What Do You Know About? Part 2


  • Have students work individually first.
  • Add new ideas from a partner (or correct on your paper)
  • Share in your group (take turns)
  • Whole class discussion

Concepts students could discuss? 

  • Multiple representations:  table, graph, situation, verbal description
  • Parent function
  • Domain and range
  • Intercepts
  • Increasing/decreasing
  • Maxima/minima
  • Asymptotes
  • Rate of change
  • Alternate forms of equation
  • Symmetries
  • Inverses
  • But, also coefficients, variables, etc..


  • How might this be useful?
  • When would it be helpful?

Another example


Look-Fors… Over time

Build up important math “look-fors” over time

  • Don’t expect much the first time,
  • This activity needs to be regularly repeated.  
  • Then next time…remember when we did the “what can you say about ___?” activity, what sorts of things did we talk about?  Is there anything we could add now?
  • About student interest and engagement…they will be frustrated at first, but grow to like it.
  • Don’t forget to try with different representations


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