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For Standard
Four, I chose a Derivative Card Match activity because it helps students
understand concepts that are sometimes hard for them to grasp. It also provides me with an alternate
assessment tool to gauge students’ progress. Students are given a set of 32
cards consisting of sets that “match” in regards to the graph and
description of the function and the derivative of the function
respectively. Their goal is to arrange these cards into 8 sets of 4.
This activity
is best designed for small groups of three to four thus providing students
the opportunity to share their knowledge of functions, derivatives, and the
graphs of each. The task is
challenging for them; I enjoy watching students to see what strategy they
choose to use. They communicate their knowledge of the concepts in terms
that they understand. Once they have
completed the task they randomly select a card with a graph of a function
and then create three other cards that complete the set. They design a PowerPoint presentation to
share their cards with the class and explain the process that they used to
complete the activity. Following the presentations students provide written
feedback for the group that they felt gave the best presentation.
By observing
students throughout this process I am able to better assess their mastery
of the content. I find that the open discussion the students have with
their classmates also helps them to gain a deeper understanding of the
concepts.
Artifact 2: The Possibilities are
“Limit” less
The study of limits is the
first major concept covered in calculus.
Time is spent learning the basic rules for finding limits of
functions including polynomial, rational, and trigonometric as well as
functions that include radicals.
Practice in finding limits is essential for students to become
familiar with the procedure; however, too much drill can become
boring. To break the monotony, but
still continue practicing problems, students are charged with writing a
story about a topic they wish to share with others, either about themselves
or a special event in their life.
The story must include 10
numbers. For each number, the
student must create a limit problem whose answer is that number, and
replace the number in their story with the limit problem. To introduce this activity, I share a
story of an event in my life so they will have an example to follow.
This activity offers students
different avenues to express themselves and be creative while still keeping
the focus on mathematics. They
become more involved in the mechanics of finding limits by searching for or
creating problems yielding a solution needed to represent a number in their story. On the day that the stories are due, each
student receives someone else’s story and must “translate” it by finding
the value of each limit problem.
Students enjoy the different pace offered by this activity, learning
more about each other, as well as extending their knowledge of limits.
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