The first three rounds include practice or review determining if a graph or a table of values represents a function or not. The other three rounds include practice or review determining if an equation, a table or a graph represents a linear or non-linear function.
Separate students into groups of four and give each student their own copy of Round 1. Students should discuss the problem as they work on it and agree on the correct answer. Once each student in the group has the correct answer, ONE person from the group takes ONE Round 1 sheet to have it checked by the teacher.
If the answer is correct, the student then picks up four copies of Round 2 for the group. If the answer is not correct, the teacher sends the student back so the group can correct Round 1.
Groups continue working until each round is completed and checked by the teacher for accuracy.
This activity works well early in a lesson when students are actively learning a new skill. The discussion and collaboration in the small groups enhance the students’ learning.
The answer key for the teacher is included.
CCSS: Define, evaluate, and compare functions.
8.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.
8.F.A.2 Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions).
CCSS: Use functions to model relationships between quantities.
8.F.B.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.
CCSS: Understand the concept of a function and use function notation.
HSF.IF.A.1 Understand that a function from one set (called the domain) to another set (called the range) assigns to each element of the domain exactly one element of the range. If f is a function and x is an element of its domain, then f(x) denotes the output of f corresponding to the input x. The graph off is the graph of the equation y = f(x).
CCSS: Construct and compare linear, quadratic, and exponential models and solve problems.
HSF.LE.A.1 Distinguish between situations that can be modeled with linear functions and with exponential functions.
HSF.LE.A.1a Prove that linear functions grow by equal differences over equal intervals, and that exponential functions grow by equal factors over equal intervals.
HSF.LE.A.1b Recognize situations in which one quantity changes at a constant rate per unit interval relative to another.
HSF.LE.A.1c Recognize situations in which a quantity grows or decays by a constant percent rate per unit interval relative to another.
Print enough copies (one-sided) for each student to have his/her own. Cut pages on the dotted lines to separate rounds into separate stacks (all of Round 1 is in one stack, Round 2 is in a different stack, etc.).
After handing out Round 1, keep stacks of Round 2, Round 3, etc. and only allow students to take the next round in order when their group is ready for it.
Included in the package:
• Six relay rounds
• Answer Key for Teacher
***THIS PRODUCT IS PART OF A MONEY-SAVING BUNDLE***
Algebra 1 Relay Activities Bundle
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