Justin Fraser-deHaan Curriculum Project MSM 713, Spring 2013

Applied Optimization

Introduction:

This unit will use the concept of finding an optimal area or perimeter of an object in a plane

to introduce the calculus concept of the derivative, and will reinforce students understanding of

functions and functional relationships. It will first introduce the concept of optimization using

experimentation and methods already in practice by the students, then build upon that with the

more recently acquired skill of graphing relationships as functions. The calculus topic of

optimization by solving for , the only x -values where the slope of the line tangent to f might go

from positive to negative or negative to positive, is a natural extension of the topics, as it another

method of finding the same informationa method with greater accuracy and flexibility as well.

This materialspecifically the initial, non-calculus lessonsis aimed at class of advanced 8th grade

students who have previous exposure to functions, including quadratic equations.

The unit will begin with an exercise using manipulatives and/or technology to find

relationships between perimeter and area of rectangles (under certain restrictions), and plot those

relationships on a coordinate plane. After this, students will work with the functions these

relationships represent, before moving on to an introduction to the idea of the derivative of a

function, and the use of the derivative in finding maximum and minimum values of a function. At

the end of each day students will have been assessed on meeting the goals laid out in I.C. below and

after a review and question and answer session at the start of day five, students will complete a

formal, written assessment on the material covered during this unit.

In addition to providing students with a preview of topics in algebra and calculus, this unit will

provide students with real-world example problems with which to apply advanced mathematical

knowledge. That is to say, it provides students with one acceptable answer to the question, What
Justin Fraser-deHaan Curriculum Project MSM 713, Spring 2013

can I do with Math, outside of school? Optimization problems are a clear practical application of

higher math concepts. By linking concrete, experimental applications of what they have already

learned with the more theoretical, abstract practices, students should began to see the practical

purposes of more advanced math.

I. Setting the Stage

A. Curriculum Framework Standards:

7.G.6. Solve real-world and mathematical problems involving area, volume, and
surface area of two- and three-dimensional objects composed of triangles,
quadrilaterals, polygons, cubes, and right prisms.
8.F.1. Understand that a function is a rule that assigns to each input exactly one
output. The graph of a function is the set of ordered pairs consisting of an input and
the corresponding output.
8.F.5. Describe qualitatively the functional relationship between two quantities by
analyzing a graph (e.g., where the function is increasing or decreasing, linear or
nonlinear). Sketch a graph that exhibits the qualitative features of a function that
has been described verbally.
B. Generative Topic:
Optimization
C. Measurable Objectives:
i. After day one students will be able build measurable physical models and plot
points, using those measurements, in order to make estimates as to the
maximum/minimum area/perimeter, given certain conditions and restrictions.
ii. After day two students will be able to express relationships similar to those
from day one as expressions and graph these functions, with guidance from
materials and instructor.
iii. After day three students will be understand the concept of a function expressing
the slope of a line tangent to another function (the derivative) and will be able
to plot points of this function, given Math software (Geogebra) to and
instructions for finding the tangent line.
iv. After day four students will be able to use the derivative of a function to find the
minimum or maximum value of that function.
D. End of Lesson Assessment:
i. After a brief review at the beginning of day five, students will complete a brief,
formal, written assessment, solving problems of geometric optimization, given
graph paper and access to graphing software (Geogebra).

II. Content of the Lesson

A. Content and Skills:

Justin Fraser-deHaan Curriculum Project MSM 713, Spring 2013

a. Content: The unit will begin with an exercise using manipulatives and/or
technology to find relationships between perimeter and area of rectangles
(under certain restrictions), and plot those relationships on a coordinate plane.
After this, students will work with the functions these relationships represent,
before moving on to an introduction to the idea of the derivative of a function,
and the use of the derivative in finding maximum and minimum values of a
function.
b. Key terms1:
i. Function A relation that uniquely associates members of one set with
members of another set.
ii. Maxima/Minima (of a function)The largest/smallest possible value.
iii. Tangent lineA line that touches but does not cross a curve at a given
point.
iv. Derivative (of a function)A function which represents the slope of the
line tangent to the points of another function.
v. OptimizationThe process of finding maxima/minima.
c. Essential Question: How can we use Math to figure out the best use of our
resources?
B. Rationale:
a. This unit, in addition to providing students with a preview of topics in algebra
and calculus, provides students with real-world example problems with which
to apply advanced mathematical knowledge. That is to say, it provides students
with one acceptable answer to the question, What can I do with Math, outside
of school? Optimization problems are a clear practical application of higher
math concepts.

III. Knowledge of Students

The unit is intended as an extension exercise for 8th grade students who have had
previous exposure to defining, evaluating, and comparing functions (8.F.1-3) and to
modeling relationships between quantities (8.F.4-5). Students will also be familiar
with the concept of solving real-world and mathematical problems using area and
volume (7.5.6).

IV. Preparation for the Procedures:

A. Materials (teacher): Projector w/computer, whiteboard, dry-erase markers,

Geogebra software.
B. Materials (student): Graph paper, scissors, pencil, geoboard w/elastic or string (or
virtual geoboard), interlocking cubes (or blocks), computer, Geogebra software.

V. Sequence of Teaching-Procedures:

Day 1

1
Definitions from www.WolframAlpha.com
Justin Fraser-deHaan Curriculum Project MSM 713, Spring 2013

a. Break the class into groups/tables of 4-5 students. Distribute graph paper,
construction paper, scissors, rulers, geoboards w/elastic bands, string, glue, etc.
(0-5 minutes)
b. Introduce the idea of optimization in a general sense, finding the optimal points.
Ask the students to think about whether rectangles with the same perimeter can
have different areas? Whether rectangles with the same area can have different
perimeters? Give the students some time to use their supplies and come up with
hypothesis about these questions. (10-15 minutes)
c. Have students volunteer to present their hypothesis. Now present the students
with a specific optimization problemsuch as finding the largest possible area
when a rectangle has a perimeter of 16 unitsand ask them to make at least 10
different models that fit the parameters, recording the length, width and area of
each one in a table of values. (20-25 minutes)
d. As the students wrap up this task, ask them what they notice about the
relationship between the length and width. Make sure they see that the
relationship is constant; point out that if you can narrow it down to only using
one of those variables as an independent variable, you could graph the points
from the table of values on a coordinate plane, with area graphed on the y-axis.
Have them try that now. Points should fall on the proper line with 90%
accuracy or better. (5-10 minutes)
e. Hand out a worksheet for homework with similar problems, asking students to
plot at least ten points on a coordinate plane and make an estimate of the
minimum/maximum values (largest area rectangle with given perimeter, a
three-sided fence perimeter problem, smallest perimeter for a rectangle with a
given area, etc. . Students can use whatever means theyd prefer to come up
with the values. If students have time at the end of class they can begin
homework. (0-10 minutes)

Day 2

a. Begin by going over the classs homework assignment. Ask the students if it
looks like the graphs might represent a function? What kind? (They should see
that the graphs look like the graphs of quadratic functions.) Using the example
problem from Day 1, guide the students through the steps of setting up an
equation to represent this function (1. Set up an equation for the Perimeter
(fixed) in terms of length and width, 2. Set up an equation for Area (variable) in
terms of length and width, 3. Solve the first equation for length in terms of
width, 4. Substitute in your value for length in terms of width into the equations
for area and then expand; this is the function.) Graph this function, pointing out
what the x-intercepts and other relevant points indicateparticularly, point out
the maximum. (15-20 minutes)
b. Now, have the students set up these equations, and graph the resulting
functions, for the problems from their homework. They should also find the
maximum/minimum points, using the line of symmetry technique they will have
already learned, and interpret what they x and y coordinates mean for that
maximum. Walk around the classroom, checking on progress, giving assistance
where needed. Students should arrive at the proper function, be able to find the
max/min and interpret in context, with 80% accuracy. (20-25 minutes)
c. Pass out the homework worksheet, which will have applied word problems and
will require students to come up with the proper function, graph it, and give the
Justin Fraser-deHaan Curriculum Project MSM 713, Spring 2013

proper answer for the desired maximum/minimum in context, with proper

units. If students have finished classwork, they may starts homework in class.
(0-10 minutes)

Day 3

[Day 3-4 assume a technology integrated classroom or access to a computer lab.

Each student should have a computer/tablet with access to Geogebra-like
program]
a. Begin by covering the previous nights homework, taking questions, but do not
collect homework. (5-10 minutes)
b. While students get their computers set up and Geogebra loaded (they should
also have graph paper and pencils available), begin presentation by reminding
students of the definition of a function. Now ask them to imagine a function
which takes the inputs of another function as its inputs, but has as its outputs
not the y-coordinate of that first function, but the slope of the line tangent to the
function at that point as its output. Make sure at this point to review the
definition of a tangent line. This new function is called the derivative of the
original function: point out that all functions must have exactly one derivative,
since each point along the function will only have one line tangent to it, and so
exactly one slope of the tangent line. Now, using Geogebra, graph one of the
functions from the homework. Show the students how to use Geogebra to find
the line tangent to the curve at a point and its slope (pass out a handout with
instructions for doing this, they can use the instruction sheet during homework
and on the test). Find and record (and have the students record in a table of
values) the slope of the tangent line at various point along the function, along
with the associated x-valuesmake sure the maximum/minimum is one of the
points checked. Now have the students take a minute to plot these values on a
coordinate plane. After they have done this, use Geogebra to graph the
derivative of the original function on the same screen as that function, pointing
out that the max/min of the original function has the same x-value as the x-
intercept of its derivative. Show them that this will always be the case, since the
max/min will be the point on the original function where the slope of the
tangent line is 0. (15-20 minutes)
c. Now, have students use Geogebra to plot the equations of the functions they
found in the previous nights homework assignment, finding the slope of the line
tangent to the function at at least 10 different points. They should record the
results in a table of values and plot the results on a coordinate plane. Results
should model a linear function and have the correct x-intercept with 90%
accuracy. (20-25 minutes)
d. For homework, give students a list of at least 6 functions, including linear,
quadratic and cubic functions. Have them graph the functions with Geogebra
and find and record the slope of the tangent line at at least 10 different points
along each function, plotting the results on a coordinate plane. Ask students to
think about the relationship between a functions and its derivative (0-5
minutes)

Day 4
Justin Fraser-deHaan Curriculum Project MSM 713, Spring 2013

a. Discuss the homework with the class. Confirm for them that the derivative of
any polynomial function will have a degree one less than the original function.
(A cubic function will have a quadratic function as its derivative, a quadratic will
have a linear function, a linear function will have a constant.) (5-10 minutes)
b. Have the class complete a worksheet asking students to match a function (with
equation and graph) with its derivative and then solve for the minima/maxima
by solving for the x-intercept of the derivative. Problems should include cubic
functions with quadratic derivatives (with integer roots, for easy factoring), as
well as quadratic functions with linear derivatives. Matching should not be too
difficult, incorrect answers should be of the wrong degree, have the opposite
concavity or slope, or have zeros that are not near the optima of the original
function. [See example problem in Appendix A.] The worksheet should be
completed with 80% accuracy.(25-30 minutes)
c. Take questions and review the problems and important terms. Assign optional
review problems for quiz the next day. (5-15 minutes)

Day 5

a. Administer the formal, written assessment: quiz grade. (45-50 minutes)[See

Appendix B]

Bibliography

"Massachusetts Curriculum Framework For Mathematics." Massachusetts Department of Education.

Ed. Mitchell D. Chester. Mar. 2011. Web. 18 Dec 2012.

Office of Licensure and Field Placement Practicum Handbook. Salem State University School of Education,
Fall 2012.
http://salemstate.edu/assets/documents/ACA_sohs/Practicum_Handbook_Fall_2012_FINAL_11.09.2012.doc

Wolfram|Alpha: Computational Knowledge Engine. Web. 03 May 2013. http://www.wolframalpha.com

Justin Fraser-deHaan Curriculum Project MSM 713, Spring 2013

Appendix A

ex. Match the function with its derivative and then use the derivative to solve for any
local minimum/maximum values of the function. [hint: The slope of the tangent line will be
0 at any potential minima or maxima.]

a)

b)
Justin Fraser-deHaan Curriculum Project MSM 713, Spring 2013

c)

d)

Solution: The correct derivative is choice b. Choice a has one zero, , but is of the wrong
degree and misses the other zero. Choice c is just an equation with a similar form to the original
function. Choice d is the correct degree polynomial, but the zeros do not much the min/max points
of the original function, and the sign of the slope of the tangent lines is wrong for most of the
function.

The original equation has a local max at and a local min at .

Justin Fraser-deHaan Curriculum Project MSM 713, Spring 2013

Appendix B

1. Farmer John wants to fence off a small pasture for his goat. He has 200 ft. of fence
and wants to know how many square feet of fenced area he can provide.

a. Provide an equation for finding the possible area that can be fenced off.

b. Graph the equation in the space provided below. Label any x and y
intercepts, lines of symmetry, minima/maxima, and at least two other points. Indicate
where the slope of the line tangent to the function will be positive, negative, or zero.

c. What is the maximum amount of square footage Farmer John can fence off?
Justin Fraser-deHaan Curriculum Project MSM 713, Spring 2013

2. Use pencil and ruler to estimate the slope of the line tangent to the function below at
the following x-values: -6, -3, -1, 0, 2, 5, and 7. Use your estimates to fill in the provided
table of values and plot the points on the same graph as the original function.

x approx. slope
of tangent line
at x
-6
-3
-1
0
2
5
7

Bonus: Use your points to find the derivative of the original function.
Justin Fraser-deHaan Curriculum Project MSM 713, Spring 2013

3. Farmer John also needs to fence off a large rectangular pasture for his cows, which
must have an area of 10,000 square yards. He finds that the perimeter of this area, as a
function of the width of the area is given by the following equation, (assuming w is
positive).

a. Fill in the following table of value, rounding your answers to the nearest
tenth. You may use a calculator for this step. Use these points to sketch a graph of this
function in the space provided.

w P
20
50
75
100
130
150
200
400
Justin Fraser-deHaan Curriculum Project MSM 713, Spring 2013

b. After graphing the equation, Farmer John notices (and so should you!) that
there is no line of symmetry he can use to find the minimum value of the equation. He
determines that the derivative of his original function is given by the equation graphed
below:

Give at least two reasons why this graph makes sense as the derivative of the original
function. [hint: What do the y-values of this function represent?]

c. Use the equation in part b. to answer the following question: If fencing costs
$5 per yard, what is the least he can spend to fence in this pasture?
Justin Fraser-deHaan Curriculum Project MSM 713, Spring 2013
Justin Fraser-deHaan Curriculum Project MSM 713, Spring 2013
Justin Fraser-deHaan Curriculum Project MSM 713, Spring 2013
Justin Fraser-deHaan Curriculum Project MSM 713, Spring 2013