Key Features of Functions Work Mat

I created this Key Features of Functions Work Mat to use with my Algebra 2 students during our introductory functions unit. We used it to practice concepts including domain, range, increasing and decreasing intervals, positive and negative intervals, and x- and y-intercepts.

I printed the Key Features of Functions Work Mats on 11 x 17 cardstock and used it with my 11 x 17 dry erase pockets. This larger size made it easier for students to use the work mat in small groups.

MATH = LOVE RECOMMENDS…

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.

Here are my current go-to recommendations:

• 8.5 x 11 Inch Dry Erase Pockets from Puroma
• 11 x 17 Inch Dry Erase Pockets from C-Line Products
• Expo Dry Erase Markers

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.

I used these workmats over several days and activities. I tried to make it generic enough that I could use it throughout the year if I wanted to.

The primary way I used these work mats was to give students a description of a graph that they needed to sketch.

For example, I might ask students to “Create a graph that is increasing on the interval (5, ∞) and decreasing on the interval (-∞, 5).”

While first introducing these concepts, I had students sketch them on their dry erase work mats. I walked around from group to group checking their work.

As we got more practice, I would give students a stipulation that their graph must have. After sketching the graph, I asked them to fill in the rest of the table with the descriptions of their graph.

I love this activity because it really helps me get a feel for how well my students are understanding these crucial Algebra 2 concepts. It’s easy to think that your students understand domain and range when they really don’t.

But, I can be pretty confident my students understand a domain and range if they can produce a graph that has a given domain and range.