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* *Reflection: Checks for Understanding
Derivatives and Graphs - Section 1: Launch and Explore

A great strategy for a task like this is to record student ideas on the board and then use that as the basis for the class discussion. While students were discussing question #1 with their table group, I wrote down their conjectures on the board. After their five minute talk, we went through their ideas and discussed the merits of each idea. This is a great way to kick-start a discussion and it is all based on student ideas! It also gets students to refine and critique ideas that may be partially correct.

Here are the ideas that I wrote down from my students. I always get a good mix of ideas that are fully correct and ones that need some work. This also serves as a quick formative assessment as I can get an idea of how the class is progressing with this concept.

*Checks for Understanding: Recording Student Ideas*

# Derivatives and Graphs

Lesson 7 of 13

## Objective: SWBAT sketch the graph of the derivative of a function.

*50 minutes*

#### Launch and Explore

*15 min*

We have spend the last few lessons taking an algebraic approach to finding the derivative function - mainly using limits and the Power Rule. Today we are going to take** a graphical approach to sketch the derivative function** given a graph of *f*(*x*) but not the equation. The goal is that students can visually inspect a graph and know how the behavior of the original function affects the derivative function.

I give students this worksheet and tell students about the goal for this lesson. Then I ask them to look at #1 and the read the directions. Next, I give them about 5 minutes to brainstorm with their table groups about **what the derivative of this function should look like**. I like to see what they come up with right off the bat before we start sketching it out together.

After students have discussed for a few minutes, I will bring the class together and we will sketch the derivative together. I usually start by pulling out the ideas from the class to springboard our discussion. In the video below I discuss how I walk through this first example with my students.

Next I have students work on #2 by themselves and I choose a student to present their work on the document camera.

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#### Summarize

*15 min*

These first two examples really set up students to make some **generalizations about the derivative graph and how it relates to the original function**. After we go through those, I have students fill in the boxes at the bottom of the first page of the worksheet. In the teacher notes you can see what information I we will discuss as a class.

Another really important aspect that I want to address is** the degree of the original function compared to the degree of the derivative function**. While it may be obvious to you or me, it can be difficult for students to make that connection. I will have students name the degree of each graph on the first page and then ask if they notice any important relationships. Usually a student or two will notice that the degree of the derivative function is one less than the degree of the original function. We will discuss why that is and connect it back to the Power Rule that we learned in a previous lesson.

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#### Extend

*20 min*

Questions #1 and #2 on the worksheet were fairly simple because *f*(*x*) was a polynomial function. Questions #3 and #4 really** up the ante because they are an absolute value and square root function**. I have students work in their table groups and have them attempt to sketch the derivative of each. Seven or eight minutes should be sufficient for them to generate some ideas.

When we share our thinking about these two graphs, there are always some interesting discussions that arise because of the unique nature of these two graphs. Here are some points that I am sure will come up in your class. In the video I discuss a little about each so you can be prepared to address these with your class.

**1. The corner of the absolute value graph**

**2. The equation of the absolute value's derivative**

**3. The square root function's derivative at x = 0**

After these graphs are completed, we have two instances of where the derivative of a function does not exist. In the box at the bottom of the page we will **generalize and list all of the places where the derivative does not exist**. I usually draw a sketch of each so that students can have a visual representation as well.

Finally, I give students this homework assignment to cover what we went over today.

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- UNIT 1: Functioning with Functions
- UNIT 2: Polynomial and Rational Functions
- UNIT 3: Exponential and Logarithmic Functions
- UNIT 4: Trigonometric Functions
- UNIT 5: Trigonometric Relationships
- UNIT 6: Additional Trigonometry Topics
- UNIT 7: Midterm Review and Exam
- UNIT 8: Matrices and Systems
- UNIT 9: Sequences and Series
- UNIT 10: Conic Sections
- UNIT 11: Parametric Equations and Polar Coordinates
- UNIT 12: Math in 3D
- UNIT 13: Limits and Derivatives

- LESSON 1: The Limit of a Function
- LESSON 2: Techniques for Finding Limits
- LESSON 3: The Tangent Line Problem - Day 1 of 2
- LESSON 4: The Tangent Line Problem - Day 2 of 2
- LESSON 5: The Power Rule
- LESSON 6: Formative Assessment: Limits and Derivatives
- LESSON 7: Derivatives and Graphs
- LESSON 8: The Second Derivative
- LESSON 9: Maximizing Volume - Revisited
- LESSON 10: The Rock Problem
- LESSON 11: Unit Review: Limits and Derivatives
- LESSON 12: Unit Review Game: The Row Game
- LESSON 13: Unit Assessment: Limits and Derivatives