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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