Description
This activity is a card—sort—match activity that is in two parts. Given are six graphs—two absolute value graphs, one quadratic function, one square root function, and two piece-wise defined functions.
In Part I of this activity, students are given graphs of six different types of functions that are covered during students’ study of Algebra II. They are also given “A Cards” which describe what type of function is graphed, “B Cards” which identify the zeros of the graph, “C Cards” which identify the maximums and minimums of the graph, and “D Cards” which identify the intervals along the x-axis where the graph is increasing or decreasing. Students are to match a card from each of the groups A through D that correctly describes each graph. On pages 5 – 8, I have included a whole page of the cards so that you can make multiple copies and cut them up into individual cards. I do this and put the graphs, A Cards, B Cards, C Cards, and D Cards on different colors of paper, cut them out and put them all in a baggie so that students make this a hands-on, card matching activity.
The terminology on the cards in Groups A through D are important to be able to describe and identify about a graph. If you do not remember what some terms mean, perhaps someone in your group does. If no one in the group does remember, then look at the descriptions on each card and reason which graph each descriptor card must match.
In Part II of this activity, students are given 12 equations that could possibly be equations to the graphs of the six functions. Students are to choose the two equations that are the most probable equations for each graph and record their choices in the table. Then, they should offer a reason based on specific things from the equation that connect to something specific on the graph.
Next, students must decide which of the two probable equations for each graph is correct and which one is not correct, giving explanation of their reasoning.
This activity is a perfect activity for either students at the end of Algebra II that could serve as a great project idea or final project. Personally, I use the activity as a first week activity in Pre-calculus or Algebra III to get students to review concepts from Algebra II.
Highlights
Description
This activity is a card—sort—match activity that is in two parts. Given are six graphs—two absolute value graphs, one quadratic function, one square root function, and two piece-wise defined functions.
In Part I of this activity, students are given graphs of six different types of functions that are covered during students’ study of Algebra II. They are also given “A Cards” which describe what type of function is graphed, “B Cards” which identify the zeros of the graph, “C Cards” which identify the maximums and minimums of the graph, and “D Cards” which identify the intervals along the x-axis where the graph is increasing or decreasing. Students are to match a card from each of the groups A through D that correctly describes each graph. On pages 5 – 8, I have included a whole page of the cards so that you can make multiple copies and cut them up into individual cards. I do this and put the graphs, A Cards, B Cards, C Cards, and D Cards on different colors of paper, cut them out and put them all in a baggie so that students make this a hands-on, card matching activity.
The terminology on the cards in Groups A through D are important to be able to describe and identify about a graph. If you do not remember what some terms mean, perhaps someone in your group does. If no one in the group does remember, then look at the descriptions on each card and reason which graph each descriptor card must match.
In Part II of this activity, students are given 12 equations that could possibly be equations to the graphs of the six functions. Students are to choose the two equations that are the most probable equations for each graph and record their choices in the table. Then, they should offer a reason based on specific things from the equation that connect to something specific on the graph.
Next, students must decide which of the two probable equations for each graph is correct and which one is not correct, giving explanation of their reasoning.
This activity is a perfect activity for either students at the end of Algebra II that could serve as a great project idea or final project. Personally, I use the activity as a first week activity in Pre-calculus or Algebra III to get students to review concepts from Algebra II.
