Comments 8

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   Dan Anderson (@dandersod)

   March 14, 2013 at 9:32 am

   Could you build on the task with an addition to the end where they create their own quadratic and then write up a key for the graph, intercepts and factors? They could switch it with another group and verify their answers? Otherwise, it’s a nice task. Connections between the factors and the graph are particular sticking points for a bunch of kids.
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   mjfenton

   March 14, 2013 at 9:39 am

   I like the idea of having them create their own when they’re done. And those students don’t come to my room for another hour or so… If I’m quick they’ll benefit from your suggestion today (instead of next year). Thanks!
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   Gregory Taylor (@mathtans)

   March 17, 2013 at 8:06 am

   One thing I’ve done occasionally with matching activities is deliberately leave one out. So they end up with an equation that has no graph, or vice versa, and have to generate the missing one. For added chaos, leave out one of each – just let them know that this was done, so that they’re not trying to match up the two left overs as being equal. (I grant this is less open than Dan’s example.)

   By the way, that’s a really impressive handout. O.o How do you find the time to make something like that? Template?
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   mjfenton

   March 17, 2013 at 8:59 pm

   Great suggestion regarding deliberately leaving out one card from each category. This week I’ll rewrite the activity to include that wrinkle. I made the handout using Pages (I’m on a Mac, and hate Microsoft Office with a passion), MathType, and some graphs from TI Nspire software. More recent handouts of mine are starting to include graphs made with http://www.desmos.com. The handout didn’t take much time at all. In fact, in trying to perfect the art of “conversational direct instruction” I’ve created a treasure trove of nicely formatted mediocre handouts. They may not be rich tasks, but they sure look pretty. I suppose once I start creating more rich tasks for my students, my rich tasks will be nice and shiny. 🙂 Maybe one day I’ll write a post about how I use Pages, MathType, etc. Do you think anyone would care to read about that? Or not so much?

   Thanks for commenting!
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   Justin Lanier

   March 18, 2013 at 5:11 pm

   You should definitely post about the way you create your handouts. I’d be interested.
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   Gregory Taylor (@mathtans)

   March 18, 2013 at 7:18 pm

   I think it would be worth reading about, though perhaps more to the point, do you think you’d get something more out of writing about it? I’m also on a Mac (love the snapshot feature), but my Board is PC-crazy, so I float back and forth. Head banging ensues when I pull something up on Work PC that I find “cannot be viewed without a Quicktime compressor”. Sigh. (I also still use Equation Editor, haven’t upgraded over uncertainties about compatibility.)
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   Joshua Zucker

   March 19, 2013 at 7:46 am

   Love this activity! I think the concise written directions are a good idea, too.

   On my first day of Algebra 2 class, I had a similar but less pretty handout where each quadratic has a graph, an equation (in some form or other), a table of values, and a word problem. Each kid as they walk in the door gets one, and they need to find the others who have the same quadratic in order to form their groups of 4.

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