### Goals of the activity:

- Begin to recognize characteristics of linear, quadratic, or periodic functions.
- Generate a need to use proper vocabulary around linear, quadratic, or periodic functions.

#### Specific recommendations:

- The “talker” cannot use their hands and should keep them behind his/her back. This will help the student be careful and direct the language they choose to describe the graph.
- The “drawer” cannot talk.
- Set a time limit. Possibly 3-4 minutes for the “talker” to describe the graph to the “drawer” with the goal to reproduce the graph.
- Consider having all the “drawers” reveal the graphs at the same time for dramatic effect.

### What the student experiences:

*Talkers, your goal is describe the graph perfectly to the drawer. Drawers, your goal is to listen carefully and without talking try to match the talkers graph. You will have 3 to 4 minutes for each graph.*”

### What the teacher experiences:

**Example:**

*The pattern starts at 2 and goes up…”*If most students are using the phrase

*“starts at..*” We can introduce the term y-intercept.

*…it does that and then repeats 4 units later*” You now have a gateway into introducing the period of the function.

**Teacher View**to showcase some student graphs to the class.

**Last question.**

**Links to the three activities:**