japanlkp.blogg.se - Whats another word for odd one out

Students should work in pairs or small groups. An alternative table with graphs and derivatives is also available. Mini-whiteboards could help to encourage students to sketch graphs. PreparationĪ larger version of the table of functions is available for printing so that students can record ideas and any sketches. Students are asked to explain why each function could be the ‘odd one out’ in its row and column. Many of these ideas can be used in the main problem, in which students are presented with a \(3 \times 3\) grid of functions composed from other functions.

The warm-up asks students to give reasons why each one of three functions could be the odd one out, thinking about a range of reasons relating to formulae, graphs and derivatives. This information could be displayed in a table like the one below.Based on the idea of looking for similarities and differences between functions, this resource aims to help students make links between properties of functions composed from other functions, using features of their formulae, graphs and derivatives. You might ask the class to find as many reasons as they can to explain why each object is really the odd man out. Jo is right because the other objects have symmetry (that is they can be rotated through quarter and half turns on to themselves) but the pentagon doesn't. Noah is right because the box is the only 3-dimensional object. Tamati is right because the circle is the only on that will roll. Eva is right because the square is red and the other objects are blue. In a way there is no solution to this problem because in a sense, each one of the students is correct. Get them to say what makes them different from/ siliar to each other and the four objects of the original problem. Collate their ideas in a large table for display and future reference.Īsk the students to find other objects in the classroom. Ask them if they can think of more than one way to separate the objects.

As the students think about the problem, go round the class and write down some of their answers.

Have them record their ideas in their own way.

Have the students to work on the problem in groups or on their own.

Read what each of the four friends say about the objects, and read the problem question.

Repeat step 1 for the other three objects.

Who knows what this is? What can you tell me about it?

Show the students the four objects of the problem.

Jo says, Well you are ALL wrong! The pentagon is clearly the odd one out. Tamati says, No, Eva, the circle is the odd one out!

Eva, Tamati, Noah and Jo are looking at the objects.Įva says, Hey, the square is the odd one out.