Category Archives: Antiderivatives
An Anchor Problem for Riemann Sums
I like to start most new units in Calculus with an “anchor problem,” a common sense, every day problem that motivates new techniques and serves as a base that you can constantly refer back to. Some that I have used in the past, to varying degrees of success, are Infection for Inflection, Your Speedometer and the Intermediate Value Theorem, and Predicting Stock Prices with Differentials.
For Riemann Sums, and integration in general, I use the question that really inspired integration in the first place: how do you find the area of an irregular shape? I tell my students:
You work at the glass company. You are given the task of replacing all the glass on the front of this beautiful building, the Duxford Aviation Museum. How much glass do you need? All we know is that the building is 90 m long and 18.5 m tall in the very center.
(This task was partly inspired by this post from Shawn at ThinkThankThunk).
(isn’t this building beautiful??)
I have it printed on two sheets of printer paper for every group (so big enough to draw on and mark), and I give them 10 minutes to come up with an estimate. Every group writes it on a piece of paper, and then I put it in an envelope. About a week and a half later when we learn the definite integral, we calculate the actual area (using a parabola fitted to the top of the building) and the winner gets…. well nothing. But I announce it at least?
Most students struggle a bit at first and then eventually just start to try something. Some students try some sort of bizarre modified equation for the area of a circle (which I always find really interesting), some turn it into triangles, but most use the maybe-not-that-subtle hint that the window is broken up into square panes.
Right after they are finished making their predictions, we discuss. I ask them what their strategies were and how they could have made their predictions more accurate. I try to get them to come up a couple of points (that sounds manipulative):
We took an irregular shape that has no simple geometric area equation and turned it into a shape that does have a simple geometric equation.
We split up a larger shape into a bunch of smaller shapes to be able to do this.
The smaller our shapes are and the more of them there are, the more accurate our estimate would be. In fact, if we could use infinitesimally small shapes, we could be perfectly accurate.
I think that this activity really shows them how difficult the problem that we are trying to solve is, and primes them to know why we set up Riemann Sums the way that we do, but to be unsatisfied with this solution to the grand area problem. Prepped and primed for Riemann Sums, but with some foresight to know where we are going.
Honing My Skills Instruction
Skills instruction was something that I was not good at when I first started teaching. I found it boring compared to big ideas and didn’t really understand why kids didn’t get things from me doing problems on the board and then them doing practice problems with each other or individually or for homework. For me, it was like “What is there to understand that simple practice wont solve?” Well, I have grown a lot since then. This year, I have implemented a lot of new tools (many whiteboard based) that have really helped out with my skills instruction. I feel like I really had a great sequence this year when doing the skills part of integrating with my regular class – I wanted to share and reflect, especially so it’s written down somewhere for me to use in the future, because some of the ideas will be useful when I teach other topics.
Just so you know how I lead up to this seminal topic in Calculus… First, I spent a considerable time (about five 45 minute class periods) exploring everything to do with Riemann Sums, both in terms of pure area and what area means in applied situations. I think that feels like a lot of time, but we tackled the conceptual side of integration very throughly and used that to motivate the idea of an antiderivative/integral. Once we motivated the integral, we focused on learning how to find antiderivatives, which is the part I want to talk about.
1. Guess and Check With a Partner
With inspiration from a great worksheet from Sam, I wanted students to rely on their intuition at first to find andiderivatives, instead of relying on formulae. I’ve tried things like this previously, but it really helped this time to explicitly explain that this is what we were doing – that maybe eventually we can rely on a rule, but we are going to discover the math first. I paired them up with whiteboards and set them out with the list of functions from Sam’s worksheet. Their goal: find the antiderivative of all the functions. The method: each person had a marker. One person would write down a guess for an antiderivative, and the other person would simply take the derivative of this to see if it went back to the original function. They would keep doing this until they got something correct, then write that answer down on the sheet. Then, after one person has been the “guesser’ four or five times, they switch. Example:
For the kids that actually did what I asked (others just kind of started solving them on their own, which is okay I guess), it was a really nice exercise. They worked together really well, and were so excited to tell me the rule that they had made up for integrating power functions. I had them even doing simple substitution, per great suggestion from Sam. They got good at just getting themselves to try something, and getting in the habit of checking all of their answers. One kid at the end of class told me “My brain hurts from thinking so much.” Then, after the students were done, the next class we started by collecting rules they had noticed, and it made a nice little automatic cheat sheet for them. –> SHEET WITH FUNCTIONS HERE
2. Power Rule Folding Game
Next was to tackle more complicated functions with which we could use our rules, mainly negative and fractional powers. I did this same exercise in the fall when learning how to differentiate these functions to much success, and then tried it again with differentiating power functions to much confusion (so I guess the activity has a specific niche). The idea is that everyone starts with a problem, does one step and folds over the sheet so that only their work is visible. Then everyone rotates their problems around. The next person does the next step, and then folds the paper so only their work is visible. The group keeps rotating the papers until they are all done, then they open them up and look for mistakes (if there are any). Example:
This was good for helping them drill some algebraic manipulation and develop the skill of checking their own work for mistakes… all while working very closely collaboratively. –> FOLDABLES HERE
4. Flip-Up Answers for Initial Conditions
After learning basic integration skills, we began to talk about how functions have more than one antiderivative, and how sometimes it is useful to find a specific one. After only one or two examples together, we immediately just started practicing this idea with an activity that I stole from Mimi where I placed problems around the room with the answers on the back, the idea being that students would go solve whatever problems they felt like they needed to. Example:
I enjoyed this for many of the same reasons that Mimi cited in her original post. Students could work at their own pace without feeling like they were falling behind, could pick their own problems, and could move around the room to interact with many different people (which are all huge advantages over just doing a worksheet). –> FLIP PROBLEMS HERE (though the formatting is a bit screwy)
5. Mistake Game
After two days of a little bit more traditional style instruction just to make the connection between the definite integral and area (a lesson that I need to make more discovery based next year), we then did the Mistake Game, an idea from Kelly, which I have described a few times now. Basically students work out problems on whiteboards and hide a mistake in their solution. They then present their work like as if they didn’t make a mistake and the other students have a discussion to try to find their error. The problems I chose for the mistake game where all functions for which you had to do some sort of simplifying before integrating (like distributing or dividing), which ended up being a great way of pushing them a little bit forward while giving them plenty of opportunity to really go in depth discussing this new mechanical process of a definite integral.
6. Substitution Marker
Then the last skills activity I did with integration was a few days later when we started doing substitution. I had them first try a bunch of substitution problems intuitively, and then showed them how to use a u-substitution. Then, we pulled out the whiteboards and I gave them all a sheet of problems and two markers each. They were to do all u-related work in red, and all original-integral related work in blue. What I wanted them to get comfortable with was envisioning the transition between the variables and helping see how the skeleton of the integral becomes the “outside function” of the backwards chain rule. Example: (actual student work)
This was, again, one of those activities where a bunch of students totally ignored my directions and just solved the problems (and again, not the worst thing), but I think some of the students that did it like this really benefited from using the different colors.
So why did I just ramble about all those activities? I guess what I loved about this whole sequence is how ridiculously much of the instruction for a good week and a half or so was collaborative and engaging, and forced them to think about what could have been routine material in different ways instead of just plowing through worksheets and drills. I feel like I never would have been able to pull something like this off even last year, so I am so grateful (especially to the online community) that I now have a toolbox full of sweet teaching methods. My goal is to try to mix these types of activities more often into various units, since most have skills based components. I would love any other modes of instruction that you use in your classroom to add to my toolbox!!
Side note for the Calculus people: There are a few antiderivative/integral related traps that my students fall into… any ideas on how I can stop these problems before they happen?
- I always start with the word “antiderivative” to emphasis that it’s the opposite process of a derivative, and then try to transition to “integral” as soon as possible, but it’s really tough for them to keep the vocabulary straight. I always correct them in class (mostly just trying to replace antiderivative with integral). How do you approach that vocabulary? I even had a hard time writing this post with the correct vocabulary.
- Many of my students had a strange barrier this year (that I have never seen before) when finding the area under a curve because they kept thinking of the function you integrate as “the derivative” and the function that you get out as “the original function.” So when we had a function they wanted to find the area underneath, they would take its derivative and then integrate, or some other strange thing like that. How do you introduce the integral as being the opposite of the derivative without getting that misconception (or rather, what did I do in my sequence to imply that)?
- I always, always, always have so much trouble convincing some students that u-substitution is only used for specific functions that are “backward chain rules.” But after we learn how to integrate normally, we spend a ton of time on u-substitution, and then some students try to solve EVERYTHING with u-substitutions (like 1/x^6 for example). I spent a lot of time doing activities where we pick out the functions that can be integrated with substitution and those that can’t, but for a lot of students, this obviously did not sink in. Any tips?
- I cannot for the life of me get students to remember to add a “dx” when differentiating a u to find a du. So if u = 2x, then du=2xdx. Granted we didn’t do differentials, but I still don’t understand why this was so difficult! I need some sort of conceptual trigger so they can understand why it’s so important…