Subject

Grade Levels

Resource Type

Common Core Standards

Product Rating

4.0

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PDF (Acrobat) Document File

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1 MB|36 cards

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Product Description

Thirty-six cards include practice to determine if a function represented by a graph, equation or table of values is linear or non-linear and if the rate of change is constant or not constant.

Half of the students stand shoulder-to-shoulder facing one direction. The other half of the students stand should-to-shoulder with each other face-to-face with the first group of students so partners are facing each other in two long rows. Some teachers prefer to have an inner circle of students facing an outer circle of students. Either way will work as long as each student has a partner.

Each student has one Quiz Quiz Trade card to show to the facing partner. The answer is on the back of the card so the student can tell the partner if the answer is correct or can coach the partner if they make a mistake. Both partners take turns quizzing the other, then the two students trade cards.

Once each set of partners appears to be finished quizzing and trading cards, both lines of students take one step to the right to meet a new partner. Students on the right end of each line should wrap around to join the other row.

Students go through the process with their new partner to quiz each other, then trade cards. This process repeats until students seem to have mastered the questions and finish quickly. If there are an odd number of students, the teacher can step in as a partner.

This is a great large-group activity to use when first learning the new skill. The cards can also be used by an individual student or a small group as a review.

The answer key is built into the activity so students check each other for accuracy.

**CCSS: Define, evaluate, and compare functions.**

8.F.A.2 Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions).

8.F.A.3 Interpret the equation y = mx + b as defining a linear function, whose graph is a straight line; give examples of functions that are not linear.

**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: 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.

**Teacher Setup:**

Print each page of quiz-quiz-trade cards back-to-back with the corresponding page of answer cards on cardstock or heavy paper. For example, print the page with cards numbered 1 – 6 back-to-back with the answer page also numbered 1 – 6.

Cut along dotted lines to create individual cards.

**Included in the package:**

Thirty-six (36) cards with answers to print on the back

**You might also like:**

• Classify Functions From Tables Problem Pass Activity (8 rounds)

• Classify Functions From Graphs and Equations Quiz Quiz Trade Activity (36 cards)

• Classify Functions From Tables Relay Activity (6 rounds)

• Function or Not & Linear or Non-Linear Relay Activity (6 rounds)

**This purchase is for one teacher only.**

This resource is not to be shared with colleagues or used by an entire grade level, school, or district without purchasing the proper number of licenses. If you are a coach, principal, or district interested in a site license, please contact me for a quote at debbiesalgebraactivities@gmail.com. This resource may not be uploaded to the internet in any form, including classroom/personal websites or network drives.

Half of the students stand shoulder-to-shoulder facing one direction. The other half of the students stand should-to-shoulder with each other face-to-face with the first group of students so partners are facing each other in two long rows. Some teachers prefer to have an inner circle of students facing an outer circle of students. Either way will work as long as each student has a partner.

Each student has one Quiz Quiz Trade card to show to the facing partner. The answer is on the back of the card so the student can tell the partner if the answer is correct or can coach the partner if they make a mistake. Both partners take turns quizzing the other, then the two students trade cards.

Once each set of partners appears to be finished quizzing and trading cards, both lines of students take one step to the right to meet a new partner. Students on the right end of each line should wrap around to join the other row.

Students go through the process with their new partner to quiz each other, then trade cards. This process repeats until students seem to have mastered the questions and finish quickly. If there are an odd number of students, the teacher can step in as a partner.

This is a great large-group activity to use when first learning the new skill. The cards can also be used by an individual student or a small group as a review.

The answer key is built into the activity so students check each other for accuracy.

8.F.A.2 Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions).

8.F.A.3 Interpret the equation y = mx + b as defining a linear function, whose graph is a straight line; give examples of functions that are not linear.

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.

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 each page of quiz-quiz-trade cards back-to-back with the corresponding page of answer cards on cardstock or heavy paper. For example, print the page with cards numbered 1 – 6 back-to-back with the answer page also numbered 1 – 6.

Cut along dotted lines to create individual cards.

Thirty-six (36) cards with answers to print on the back

• Classify Functions From Tables Problem Pass Activity (8 rounds)

• Classify Functions From Graphs and Equations Quiz Quiz Trade Activity (36 cards)

• Classify Functions From Tables Relay Activity (6 rounds)

• Function or Not & Linear or Non-Linear Relay Activity (6 rounds)

This resource is not to be shared with colleagues or used by an entire grade level, school, or district without purchasing the proper number of licenses. If you are a coach, principal, or district interested in a site license, please contact me for a quote at debbiesalgebraactivities@gmail.com. This resource may not be uploaded to the internet in any form, including classroom/personal websites or network drives.

Total Pages

36 cards

Answer Key

Included

Teaching Duration

N/A

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