<p>NCDPI -- AIG Instructional Resource: Background Information</p><p>BEFORE FEEDBACK!</p><p>Date Submitted: February 20, 2012</p><p>Resource Title: Battle-Shift </p><p>Subject Area/Grade Level (s): Math III Time Frame: 45 mins</p><p>Common Core/Essential Standard Addressed:</p><p>Building Functions (F-BF) Build new functions from existing functions 3. Identify the effect on the graph of replacing f(x) by f(x) + k, k f(x), f(kx), and f(x + k) for specific values of k (both positive and negative); find the value of k given the graphs. Experiment with cases and illustrate an explanation of the effects on the graph using technology. Include recognizing even and odd functions from their graphs and algebraic expressions for them.</p><p>Additional Standards Addressed:</p><p>Brief Description of Lesson/Task/Activity:</p><p>Students will play a game similar to Battleship. They will create functions to “hit” or “miss” their opponent’s game pieces. They will draw a “parent function” card and a “shift” card. The students must use the information to create a function that will have a root, minimum value, maximum value, hole, etc. at the space they are trying to “hit.” The students must give their equation and the specific element of the function they wish to use with each turn. Type of Differentiation for AIGs (include all that apply)</p><p> Enrichment  Extension  Acceleration</p><p>Adaptations for AIGs</p><p> Content  Process  Product </p><p>Explanation of How Resource is Appropriate for AIGs</p><p>This activity requires the students to create their own functions while they engage in friendly competition. </p><p>Needed Resources/Materials</p><p>Game boards Parent Function Cards Shift Cards Game Record</p><p>Sources (all sources must be cited)</p><p>TEACHER NOTES</p><p>NCDPI AIG Curriculum Resource Outline Describe processes, steps, and materials needed at each stage of the lesson/activity. STAGE ONE: Engage  Hook  Prior knowledge  Instructional input  Modeling</p><p>Description:</p><p>Prior knowledge: Students need to be able to apply all transformations of functions (phase shift, vertical shift, amplitude, and period). Students need to understand the graphs of quadratic, cubic, and other polynomial functions.</p><p>Modeling: Teacher should demonstrate a turn from drawing the cards, to recording the function, to stating the function and element required for the “hit” or the “miss.” </p><p>STAGE TWO: ELABORATE  Guided and independent practice  Guiding questions</p><p>Description:</p><p>Create a game board using a -10 X 10 coordinate. Label the x-axis and the y-axis so the students have a frame of reference. </p><p>Create “parent function” cards using appropriate functions (y = x2, y = x3, y = x4, y = √x, y = |x|, y = 1/x, etc.). You may even choose to throw in a few y = xn cards. </p><p>Create “shift” cards either using appropriate vocabulary or the equations. Be sure to create some cards using more than one shift. </p><p>Create the “game record” sheet so students have a place to record their equations with a space for them to record where they were aiming, as well as if the shot was a “hit” or a “miss.” Student turns should be phrased using appropriate vocabulary, not coordinates. For example: The relative minimum of the function y = x 2(x – 3)</p><p>STAGE THREE: EVALUATE</p><p> Assessment</p><p>Description:</p><p>Have students turn in all game materials to assess for accuracy. </p><p>TEACHER NOTES:</p><p>You may also want to have students graph information using a graphing calculator to ensure accuracy.</p><p>You could have students fill in sample functions before starting the game. </p>