CZ and Solve

This activity focuses on evaluating one-sided limits given a graph or table. Prior KnowledgeStudents should be exposed to limits and one-sided limits before completing this activity. Activity StructureStudents will partner with another student to work through the activity. One partner answers the problems in the left column while the other answers the problems in the right column. If solved correctly, the partners will get the same answer for matching numbered problems. This partner activity in

This activity focuses on making connections between rational function equations and their graphs. Students will match graphs to their equations (or equations to their graphs) by finding vertical and horizontal asymptotes, holes, domain restrictions, and/or intercepts of rational functions. Prior KnowledgeStudents will need to be able to factor (including difference of squares and quadratics with a not equal to 1). Students should be exposed to rational functions and how to determine their domain

This activity focuses on evaluating limits given a graph, a piecewise function, or through creation of a table. Prior KnowledgeStudents should be exposed to limits (including one-sided limits) before completing this activity. Activity StructureHave students begin at the box labeled "Problem #1" and answer the problem. Students should advance to the problem with the matching "Previous Answer" and record the problem number on the line provided. Continue on until students have gone through every p

This activity focuses on executing and evaluating composition of functions. The functions are represented in a variety of ways, including equations (linear, quadratic, radical, and rational), graphs (discrete, continuous, piecewise), tables, and a set of ordered pairs. Prior KnowledgeStudents should be exposed to composition of functions in various forms before completing this activity. There is one questions that will also ask them to solve an equation involving a function composition [e.g., f

This activity focuses on making connections between rational function equations and their graphs. Students will match graphs to their equations (or equations to their graphs) by finding vertical and horizontal asymptotes, holes, domain restrictions, and/or intercepts of rational functions. Prior KnowledgeStudents will need to be able to factor (including difference of squares and quadratics with a not equal to 1). Students should be exposed to rational functions and how to determine their domain

This activity focuses on determining the domain and range of functions from a given graph. Graphs include discrete, continuous, and piecewise functions. Students are also asked to classify functions as discrete, continuous, or neither. Prior KnowledgeStudents should be exposed to domain and range (at least from a graph) before completing this activity. Students do not need to know how to find domain and range from equations to complete this activity. Students should also be exposed to function

This activity focuses on evaluating limits using direct substitution. Limits involve rational functions, exponentials, logarithms, and trigonometric functions. Prior KnowledgeStudents should be exposed to limits before completing this activity. Activity StructureStudents will partner with another student to work through the activity. One partner answers the problems in the left column while the other answers the problems in the right column. If solved correctly, the partners will get the same a

This activity focuses on evaluating discrete and non-discrete functions represented in various forms including equations, graphs, tables, mappings, and ordered pairs. Prior KnowledgeStudents should be familiar with the definition of a function (function vs. relation) and have been exposed to proper function notation before completing this activity. This activity DOES NOT include composition or operations with functions. Activity StructureStudents will partner with another student to work throug

This activity focuses on evaluating limits algebraically by using conjugates. Prior KnowledgeStudents should be exposed to limits (including limits using direct substitution and indeterminate forms) before completing this activity. Activity StructureStudents will partner with another student to work through the activity. One partner answers the problems in the left column while the other answers the problems in the right column. If solved correctly, the partners will get the same answer for mat

This activity focuses on identifying intercepts of rational functions from an equation, in conjunction with converting rational functions to factored form, as a means of finding the rational function's corresponding graph. Students will match 4 components (the original equation, the factored form equation, x-intercept(s), and y-intercept) to their corresponding graph. Prior KnowledgeStudents will need to be able to factor (including difference of squares, quadratics with a not equal to 1, and cu

This activity focuses on using the factoring technique to evaluate limits that yield an indeterminate form when direct substitution is used on the given form. Prior KnowledgeStudents should be exposed to limits and indeterminate form before completing this activity. Students must be able to factor polynomials using various methods. Activity StructureHave students begin at the box labeled "Problem #1" and answer the problem. Students should advance to the problem with the matching "Previous Answ

This activity focuses on identifying domain restrictions, vertical asymptotes, and holes of rational functions from their equation (along with one question on identifying the y-intercept of the function). Prior KnowledgeStudents will need to be able to factor (including GCF and difference of squares). Students should be introduced to rational functions and know how to determine their domain, y-intercept, and vertical asymptote(s) and hole(s) from an equation prior to completing this activity. Ac

This activity focuses on using the trigonometric identities to evaluate limits involving trig functions. Prior KnowledgeStudents should be exposed to limits, the sine and cosine limit identities, and trigonometric identities including reciprocal identities, Pythagorean identity for cosine/sine, double-angle identities for cosine and sine. Activity StructureHave students begin at the box labeled "Problem #1" and answer the problem. Students should advance to the problem with the matching "Previou

This activity focuses on determining the domain and range of functions from a given graph. Graphs include discrete, continuous, and piecewise functions. Students are also asked to classify functions as discrete, continuous, or neither. Prior KnowledgeStudents should be exposed to domain and range (at least from a graph) before completing this activity. Students do not need to know how to find domain and range from equations to complete this activity. Students should also be exposed to functi

This activity focuses on evaluating discrete and non-discrete functions represented in various forms including equations, graphs, tables, mappings, and ordered pairs. Prior KnowledgeStudents should be familiar with the definition of a function (function vs. relation) and have been exposed to proper function notation before completing this activity. This activity DOES NOT include composition or operations with functions. Activity StructureEach slide has two problems to complete. Students will com

This activity focuses on executing and evaluating composition of functions. The functions are represented in a variety of ways, including equations (linear, quadratic, radical, and rational), graphs (discrete, continuous, piecewise), tables, and a set of ordered pairs. Prior KnowledgeStudents should be exposed to composition of functions in various forms before completing this activity. There is one questions that will also ask them to solve an equation involving a function composition [e.g., f(

This activity focuses on using the factoring technique to evaluate limits that yield an indeterminate form when direct substitution is used on the given form. Prior KnowledgeStudents should be exposed to limits and indeterminate form before completing this activity. Students must be able to factor polynomials using various methods. Activity StructureStudents work through each limit problem and record their answer in the box provided. The answer box will turn green for a correct answer and red fo

This activity focuses on finding equations of quadratic functions in vertex form given various pieces of information [e.g., "find the equation of a quadratic function with a vertex at (1,2) and passes through the point (3,4)]. Problems also include interpreting transformations on the quadratic parent function, solving for x-intercepts from vertex form, and finding y-intercepts. Prior KnowledgeStudents should be understand how to interpret vertex form and transformations of quadratic functions (

This activity focuses on finding equations of quadratic functions in vertex form given various pieces of information [e.g., "find the equation of a quadratic function with a vertex at (1,2) and passes through the point (3,4)]. Problems also include interpreting transformations on the quadratic parent function, solving for x-intercepts from vertex form, and finding y-intercepts. Prior KnowledgeStudents should be understand how to interpret vertex form and transformations of quadratic functions (v

This activity focuses on evaluating limits algebraically by using conjugates. Prior KnowledgeStudents should be exposed to limits (including evaluating limits using direct substitution and indeterminate form) before completing this activity. Activity StructureEach slide has two problems to complete. Students will complete each problem. If solved correctly, the answer from the paired problems will be the same. Once the paired problems are solved, students can continue on to complete the next slid