SWBAT analyze one given function that is a transformation from one of the basic parent functions for a presentation based off a rubric.

For students to become more comfortable with the graphing vocabulary verbally, and in written form in a non-testing situation.

10 minutes

I begin this lesson by presenting the end product in mind. I hand the students the Rubric for the Transformation Presentation that I will use to grade their presentations, as well as the Instructions. While students are looking at the rubric, I model an example of a presentation on the transformation of a Quadratic Function. I model the Quadratic Function f(x) equals x squared minus 2. I make sure not to assign the same function that I model to any pair of students. It is helpful for students to see the end-product since they have not presented in my class yet this year. It helps students gain insight into my expectations, and the meaning of the rubric for their presentation on their own parent function transformation. I decided to not include functions vertically stretching, shrinking, or reflected across the y-axis until later units. In the later units, I will go more in depth with each function. I demonstrate an example similar to my presentation in this video.

30 minutes

During this time, students are working together to first identify the parent function of the given function. Students are to follow the rubric, and show their written work on developing their presentation. Students are to share the work load as indicated in the rubric for full points. After developing their presentation, students should be able to identify and explain the following vocabulary for the function that has been transformed:

1. Equation/t-table/graph

2. Domain and Range

3. Increasing and decreasing intervals

4. Degree and number of turns for poly.

5. Continuous or not.

6. Transformations from the Parent Function

7. A function or not.

8. x-intercept

9. y-intercept

10. Maximum or minimum

10 minutes

As students are finishing preparing their presentations, I allow them to team up with another pair of students to practice their presentations in the hall outside of the classroom. Students are to critique each others work and provide feedback (MP3). It is each pair of students decision if they agree with the feedback or not. Students may use the feedback to improve their presentation before their final presentation, or they do not have to use the feedback.

By allowing students to practice and make changes to their presentations, it should improve their final presentations. Not all of my students were able to complete their presentations in time to practice with another group.