Description
This is an activity where each card lists special features of a function (x and y-intercepts, intervals of increasing, decreasing and no change, domain and range and maximum and minimum). The students have to pick a card, and then draw a function that meets the requirements on their graph paper. I usually pass out double sided copies of the graph paper because my students make a few mistakes and need more coordinate grids to practice with.
This activity could be done in pairs where each student tries to draw their graph and then they switch to have a neighbor correct their work, it also could be done in small groups or it could be done individually. My students really like this activity, and I found that it was challenging.
This activity could be done in pairs where each student tries to draw their graph and then they switch to have a neighbor correct their work, it also could be done in small groups or it could be done individually. My students really like this activity, and I found that it was challenging.
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Highlights
Digital downloads
Grades
8th - 11th
Standards
CCSS8.F.A.1
CCSS8.F.A.2
CCSS8.F.A.3
Tags
Pages
3
Teaching Duration
1 hour
Description
This is an activity where each card lists special features of a function (x and y-intercepts, intervals of increasing, decreasing and no change, domain and range and maximum and minimum). The students have to pick a card, and then draw a function that meets the requirements on their graph paper. I usually pass out double sided copies of the graph paper because my students make a few mistakes and need more coordinate grids to practice with.
This activity could be done in pairs where each student tries to draw their graph and then they switch to have a neighbor correct their work, it also could be done in small groups or it could be done individually. My students really like this activity, and I found that it was challenging.
This activity could be done in pairs where each student tries to draw their graph and then they switch to have a neighbor correct their work, it also could be done in small groups or it could be done individually. My students really like this activity, and I found that it was challenging.
Report this resource to TPT
Reported resources will be reviewed by our team. Report this resource to let us know if this resource violates TPT's content guidelines.
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Questions & Answers
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Standards
to see state-specific standards (only available in the US).
CCSS8.F.A.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.
CCSS8.F.A.2
Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). For example, given a linear function represented by a table of values and a linear function represented by an algebraic expression, determine which function has the greater rate of change.
CCSS8.F.A.3
Interpret the equation ๐บ = ๐ฎ๐น + ๐ฃ as defining a linear function, whose graph is a straight line; give examples of functions that are not linear. For example, the function ๐ = ๐ ยฒ giving the area of a square as a function of its side length is not linear because its graph contains the points (1,1), (2,4) and (3,9), which are not on a straight line.
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