Reflection: Real World Applications Reign Over the Domain - Section 1: Set the Stage


About five minutes into this lesson I changed plans a bit and asked my students to get whatever graphic organizer or paper they use for taking notes, explaining that we needed to add some vocabulary words to our repertoire.  I'd recognized that while I was using mathematical terms, none of my students were following that example.  For instance when I asked about points that were in the third or fourth quadrants, only one student understood what I was referring to, and when I suggested that we "restrict the domain" I got blank looks from the entire class.  We spent several minutes reviewing relevant vocabulary and creating appropriate definitions so that my students would have a reference for this and future lessons.  There were a few who argued that they didn't need to take any notes because they already knew all the words - for them it was easy enough to ask about an expression they couldn't adequately define like "restricting the domain".

This year has been interesting as we implement Common Core Standards because I'm working with juniors and seniors who have only experienced "traditional" textbook-based math before and are unfamiliar and uncomfortable with talking or writing about mathematics.  This was not the first time and I'm sure it won't be the last that I have my students write definitions for mathematical vocabulary they should already have acquired.

  Real World Applications: vocabulary
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Reign Over the Domain

Unit 8: Interpreting Functions
Lesson 4 of 19

Objective: SWBAT relate the domain of a function to its graph where applicable, to the quantitative relationship it describes.

Big Idea: Who's reigning over what domain? Let your students connect the domain of a function to what it actually describes by hunting for the kingdom's buried treasure!

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Math, algebraic function, Algebra, Function Operations and Inverses, Algebra II, master teacher project, 11th Grade
  50 minutes
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