Sketch a Graph Activity

I created this Sketch a Graph Activity to give my Algebra 2 students much-needed practice with the vocabulary we use to describe the key features of functions.

This activity was based off of a problem in Pearson’s (now Savvas) Algebra 2 textbook. Even though the alignment of the textbook to the Oklahoma standards has left much to be desired, I have run across a few great tasks in the book. This activity was created from a problem in the first section of the book (1.1 Key Features of Functions.)

The original problem states: “Sketch a graph given the following key features.” It then goes on to specify a domain, range, increasing and decreasing intervals, x-intercepts, y-intercept, and positive nad negative intervals.

I decided that giving this problem to my students like it was written would likely overwhelm them. We were still struggling with remembering the difference between increasing/decreasing and positive/negative. The first section of the book had thrown a lot of new vocabulary at them, and I was trying to help them process it.

So, I typed up each of the 8 key features in the problem and made them into cards which I laminated.

Then, I gave each group a copy of my Key Features of Functions Dry Erase Work Mat in an 11 x 17 dry erase pocket.

If you are looking to save a bit of money, you can also pick up a package of 11 x 17 sheet protectors for a much cheaper price! They won’t be quite as durable, but students can still write and erase with their dry erase markers.

Then, I gave each group 1 card. I printed the decks in different colors so I could tell each group’s cards apart. I randomly shuffled the cards and gave one to each group.

The group had to work together to sketch a graph that met the description on the card. When the group was happy with their graph, they called me over to check their work. If it was correct, I gave them a second card from their colored deck. Now, they had to modify their graph so that it met the requirements of BOTH CARDS.

This allowed me to see exactly which vocabulary terms were giving my students trouble. I was able to make sure that they really understood what positive/negative meant before I gave them another requirement regarding increasing/decreasing.

Since each group had their own random subset of cards, they couldn’t copy off one another.

This turned out to be a really fun activity, and I was really pleased with how I was able to modify a single problem from the textbook’s homework section to be a great group activity that got students thinking and talking about math.

It opened my eyes to some of my students misconceptions/misunderstandings regarding functions. For example, I lost count of how many times students presented me a graph to check that wasn’t even a function.