## Reflection: Shifting Functions: How can we describe them? - Section 3: Closure: Postcard to Absent Student

I found that my students’ responses on their postcard fell into one of three categories. Either students demonstrated some level of (A) mastery of the learning target, (B) misunderstandings of the learning target or (C) a summary of the activity. A and B postcards were helpful, C postcards were not. So I need to find a way to better prompt students in the closure. Next time I am going to be clear that I don’t want students to just summarize the directions they had on their worksheet.  If anything, I would rather they pick one thing they learned and really explain how to do it. The key here, I think, is to ask students to ‘teach’ the absent kid how to do it. Not just tell them what we did in class today.

To start class tomorrow, I am going to pick out my ‘favorite yes’ and my ‘favorite no’ and discuss these with the class. Also, I did note how many of these postcards focused on shifting of function, but not many talked about describing functions. Interesting! I guess we need to talk more about describing functions. We will be doing that more as the unit continues.

Postcard Examples

# 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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4 teachers like this lesson
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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