Mrs. Boyer’s 7th Grade Weblog

*  After reviewing your classmates post, would you alter your definition? Why or why not? Would you provide different examples?

It was interesting to see the different ways to word the definitions, but overall I felt they were pretty similar.  I would probably use the words input and output in my function definition if I had to write it again.  I don’t feel any need to change my examples.

* How can you evaluate whether or not your students grasped the difference between the two?

I think having the students come up with their own examples of each is the best way to see if they really get it.  When we first start functions, I like to have the students draw relations that are functions and some that are not.  I actually had my students this year make the questions for the chapter test.  I of course chose some of the better ones they made up.  As far as linear equations go, there is only one type of linear equation that is not a function (vertical lines).  In Algebra I, we spend quite a bit of time examining the special types of linear equations (horizontal and vertical) and in our discussion we examine which type would not satisfy a function and why not.  Of course we mention that all linear positive and negative equations are functions and then look at them in function form.  I have a writing prompt from one of my books, which makes students explain this in their own words.  For my lower level classes I just provide them with a word bank for their writing, but they always surprise me how detailed their explanations are.