As students enter the room, I tell them to pick up where they left off with yesterday’s assignment (Graphing Radical Functions Day 1). If they were required to complete any of the graphs at home, I instruct them to begin by comparing their graphs with those of their peers. In the best case, all of the students will have the same, correct graphs. If not, then I would expect some conversations to start among the students as they attempt to figure out whose graphs are correct – if any.
In the wrap-up conversation at the end of this lesson I find it’s important to draw several points out of the students by asking simple questions. Typically, I would write a new equation on the board, similar to those on the worksheet, and ask for help making a graph.