## Reflection: Shifting Functions: How can we describe them? - Section 2: Application: Shifting and Key Features of Basic Graphs

On the third day of shifting graphs, I still feel like I don’t have all of my students on board. My classes at this point are really struggling with me not telling them how to do things. They are really yearning for some formalized notes. Some don’t seem to be retaining the information from that first day of exploring shifting packet. Their misunderstandings became apparent to me for some in their postcard to absent student closure (see examples in the reflection below). I do believe this is an important concept, but I am going to move on at this point. I know that transformations of graphs is a common theme throughout the school year, so I if it hasn’t quite settled in for students at this point I know they will be getting the information again.

To move on or not to move on?
To move on or not to move on?

# Shifting Functions: How can we describe them?

Unit 1: Basic Functions and Equations
Lesson 6 of 16

## Big Idea: Students apply their newly acquired knowledge of shifting functions while reviewing how to describe the key features of the graphs.

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Standards:
Subject(s):
Math, Precalculus and Calculus, end behavior (polynomials), Decreasing function, increasing function, intercepts, domain, range, shifting, key features of a graph, shifting functions
50 minutes

### Tiffany Dawdy

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