Students reasoned together through the inequalities and we talked about what a bound actually means (we used a lot of basketball references). We then filled out another cheat sheet, this time for domain and range of continuous functions.
Instead of cutting and pasting, we decided to color-code instead! Love it! (In the words of one of my students, this is the page that has “fourteen thousand graphs.”) We practiced classifying functions using a card sort from Amazing Mathematics. Then, using the definition for function we just wrote down on the Frayer model, we made a cheat sheet to refer back to that tells us all of the different ways a relation (discrete or continuous) would NOT be a function. We started off with a word problem to review domain and range in a (discrete) relation.įrom there, we filled out a Frayer vocabulary model for functions, to make sure that students really understood what they are and aren’t. They caught on super quickly, and they mentioned that they liked having one example to do together, and one to do on their own for each representation. We used this foldable, which went over great with the students. We then made the distinction that there are two types of relations, discrete and continuous, and we must pay attention to context to determine what type of relation we have.įrom there, we started to talk about all of the different ways we could represent a discrete relation, and how we find the domain and range from each representation. This was a good way to jog students’ memories about their prior knowledge, and it also served as a jumping point into domain and range!įrom there, we went into what a relation, domain, and range is, and how it relates to independent and dependent variables. We started off the unit with a classifying variables sort. Here are the notes I used this year for the 2nd unit of Algebra 1:
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