1. Standards Unit A7: Interpreting Functions, Graphs and Tables Matching different representations of functions. At least 1 hour. Teams of2 or 3. Camera needed. Suitable for Level 6 + Although mostly accessible, some of the content deal with quadratics and reciprocals. Calculators highly desirable An excellent ICT follow-up program should be used after this session

4. Extension Card Set

5. Consumable Resources Needed: Re-usable Resources Needed: Each pair Camera. Each pair needs axes. Card set A One copy of huge card set A, for initial activity.

6. Pre-assign partners, or perhaps groups of three. The very first activity requires students to order a set of cards. Simultaneously, to enliven things, have 6 students at front holding giant versions of the cards also attempting to stand in order – as directed by the others students with cards. Try more numbers than indicated, as suggested by the students. Also, nominate one student to stand at the end and then challenge students to come up with a value that places him in that position. Students need some paper, or mini-whiteboards, to do basic calculations to help with their tasks.

7. Algebraic Expressions Working with your partner, and using a calculator to check,… Step 1 Imagine that n = 4, and sort the cards in order of size. Lowest Highest If n=4… Step 2 Now imagine that n = 9, and re-sort the cards. Step 3 Now imagine that n = ¼, and re-sort the cards. Carefully replace cards in pack.

8. Card Matching Match the ‘Equation’ cards to the ‘Words’ cards and discuss why they are equivalent. Hints: 1.Some of the equations need re-arranging slightly before they match the ‘Word’ card. 2.There are a few blank cards which you need to complete by writing on them. ‘Word’ card ‘Equation card’ match

9. When finished… Match the next two sets of cards to the sets you already have. ‘Word’ card ‘Equation card’ match ‘Graph’ card ‘ToV’ card ToV = Table of Values Extension Cards

10. Record photos of sorted cards

11. Assessment Activity Work in pairs, on mini-whiteboards with grids Show me a graph of: Hint: -What is the gradient? -What is the y-intercept? Hint: -Is it a straight line?

12. Assessment Activity Now show me : An equation of a straight line that goes through the origin …and another....and now a steeper line. An equation of a line going through (0, 2) An equation of a line with a negative gradient …and another....and now a steeper line. An equation of a parabola that goes through (0, 3)

13. ICT Follow-Up Activity Students should use the programme ‘Machines’ (also called algebra arrows) which allows dynamic construction of: a function machine input data table output data table a graph of the function Obviously Geogebra can do this too, except for the easy visuals of the function machine.