## example of presentation.mp4 - Section 2: Presentations

*example of presentation.mp4*

# Presentation on Functions Operations

Lesson 7 of 15

## Objective: SWBAT add, subtract, multiply and divide functions.

*45 minutes*

#### Bell work

*5 min*

Students are given 5 minutes to prepare for their presentations. This time is spent on reviewing information on the operation, determining who will present and reviewing the focus questions.

As the students are preparing I move around the room and check on groups. If a group had a lot to complete yesterday I verify the work is done. I check to see what technology each group will need. If students are using the projector, I have the group share the project in our class Google Drive folder so I can retrieve the document for presentation.

Because this is early in the year the students are learning not only the material but how to present so that other students will understand.

#### Resources

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#### Presentations

*20 min*

The Addition of Functions group goes first. I start with addition because it follows the progression of mathematical operation learned by students in elementary school. A basic presentation is one that only discusses the focus questions . Others extend the information and have many examples.

When each group completes its presentation, the class is able to question the group. Questions should focus on unclear ideas from the presentation. If I see some key idea missing or unclear and the class does not ask for clarification, then I will intercede with a question. I may say something like, "Can you tell me again how the domain of the answer compares to the domain of the orginal functions?" or "Why did you divide the x by x in the expression (x+1)/x?"

If the groups do not address common errors, I ask the class what are some mistakes they have made when doing this operation. Identifying common errors can be difficult for students. Some students do not realize they are making an error. Students don't think about looking for errors most of the time students are ask to find the correct answer.

I make sure students have the 2 to 5 practice problems the group have identified for the class to complete.

Here is an example of a group that made a Google presentation for Subtraction. The students then used the presentation as their notes for the oral presentation. Many groups wrote their presentation on the board as the talked. Here is an example of this type of presentation.

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#### Closure

*20 min*

Each group has created some problems to complete. Students will work on these problems as the final activity for today's lesson.

- Why is this different than the problems you have worked on?
- Can you write a rule to represent the situation?
- Do you have to have an equation to answer this problem.

#### Resources

*expand content*

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- UNIT 1: Introduction to Learning Mathematics
- UNIT 2: Functions and Piecewise Functions
- UNIT 3: Exponential and Logarithmic functions
- UNIT 4: Matrices
- UNIT 5: Conics
- UNIT 6: Solving Problems Involving Triangles
- UNIT 7: Trigonometry as a Real-Valued Functions
- UNIT 8: Graphing Trigonometric Functions
- UNIT 9: Trigonometric Identities
- UNIT 10: Solving Equations
- UNIT 11: Vectors and Complex Numbers
- UNIT 12: Parametric and Polar graphs and equations

- LESSON 1: Interval Notation
- LESSON 2: Evaluating Piecewise Defined Functions
- LESSON 3: Writing Piecewise Functions
- LESSON 4: Graphing Piecewise Defined Functions
- LESSON 5: Function Notation
- LESSON 6: Operations of Functions
- LESSON 7: Presentation on Functions Operations
- LESSON 8: Composition of Functions, Day 1 of 2
- LESSON 9: Composition of Functions, Day 2 of 2
- LESSON 10: Finding the Inverse of a Function Day 1 of 2
- LESSON 11: Finding the Inverse of a Function Day 2 of 2
- LESSON 12: Transforming Functions Day 1 of 2
- LESSON 13: Transforming Functions Day 2 of 2
- LESSON 14: Review for Assessment
- LESSON 15: Assessment