## Reflection: Developing a Conceptual Understanding Odd or Even? - Section 2: Put It Into Action

I thought the second part of this activity would be fairly easy while still engaging all levels of learners, since it allowed each student to create his/her own functions anonymously.  What I learned from my students was that many of them were uncomfortable making up two-term functions without more explicit directions.  Those who struggled with this wanted to know things like whether they needed a variable in each term or if they could have the variable as the exponent.  Fortunately, I could answer these questions simply (no for the first and yes for the second) allowing them to create their functions in a timely manner.

The second aspect of this section of the activity that surprised me was that many students really struggled with the idea that some functions might be classed neither as odd or even.  It took several examples of functions with multiple terms before most students recognized that the exponents needed to be all odd or all even to make the function odd or even.  I helped facilitate the recognition of this pattern by intentionally changing a few of the functions they had written before posting them on the board.  This gave more examples for my students to build their framework of understanding from.

looking for patterns
Developing a Conceptual Understanding: looking for patterns

# Odd or Even?

Unit 7: Building Functions
Lesson 6 of 12

## Objective: SWBAT recognize odd and even functions from a graph or expression.

### Merrie Rampy

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Standards:
Subject(s):
Math, Function Operations and Inverses, Algebra II, master teacher project, 11th Grade, odd and even function
50 minutes

### Merrie Rampy

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