SWBAT consolidate their understanding of rational, radical and inverse functions by participating in a station review activity.

Today we take time to review radical, rational and inverse functions by visiting review stations.

15 minutes

Today is a review day for tomorrow's test on sequences and series. The previous night, students were given a set of problems about inverse functions. I start class by checking these problems with the homework rubric as I project solutions to the problems on the board. The unit test is tomorrow, and I take time to review any requested problems, even if this portion of the lesson takes a little longer than anticipated.

After discussing the homework, we synthesize the major concepts of the unit by completing the Unit Checklist. This checklist has a set of "I can" statements that students use to assess their understanding of the concepts and skills presented in the unit. Students rate each item on the list according to the following scale:

A = I understand this so well that I could teach it to someone else.

B = I get this but I should review a bit

C = I don’t get this – I better study my notes and/or get help

D = I don’t remember anything about this

There is also a space on the unit checklist for students to write down where they can find practice on any item they need to study.

75 minutes

In order to prepare for the next day's unit test, my students will work in groups to rotate through Review Stations Building Functions.doc. I use stations for review when a unit includes distinct sets of skills. This was the case in the current unit, so I created collections of problems about

- Conceptual questions about rational and inverse functions
- Simplifying Expressions
- Operations with Rational Expressions
- Solving Rational (and other) Equations
- Inverse Functions
- Applications of Rational Functions (including proportionality)

These problems are printed on colored paper (a separate color for each station) and laminated. I make 4 copies per table. To begin, I place students in heterogeneous groups and assign each group a station at which to begin. I use my projector to display a timer so that students are allowed the same amount of time at each station. When the timer goes off, every group advances to the next station. The first time I use stations with a group of students, I give very explicit instructions about exactly which station each group moves to (their station number plus one) so that we don't end up with multiple groups waiting to work at the same station.

I tell my students in advance that they may not get through every problem at every station, but the important thing is to try each problem type with their group so that they have a better idea of what they need to study before the test the following day. I post the stations and the solutions online so that students can use them to prepare for the next day's unit test.