A couple months ago I posted about

teaching functions and using the function machine analogy. I'm working on the same thing again now with a different class and am taking the function analogy and running with it.

First they worked on some practice and did fantastic with it. I kept the pictures of the machines on there which actually seemed to help I think.

On this too we spent some time talking about how -

*x* doesn't mean negative, it means the opposite of

*x*. We discussed that the

*f*(

*x*) machine switches the sign of the number and then adds 5.

So today I had something else planned but got inspired all of a sudden and changed up everything that I was doing because I thought the new idea was way better.

About a year ago the

Math Midway was at the Liberty Science Center and I really wanted to go check it out. In particular, I was extremely excited to see the

Function Organ Grinder in action. Unfortunately though, it was gone when I finally got to the Liberty Science Center for teacher appreciation day. I was really sad to have missed the function machine.

Today it occurred to me that I should try to make something similar. I did some searching and came across the

activity guide for the function machine and it gave me all the information that I needed to run with the idea.

I ended up with this:

This is a fantastic lesson. I can't wait to try this. Also your extra credit function machine is extremely cute.

ReplyDeleteWe're thinking about a new Maths mural and I really wanted it to be interactive... now this has made a lot of ideas start whirring in my head...

Hi Sarah. Just wondering if your students had explored what a linear/quadratic expression was before doing patterns? Had you shown them how to graph a linear/quadratic expression/equation before touching on functions?

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