Reflection: Student Ownership Transformations "How To" Guide - Section 2: Constructing "How To" Guide


Interestingly, most of my students chose to use a quadratic function as their parent function for this project.  I would guess this was for a couple of reasons.  One being that it is the easiest to enter into the graphing calculator.  A second reason is that through the two investigations that students performed, the quadratic was the function that students used most often.

When I do this project again in the future, I will come up with a way to ensure that different functions are being used (cubic, quadratic, square root, absolute value).  NOTE: I chose not to include any linear functions in these investigations.  This was because a linear function shifted up or being shifted to the left result in the same equation.  I thought this would be confusing to students and problematic for their understanding of transformations overall. 

  Student Ownership: Project Reflection
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Transformations "How To" Guide

Unit 1: Functions
Lesson 16 of 18

Objective: SWBAT explain how to perform horizontal and vertical transformations of functions.

Big Idea: Students will be producing a "how to" guide for horizontal and vertical transformations of functions.

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Math, vertical shfts, horizontal shifts, Algebra, evaluate expressions, transformation, function, function
  40 minutes
transformations how to image
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