What Do You Know About? Part 2

Collaboration

• 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..

Debrief

• 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