Teaching Resources - Integration

Activity 1 – use sheet ‘Integration’ (page 3)

The sheet “Integration” is an exercise that students need to mark and correct.

Activity 2 – use sheet ‘Methods of Integration’ (pages 4 – 6)

This is all about choosing a suitable method for integration rather than doing
the actual integrationStudents should cut out the integrals and a copy of the
Venn diagram should be either drawn out onto large paper or photocopied
onto A3. They then then sort the integrations into the categories on the Venn
diagram and stick them onto the Venn diagram.

There should be lots of discussion about which ones can go in more than one
set and about where to put any that they consider cannot be integrated using
any of these methods – note that there is meant to be one ie  e x dx . Other
2

e
4x
discussion may arise from some students deciding that dx for example is
substitution whereas others may consider it to be a basic integration.

Students can always add more of their own and could choose one of each to
write about. This would include writing as to why it goes in that category and
how to do the integration.

Activity 3
Students should each take a pink card, a blue card, a green card, a yellow
card and a white card. On the pink one they should write a function that
requires parts to integrate it. On the blue card they should write a function that
requires substitution to integrate it. On the green card they should write a
f  x
function that requires  dx to integrate it, on the yellow card a function
f  x
that requires partial fractions and on the white card one that requires none of
these – i.e. basic rules or simple reverse chain rule only. No looking in notes
to find a suitable function!
They put their name on each card and take a card of each colour written by
someone else. They then do the integration and return to the author for
marking. If there are any queries about the appropriateness of a function for
that category then the problem should also be referred back to the author for
discussion.

As an alternative to activities 2 and 3, give students large post-it notes in the

different colours as activity 3 or pieces of coloured paper and blutack. They
have to write the integrations as above but then stick them on a board at the
front of the classroom which has been divided into four parts. Then, as a
class, students decide if any need moving to a different section, always giving
a reason for their decision to move one. When they are convinced that all are
in the correct section they take one of each to do and compare answers when
they have completed them.

© MEI, Susan Wall 2006 1/8

 Teaching Resources - Integration
Activity 4 – use sheet ‘True or False’ (pages 7 and 8)
Sheet “True or False?” contains a mixture of integration and differentiation
cards. Each one has to be categorised as true or false along with a reason.
This can be done on large paper with two columns – true and false. The cards
are stuck in the appropriate column and the justifications written beside the
cards.

Activity 5
 x( x  3) dx using both parts and
6
Students should integrate functions such as
substitution to see that they give the same answer – good for discussion as
initially they appear to be different but after some algebraic manipulation they
both give the same answer.

Similary, give students an integration that can be done using two different
2x  3
methods eg  2 dx . This can be done by substitution or partial
x  3x  2
fractions. When student have performed the integrations they must then use
algebra to show that the two answers are indeed the same.

Activity 6
Give each pair of students a different integration problem with limits in, a large
piece of paper and a coloured pen. Give students a few minutes to start the
problem on the paper. Then the pieces of paper are passed onto another pair.
Students then have to check the working so far and correct anything that they
disagree with or clarify anything that is not clear and add the next bit of the
solution. This continues until the problems are solved. Different methods of
integration can be used or different problems using the same method. This
encourages students to take care about writing their maths – students soon
start complaining if they cannot follow what the previous pair has done. The
problems can just be taken from a textbook.

© MEI, Susan Wall 2006 2/8

 Teaching Resources - Integration
Integration
u  sin x
3
2
du
 cos x sin x dx  cos x
2
1.
0 dx
du  cos xdx
0
0
 u3 
  u du 2
 3
1   1

(1)3 1
0  
3 3

 
2 2
cos x
2.  cot xdx

  sin x dx

6 6


 ln sin x  2  ln sin 2  ln sin 6
6

 ln1  ln 12  0  ln 2  ln 2


3

3.  sin 3xdx
0
  13 cos 3 x 03

1 1
  13 cos      13 cos 0   0 
3 3


2
u  x2
 x sin x dx
2
4.
du
0
 2x
dx

2
du  2 xdx
 2 cos u 0

  2sin udu  2

 0  (2)  2

© MEI, Susan Wall 2006 3/8

 Teaching Resources - Integration
Methods of Integration

x2
  e dx  2 xdx
x2 1
dx 4sin
x3  1

x2 1 dx
 x dx    4
x ( x 7) dx
x5
dx
 2x  7   x cos 5xdx
2 3
x sin x dx

2x 1 x
 x2  x  6 dx  x2  4 dx 
2
sin x cos xdx

x  xe x x  5dx
x2
3x  1dx dx

7
     x cos xdx
5 6
2
dx ( x 1)( x 3) dx sin
x

2x 1
 ln xdx  x  4 dx  sin x cos xdx
1
e  (2 x  3)4 dx  2 x  1dx
4x
dx

© MEI, Susan Wall 2006 4/8

 Teaching Resources - Integration

 xe
x
 x  1 dx   6 2x
( x 2) dx dx

 dx
2 x 3
 x sin xdx
4
 e3 x dx e

© MEI, Susan Wall 2006 5/8

 Teaching Resources - Integration
Basics

f  x
Substitution  f  x  dx

Parts

© MEI, Susan Wall 2006 6/8

Teaching Resources - Integration
True or False?

d
dx
 sin 4 x   4 cos3 x

d
dx
 xe x
  xe x
 e x

 sin 4 xdx   4 cos 4 x  c

1

 3x  1
8

  3x  1 dx  24  c
7

3
sin x
 sin xdx  3  c
2

3
 7  x dx  3ln 7  x  c

© MEI, Susan Wall 2006 7/8

Teaching Resources - Integration

d
 tan 2 x   sec2 2 x
dx

 
2
1 x
 x 1  x dx  2  ln x  c

cos6 x
 sin x cos xdx  6  c
5

d
dx
 ln  2 x  1  
2
2x 1

d
 sin x cos x    cos x sin x
dx

d x2
dx
 
e e x2

© MEI, Susan Wall 2006 8/8