![]() Students were asked to turn each of the statement cards over and scramble them up. 11 x 17 Inch Dry Erase Pockets from C-Line ProductsĮach pair of students received a graphing template and a bag with five laminated statements.8.5 x 11 Inch Dry Erase Pockets from Puroma.Here are my current go-to recommendations: I cannot imagine teaching math without my dry erase pockets! They instantly make any activity more engaging and save me countless hours at the copy machine since I can use the same class sets of copies year after year. If you aren’t ready to invest yet in a set of these pockets, you can pick up a package of 11 x 17 sheet protectors that will allow your students to write and erase with a dry erase marker. I have a set of 11 x 17 dry erase pockets in my classroom that I use with any of my activities that I print on 11 x 17 paper. If you don’t have the ability to print on 11 x 17 paper, I have also uploaded a letter sized version at the bottom of this post. In addition to the laminated strips with function characteristics, I typed up a dry erase graphing template for my students which I printed on 11 x 17 cardstock. ![]() I have fixed the wording on the file that can be downloaded at the bottom of this post. Even though I repeatedly tell my students that functions are undefined and limits don’t exist, I made the exact same mistake myself while typing up the cards.ĭon’t worry, though. The fourth statement should say that the limit does not exist. ![]() Please ignore the typo on the orange cards. But, I wanted to be able to cut them apart in strips and give my pairs of students a single function or limit statement at a time. You could leave each set of 5 statements attached and give them to students all at once. I highly recommend splurging a bit on the actual laminator and buying the cheapest laminating pouches you can find! I currently use a Scotch laminator at home and a Swingline laminator at school. I’ve had several laminators over the years. I printed each set on a different color of Astrobrights paper and ran them through my laminator.Ī laminator is a MUST-HAVE for me as a math teacher! I spent my first six years as a teacher at a school with a broken laminator, so I had to find a way to laminate things myself. Each statement provided either a fact in either limit or function notation. To prep for this activity, I typed up three sets of five statements. I started wondering if I could do this same sort of scaffolding with my calculus students. If they were correct, I would give them a card with a new characteristic to add to their function. The group would have to sketch a function to match the characteristic and get their work checked. Then, I would give each group one card at a time. Instead of giving my students all of the function characteristics that their sketch needed to have at the beginning, I printed each characteristic on a different card. So instead of just starting somewhere, they were waiting for me to give them the answer since we were working through the notes as a class.Ī few years ago, I made a function sketching activity for my Algebra 2 students. I think the issue was that they didn’t know where to start. It wasn’t that my students didn’t know what to do. I found that my students were a bit overwhelmed by the amount of information given to them in the problem at once. ![]() Last week, my calculus students really struggled with this graph sketching problem from Bryan Passwater‘s fabulous AP Calculus notes. I created this limits graph sketching activity to give my AP calculus students some much-needed practice interpreting limit notation. Want to check out my favorite Amazon items for the classroom? Check out my Amazon favorites page! As an Amazon Associate, I earn a small commission from qualifying purchases. This blog post contains Amazon affiliate links.
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