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Module 2 Written Assignment: Function Transformation Activity


Sarah Drake
University of New England
Course: EDU 600 Teacher as a Leader
Instructor: Anne Lovejoy
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Exemplar Lesson of Comparing and Classifying:
My Pre-Calculus students are studying Functions and Function Transformations.
I have spent the last few lessons presenting the students with the behavior,
characteristics, and applications of the various parent functions we will be using in the
course. For this lesson students will discover and create the rules of function
transformations.
Students have been broken up into groups of four. Each group has been
provided with a copy of the activity (see Appendix) and colored pencils. Students will be
graphing a parent function along with two or three versions of that parent function in a
single coordinate plane. Students will then compare the similarities and differences of
each change that occurred in the function with the corresponding change that occurred
in the graph. Students will summarize, at the conclusion of the activity, how specific
changes in the function affect changes in the appearance of the graph. For the
remainder of the unit students will continue to transform functions using the rules they
created and they will apply this knowledge to a new function that will be introduced in
the next unit of study.
This was the most successful student-centered lesson I have ever conducted
with a class. The students internalized the information so well that when we got to the
next unit they flawlessly applied the same function transformation rules to an entirely
new family of functions. Dean et al. (2012) addresses some characteristics of the
lesson that resulted in high knowledge retention and successful student learning:
! Students were working with familiar content during the activity because they
were explicitly taught what each parent function was prior to the lesson;
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! Students were provided multiple opportunities to graphically demonstrate
each type of change in the function;
! Students created nonlinguistic representations of the content which
encourages students natural tendency for visual image processing (Dean,
2012, p. 64)
! Students had the opportunity to later apply and demonstrate this acquired
knowledge in a new setting.
The overall student response to this lesson was positive. They enjoyed creating
color coordinated graphs and acknowledged the value in finding the similarities and
differences between the functions. Since the base knowledge required to be successful
in this activity had already been taught, students did not encounter any difficulties during
the lesson. The expectations of the activity were clear and the collaboration aspect
allowed students to monitor themselves and give each other feedback. From a teaching
perspective, I should have required each student to make a more concise graphic
organizer that included the final summary of the rules of function transformations. The
way this lesson concluded was with a class discussion to summarize the rules and the
three page activity packet as the reference document. Having the students create a
finalized, single paged graphic organizer would be a valuable follow up assignment.
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References
Dean, C.B., Hubbell, E.R., Pitler, H., & Stone, B. (2012). Classroom Instruction that
Works. Denver, CO: McREL.
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Appendix

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