My second period class is Integrated Math 1. These students are 9th graders, many of whom have some type of exceptionality, so their prior knowledge is excitingly limited. Last week, we talked about infinity in the context of domain and range.

Teaching an integrated sequence makes it uniquely obvious to me what’s important for the students to know when they leave each class. Learning about domain and range will set them up for other situations of infinity later on, like limits and asymptotes. Some of the most interesting mathematics happens where infinity is involved, and I’m particularly excited to introduce this group of students to these abstract ideas. A distinct advantage to a small school like ours is that chances are it will be me teaching their second and third courses.

Almost to the extent of future infinite math, domain and range is abstract and not intuitive. To ease them into the topic, I had them in pairs, matching graphs to domains and ranges.

Even though there were only 4 students in the class that day, the pairings were unlikely, because practically any pair of these kids is unlikely. This might have been part of why this activity worked so well. I would definitely use this again.

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