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Engaging activity for students to practice evaluating, analyzing, and comparing functions represented as graphs, tables, and equations. It gets kids up and moving and in a structured time frame to complete the problems! There are 7 stations and a student work page for students to fill out the answers to each question for them to easily organize their work.
The 7 stations include:
1. Evaluating a Function in Function Notation - Using a graph
2. Comparing Functions - Equation & Table
3. Matching Time vs. Distance graphs to scenarios
4. Comparing Functions - Word Problem explanations
5. Create a story to match a graph - Axis are not labeled, so students need to choose if they are doing a story based on Time/Distance, Time/Speed, etc.
6. Comparing Functions - Graph & Table
7. Describe difference between two graphs that look the same, but one is labeled Time/Distance and the other is Time/Speed
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This is how I structure my classroom during this activity, but feel free to do what you please with it! I just find my students are extra focused when I structure things like this:
There are 7 stations included and I have 7 tables set up in my classroom with 3-5 students at each table. Each table is a station. I print 2 copies of each station's question sheet and place those copies at their specific table (I usually print the station in another color or card stock). I tell the students to NOT write on the colored station sheet with the questions as other students will need to refer to it.
Each student is then given their own individual Work Page where they will fill in their answers to each station. You can print these out or send them to the students electronically if they are using technological devices. I have my kids turn this in/submit it at the end of the period!
Groups of 3-5 students begin at a station. They are given 5-6 minutes to complete the questions at the station (you can change and alter this depending on your class's abilities). After time runs out, they pick up their Work Page and rotate to the next station/table and begin working on that station's problem. Continue until all stations are visited! At the end of class, if students did not finish a station, they can return to that station and finish it.
Partners are assigned and given a certain station to start at. After they complete that station, at their own pace, they move at their leisure to another station that is open. If no stations are open, they can pull up a chair to one they have not completed yet. They can visit stations in any order, as long as they visit each station by the end of the period. This structure is a little more chaotic, as partners are constantly moving at various times, but it works better if you know your class works better at their own pace and not under a time constraint.