Reflection: Flexibility Pieces - Section 1: Set the Stage


This seemed like a fairly simple, straightforward problem to begin this lesson with, but my students found it challenging.  Once we determined a general representation of the candy costs I thought they would be able to generate a graph and equations with little assistance, but most of the class were stumped.  After listening to their discussions and letting them struggle for a few moments I brought the class back to whole-class discussion.  One student had commented that there were too many different things to figure out, so I began our discussion there by asking "What do we need to figure out?"  When they all agreed that we were trying to figure out the cost of candy I asked "What do we already know about the cost?"  These questions helped narrow things down, and my third question "What determines the total price we pay?" gave my students enough direction that almost all were able to complete this part of the lesson independently.

  Time to process
  Flexibility: Time to process
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Unit 8: Interpreting Functions
Lesson 8 of 19

Objective: SWBAT graph piecewise functions by hand and using a calculator to make connections between algebraic and graphical representations of piecewise functions.

Big Idea: Check out prices "by the piece" to better understand key features of piecewise functions.

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Math, algebraic function, Algebra, Function Operations and Inverses, Algebra II, master teacher project, 11th Grade
  50 minutes
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