NAME: ________________________ DATE:________________________
MATHS: Functions and graphs
Maths
Functions and graphs
It is not necessary to carry out all the activities contained in this
unit.
Please see Teachers’ Notes for explanations, additional
activities, and tips and suggestions.
Functions and graphs
Theme
Levels A1 – B1
Language focus Key vocabulary, word identification, sentence structure,
extracting information from text, grammar.
Learning focus Using Maths textbooks and accessing curriculum content and
learning activities.
Activity types Matching, word identification, structuring sentences and text,
cloze, multiple choice, reading comprehension, categorising
vocabulary, recording learning, developing a learning resource.
Acknowledgement Extracts from Shortcuts to Success. Maths. Junior
Certificate Ordinary Level. Mark Halpin. Gill & Macmillan.
We gratefully acknowledge Gill & Macmillan for the right to
reproduce text in some of these activities.
Learning Record A copy of the Learning Record should be distributed to each
student.
Students should:
1. Write the subject and topic on the record.
2. Tick off/date the different statements as they complete
activities.
3. Keep the record in their files along with the work produced
for this unit.
4. Use this material to support mainstream subject learning.
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NAME: ________________________ DATE:________________________
MATHS: Functions and graphs
Making the best use of these units
• At the beginning of the class, make sure that students understand what
they are doing and why. ‘We are doing the exercise on page (12) to help
you to remember key words / to help your writing skills / to help with
grammar’ etc.
• You can create your personal teaching resource by printing these units in
full and filing them by subject in a large ring binder.
• Encourage students to:
o Bring the relevant subject textbooks to language support class. It
does not matter if they have different textbooks as the activities in
these units refer to vocabulary and other items that will be found in
all subject textbooks. These units are based on curriculum
materials.
o Take some responsibility for their own learning programmes by:
Developing a personal dictionary for different subjects,
topics, and other categories of language, on an on-going basis.
This prompt is a reminder.
Recording what they have learnt on the
Learning Record, which should be distributed at
the start of each unit.
Keeping their own files with good examples of the work
produced in language support for different subjects and
topics. This file will be an invaluable learning resource
in supporting mainstream learning.
• Don’t forget that many of the activities in these units are suitable as
homework tasks, for self-study, or for use in the subject classroom with
the agreement of the subject teacher.
Indicates that answers may be found at the end
of the unit.
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NAME: ________________________ DATE:________________________
MATHS: Functions and graphs
Keywords
The list of keywords for this unit is as follows:
Nouns corresponding
answer lowest
axis maximum
domain minimum
equation quadratic
function
graph Other
ground level hence = so = therefore
height problem-solving = to solve a problem
intersection
kilometre (km) Symbols
line = equals
metre (m) f(x) function of x
missile ≤ less than or equal to
point < less than
problem ≥ greater than or equal to
quadratic graph > greater than
range → goes to
symmetry
time
type
value
Verbs
to amount to
to calculate
to check
to complete
to correspond
to evaluate
to express
to find
to give
to graph
to represent
to solve
to use
Adjectives
above
below
both
coordinate
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NAME: ________________________ DATE:________________________
MATHS: Functions and graphs
Vocabulary file 1
This activity may be done in language support class or in the mainstream
subject classroom.
Word Meaning Word in my language
axis
domain
equation
intersection
range
symmetry
type
Get your teacher to check this and then file it in your folder
so you can use it in the future.
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NAME: ________________________ DATE:________________________
MATHS: Functions and graphs
Vocabulary file 2
This activity may be done in language support class or in the mainstream
subject classroom.
Word Meaning Word in my language
corresponding
maximum
minimum
coordinate
to calculate
to represent
to solve
Get your teacher to check this and then file it in your folder
so you can use it in the future.
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NAME: ________________________ DATE:________________________
MATHS: Functions and graphs
Level: A1 Focus: vocabulary
Type of activity: pairs or Suggested time: 10 minutes
individual
Working with words
1. Tick the correct answer
a) an intersection
b) a road accident
c) a bar chart
d) a linear graph
a) an intersection
b) a road accident
c) a bar chart
d) a linear graph
2. Select the best meaning of the mathematical word, function
a) a rule that changes one number into another number
b) a collection of objects
c) positive and negative numbers
3. In maths, which letter is used to represent a function?
a) x
b) y
c) f
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NAME: ________________________ DATE:________________________
MATHS: Functions and graphs
Level: A1/A2 Focus: vocabulary, sentence construction
Type of activity: pairs or individual Suggested time: 10 minutes
Sentences
1. Match the meaning and the word.
a) a reference line on a grid (graphs have a horizontal ____ and a
vertical ____)
b) from the lowest to the highest point in a graph
c) the set of inputs
2. Put these words in the correct order to form sentences about
functions and graphs.
called a function is a map also
_______________________________________________________
number is mapped one onto number another
_______________________________________________________
x-axis the is called the horizontal line
y-axis the is called the vertical line
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NAME: ________________________ DATE:________________________
MATHS: Functions and graphs
Level: A1 / A2 Focus: vocabulary
Type of activity: pairs or individual Suggested time: 30 minutes
Odd One Out
1. Circle the word which does not fit with the other words in
each line.
Example: apple orange banana taxi
minimum value bus maximum
graph car height missile
intersection graph point cold
blue solve find evaluate
2. Find these words in your textbook. Then put them in short sentences
in your own words. Use a dictionary if necessary.
to calculate ____________________________________________
to check ____________________________________________
to express ____________________________________________
to graph ____________________________________________
to represent___________________________________________
Check that these key words are in your personal dictionary.
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NAME: ________________________ DATE:________________________
MATHS: Functions and graphs
Level: A1 / A2 Focus: key vocabulary
Type of activity: individual Suggested time: 10 minutes
Maths Keywords
1. Fill in the missing letters of the keywords listed below.
On the line next to the keywords, write down whether this word is a noun,
an adjective or a verb.
rep_ _se_ts _______________
sy_ _et_y _______________
cor_ _spo_ _ing ____________
ma_im_ _ ________________
2. Write as many words as possible related to functions and graphs /
this unit. You have 3 minutes!
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Check that these key words are in your personal dictionary.
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NAME: ________________________ DATE:________________________
MATHS: Functions and graphs
Level: A1 / A2 Focus: key vocabulary, spelling
Type of activity: pairs or Suggested time: 20 minutes
individual
Unscramble the letters
1. This is the measure of how tall something is TEGIHH
Answer __________________
2. When two or more lines meet STRECENITINO
Answer __________________
3. The least or smallest amount of something NIMMMUI
Answer __________________
4. An equation that includes the second power of X (x²)
DAQICRUAT
Answer __________________
Solve the secret code
English A D E F G H N O P R S U
Code B X Y I K Q R M L E C W
ex: XMME = DOOR
KEBLQC BEY KMMX IWR! =
_________________________________________
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NAME: ________________________ DATE:________________________
MATHS: Functions and graphs
Level: A2/B1 Focus: vocabulary, basic
Type of activity: pairs or sentence structure
individual Suggested time: 30 minutes
Completing sentences
The sentences on this page are all from your textbooks. Fill in the
blanks in these sentences. Use words from the Word Box below.
Notes on drawing the graph
The x-axis
1. The x values are from -2 to +2 so make these values the start and
______ of the x-axis if you can.
2. Use the full_____ of the page for the x-axis.
3. Make sure the x values are _____ out equally.
The y-axis
1. Please ensure that the y values are spaced out ______.
2. The space between the y values does not have to be the same as the
space ______ the x values.
Sketching the graph
1. Always use a pencil to sketch the graph (never a ____ ).
2. The graph must be drawn freehand (not with a _____).
Word Box:
pen spaced finish ruler between width equally
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NAME: ________________________ DATE:________________________
MATHS: Functions and graphs
Level: A2 / B1 Focus: key vocabulary, topic information,
Type of activity: individual reading comprehension
Suggested time: 30 minutes
Multiple choice
Text: Stories and Problem-Solving Involving the Quadratic Graph
Example
Graph the function f: x —› -2x² + 2x + 11 in the domain -2 ≤ x ≤ 3.
Let the graph represent the flight of a missile fired 1 metre below ground level.
The x-axis represents time with x = -2 representing 10a.m., x = -1 representing
11a.m., etc.
The y-axis represents the height of the missile with the gap between each x
value being 1 metre.
Use the graph to find:
(i) The height of the missile at 1.30p.m.
(ii) At what times was the missile at ground level?
(iii) At what times was the missile 4 metres above the ground?
(iv) What was the maximum height reached by the missile?
(v) At what time was the maximum height reached?
1. What must you let the graph represent?
a) ground level b) the flight of a missile
c) the fight over a missile d) nothing
2. What does the x-axis of the graph represent?
a) nothing b) a missile
c) time d) flight
3. What should you use the graph to find at 1.30p.m.?
a) the height of the missile b) nothing
c) ground level d) a gap
4. Should you find the times the missile was 2 metres above the ground?
a) Yes b) No
5. Should you find the maximum height reached by the missile?
a) Yes b) No
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NAME: ________________________ DATE:________________________
MATHS: Functions and graphs
Level: A2/B1 Focus: adjectives and verbs
Type of activity: individual and pairs Suggested time: 30 minutes
Grammar points
1. Preposition Hunt
Preposition: a word or group of words that is used before a noun or pronoun to
show place, direction, time etc.
Circle the 10 prepositions in these columns. Score 4 points for each
correct answer. Who will score the highest? Perhaps you will. Good luck!
between at
line symmetry
from height
lowest before
maximum solve
in by
into complete
good for
value axis
off to
Score: _______________ points
2. Fill in the missing prepositions from the text below.
• Add 5 ___ both sides.
• Divide both sides ____ 3.
• Find the value ___ x.
• Consider the graph ___ the right.
• The graph cuts the axis ___ -1.2 and 3.2
• Draw the graph ___ the function.
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NAME: ________________________ DATE:________________________
MATHS: Functions and graphs
Levels A1 and A2
Alphaboxes
Using your textbook, find one word beginning with each of the letters of
the alphabet. Write the word in the relevant box. You could also write
the word in your own language.
a b c
d e f
g h i
j k l
m n o
p q r
s t u
v w xyz
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NAME: ________________________ DATE:________________________
MATHS: Functions and graphs
Maths Word Search
Level: All levels
Find the words in the box below.
AXIS EVALUATE MAXIMUM SOLVE
COMPLETE FIND MINIMUM SYMMETRY
COORDINATE GRAPH MISSILE TYPE
CORRESPONDING HEIGHT POINT VALUES
DOMAIN INTERSECTION QUADRATIC
EQUATION LOWEST RANGE
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NAME: ________________________ DATE:________________________
MATHS: Functions and graphs
Play Snap
Make Snap cards with 2 sets of the same keywords. See Notes for teachers
for ideas about how to use the cards.
equation equation
values values
quadratic quadratic
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NAME: ________________________ DATE:________________________
MATHS: Functions and graphs
solve solve
symmetry symmetry
intersection intersection
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NAME: ________________________ DATE:________________________
MATHS: Functions and graphs
point point
line line
find find
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NAME: ________________________ DATE:________________________
MATHS: Functions and graphs
complete complete
represents represents
height height
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NAME: ________________________ DATE:________________________
MATHS: Functions and graphs
Answer key
Working with words, page 6
1. a,d
2. a
3. c
Sentences, page 7
1. range= b, axis = a, domain = c
2. A function is also called a map.
One number is mapped onto another number.
The horizontal line is called the x-axis.
The vertical line is called the y-axis.
Odd One Out, page 8
Bus, car, cold, blue
Maths key words, page 9
represents (verb), symmetry (noun), corresponding (verb or adjective), maximum
(noun or adjective)
Unscramble the letters, page 10
Height, intersection, minimum, quadratic
Secret Code: graphs are good fun
Completing Sentences, page 11
Notes on drawing the graph
The x-axis
4. The x values are from -2 to +2 so make these values the start and finish of
the x-axis if you can.
5. Use the full width of the page for the x-axis.
6. Make sure the x values are spaced out equally.
The y-axis
1. Please ensure that the y values are spaced out equally.
2. The space between the y values does not have to be the same as the
space between the x values.
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NAME: ________________________ DATE:________________________
MATHS: Functions and graphs
Sketching the graph
1. Always use a pencil to sketch the graph (never a pen).
2. The graph must be drawn freehand (not with a ruler).
Multiple choice, page 12
1b, 2c, 3a, 4b, 5a
Grammar points, page 13
Prepositions: between, from, in, into, off, at, before, by, for, to
• Add 5 to both sides.
• Divide both sides by 3.
• Find the value of x.
• Consider the graph on the right.
• The graph cuts the axis at -1.2 and 3.2
• Draw the graph of the function.
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NAME: ________________________ DATE:________________________
MATHS: Functions and graphs
Word Search, page 15
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