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 Organ Function 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 made this to use with the activity:

Now what I really want is something cooler that actually spins. But for throwing it all together in about 20 minutes, this is as far as I've gotten. I'm still considering it a work in progress though. (update on this here)

I gave the kids the activity sheet right from the activity guide. To introduce the idea, I had the kids work on the first part which only uses one of the dials. So one operation only.

As for the inputs, they had numbers to choose from. I just took the numbers from the answer sheet included and gave them out. I decided to separate them into the ones that they would need for each part, but I think in the future I would just hand out one list of inputs to use for the entire activity.

This is a completed one:

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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