1. Function Machine
Find the relationship between the input and output.
http://www.mathplayground.com/functionmachine.html
Reviewed by Adrianne and Laleh.

2. How the applet works…
. Choose one of the options:
You decide the input.
Computer decides the input.
When the number chosen goes through the function machine, it gives you
an output.
After doing this twice then the game asks you to find the function and
enter it.
Click the “main screen” button and it will give you two options of
beginner and advanced, which further will provide more challenging
relationships between input and output.

3. Analysis
Strengths Weaknesses
Strengths Weaknesses

4. Evaluation of Applet
Based on criteria on pages 120-121 this applet rates well.
- The game provides unlimited number and more challenging relationships in functions. It
- The applets' frills are minimal.
- The program is easy to use and engaging.
- Through many practices the students will find out what a function is. This program may not
provide conceptual understanding for all students.
- Levels of difficulty can be controlled, but the results are not being stored in the program
and there is no sound control.
- There is a manual available at the right hand corner for instructions.
- The program is equitable in its consideration of gender and culture.
- Most computers have softwares that support this game.
- This program will run on most systems.

5. A Problem-Based Task
Task:
* There are 12 girls in a classroom. The number of boys is 3 times the
number of girls. How many boys are there in the classroom? Record all
approaches on the paper. (The students challenge is to know which one is
input and how to write the relationship for these values. )
Connection to the standards and/or big ideas:
* 4.OA.5. Generate a number or shape pattern that follows a given rule. Identify
apparent features of the pattern that were not explicit in the rule itself. For example, given
the rule “Add 3” and the starting number 1, generate terms in the resulting sequence and
observe that the terms appear to alternate between odd and even numbers. Explain informally
why the numbers will continue to alternate in this way.
* Big Idea: Functions in k-8 mathematics describe in concrete ways the notion that for every
input there is a unique output.

6. Questions to Ask to Assess and
Advance Student Thinking
Launch (Task Set-Up): After understanding the function and what is the
role of input, relationships, and output, the students may practice more on
these concept by using bigger numbers as input, and choose a harder
level. They also can explore if a certain sets of input and output can have
only one relationship or more than one?
Explore (During Task Implementation):
Since each student figured the relationship by himself, they must be able
to explain their thought process to their partners. How did they come up
with that particular relationship between input and output?
Summarize (As students share findings, strategies, reasoning, etc.):
In finding the relationships, what strategies worked best for you?
Can you think of a word problem that uses function to solve a situation
out of school setting?