of the given functions in the specified interval.
a. f ( x )=x 2+2 on [ 1 , 10 ]
b. f ( x )=x 2−5 x +6 on [ −20 , 20 ]
π
c. f (x)=sin x+cos x on [0 , ]
2
x
d. f (x)=e −x on[0 , 1]
e. f ( x)=x 4−18 x 2+ 4 on [−4 , 5]
2. Answer the following optimization problems systematically.
a. Find two numbers whose sum is 20 and whose product is a
maximum.
b. Find a positive number such that the difference of the number and
its reciprocal is as large as possible.
Prepared by:
ERNESTO S. ABRANTES JR.
Student Teacher
Checked by:
DR. LEO A. MAMOLO
Resource Teacher
