First, we talked about the definitions of function and relation. This was review for them, and most of them remembered once I read the definitions to them. The reference card at the top of the page is part of this functions and relations card sort. The different versions of a function was just a photocopy from a random textbook.

Then, we expanded on the function definition to also talk about one-to-one and onto functions. My students had a hard time remembering which was which. They seemed to understand the concept, but had a hard time with the names. Maybe because they both started with an O? You can download this hamburger book here.

The next day, we completed this functions flip book. This flipbook included the definition of a function, but also included function notation and graphs. If you've seen my previous function notation lesson from YEARS AGO, this flipbook will look very familiar. In fact, I don't know why it took me so long to make it! Right now, this flipbook is part of the exclusive content in my Algebra Foldable Bundle. The only way to access it is through the bundle, but I'm considering adding it to my TpT store in the future.

Then, the hurricane came... I distinctly remember telling my students in class that I just thought it would be windy and rain and we *might* have a late start the next school day. Yeah, well I WAS WRONG. We ended up with a week off school and many people in our school community had flooded homes. :(

When we finally came back from the hurricane, I didn't want to blow right into new content. I wanted to ease back into things and have an easy day that would be review.

First, I reminded them about domain and range. We completed this domain and range foldable that I had just used in Algebra 1. (This picture is actually from my Algebra 1 notebook this year.) Remember, I wanted it to be easy! I had them work with a partner to fill it out, then we checked as a class.

After that, I gave them a functions and relations card sort. I played music and let them talk while they cut and sorted. It was a good review and let them relax a bit. If you'd like to see more tips about helping students learn to identify functions, you can check out this post.

Then, toward the end of class, we reviewed function notation. I just had them copy problems and try working them with a different partner than they had worked with at the beginning of class. Then, we went over it as a class. They struggled a lot with #4 and #5, so we spent extra time there.

I hadn't intended on spending so much time on this topic in Algebra 2, but I do like how it turned out. I gave them a strong foundation and have been able to build on it through the school year.

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