## Reflection: Accountability Roots - Section 2: Put It Into Action

One of the"incorrect" answers I gave for the self-check was for problem #3.  I used square root instead of cube root because I thought it was a mistake a student might make and because if you use a standard window you can't really tell the two graphs apart.  When I sketched the graph on the board I used a standard window and was happy to hear my students immediately complain that the window didn't fit the function well.  Instead of just changing it I challenged them to figure out what settings I should use.  This led to some interesting discussion among the students because some wanted to use the key features as I'd labeled them and others wanted to use what they felt were the "correct" features.  I invited both groups to post their results on the board and let them figure out that my answer really was wrong.

# Roots

Unit 8: Interpreting Functions
Lesson 7 of 19

## Big Idea: Use a graphing calculator to get to the root of understanding radical functions.

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

### Merrie Rampy

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