In this real world problem students solve questions based on the relationship between production costs and price.

The purpose of this task is to give students practice constructing functions that represent a quantity of interest in a context, and then interpreting features of the function in the light of that context. It can be used as either an assessment or a teaching task.

The primary purpose of this task is to lead students to a numerical and graphical understanding of the behavior of a rational function near a vertical asymptote, in terms of the expression defining the function. The canoe context focuses attention on the variables as numbers, rather than as abstract symbols.

This lesson includes a video lesson I did with my Secondary 3 Honors class that is a pre-lesson to graphing rational functions. In this video, we identify the horizontal and vertical asymptotes, holes, domain and range, and the x and y intercepts of rational functions.  There is guided notes, a homework assignment, and a bell quiz also attached.

The primary purpose of this task is to illustrate that the domain of a function is a property of the function in a specific context and not a property of the formula that represents the function. Similarly, the range of a function arises from the domain by applying the function rule to the input values in the domain. A second purpose would be to illicit and clarify a common misconception, that the domain and range are properties of the formula that represent a function.

This lesson is for a math classroom, but can be adapted to fit any grade, subject, or content.  In this lesson, students will use an iPad and its features: Keynote, Pages, Garageband, Numbers, Presentation, and iMovie.  Students will use 3 of those features/programs to create a video lesson consisting of several examples from a topic of their choice.  This project is in place of a term final, so their chosen topic should be from their current term.Image citation: The image is one I created.