### Summary

Students explore the definition of a function by playing an interactive game called "Club Function." The goal of the game is to be in the club! With students each assigned to be either a zebra or a rhinoceros, they group themselves according to the "rules" of the club function. After two minutes, students freeze in their groups, and if they are not correctly following the rules of the club function, then they are not allowed into the "club." Through this activity students come to understand that one x-coordinate can only have one corresponding y-coordinate while y-coordinates can have many x-coordinates that correspond to it.

### Engineering Connection

### Educational Standards

Each TeachEngineering lesson or activity is correlated to one or more K-12 science, technology, engineering or math (STEM) educational standards.

All 100,000+ K-12 STEM standards covered in TeachEngineering are collected, maintained and packaged by the *Achievement Standard Network (ASN)*, a project of *JES & Co. *(www.jesandco.org).

In the ASN, standards are hierarchically structured: first by source; *e.g.*, by state; within source by type; *e.g.*, science or mathematics; within type by subtype, then by grade, *etc*.

Click on the standard groupings to explore this hierarchy as it applies to this document.

### Pre-Req Knowledge

### Learning Objectives

- State the definition of a function.
- Identify non-functions and explain their flaws by talking about x and y coordinates.
- Create their own mapping diagram from a set of names from the activity or coordinates from the coordinate plane.

### Materials List

### Introduction/Motivation

**domain**. The y-elements also have a special name, the

**range**. So in our mapping diagram example, the domain is {Abby, Benton, Charles, Danielle, Eric} and the range is {Felicia, Greyson, Hiroshi, Irene}. (Go over some more examples of domain and range and have students define the domain and range of certain sets of points [in algebraic and graphic forms].)

### Procedure

- The teacher hands each student a card with a picture of a zebra or rhinoceros on it.
- Students have two minutes to organize into groups based on the rules of the club function.
- When time is up, the teacher draws a mapping of each group on the board to check to see if the club function rules are followed.
- If a group does not follow the rules, then all the students get another two minutes to form new groups based on the club function rules. (If the students all follow the rules the first time, a second trial is not needed). Be sure to not erase any of the groupings before the next round to give students a chance to understand what is wrong with the groups not allowed into the club function.
- When time is up, the teacher again draws a mapping of each group on the board to check to see if the club function rules are followed. If all of the rules are followed, the students can take a seat while the teacher explains the mapping and explanation of functions. (See the Introduction/Motivation section for detailed mapping explanation).
- Challenge the students by switching the rules. What would happen to their maps and groups if zebras represented the y-coordinates and rhinos represented the x-coordinates?

### Attachments

### Assessment

*Journal Questions:*After the game is over, assign students to answer the following questions in their journals to turn in at class end:

- How would you define a function?
- List a group of coordinates or a mapping of people that could create a function.
- List a group of coordinates or a mapping of people that would not be considered a function.
- Why do you think engineers need to understand functions?

### Contributors

Aubrey McKelvey

### Copyright

© 2013 by Regents of the University of Colorado; original © 2007 Vanderbilt University

### Supporting Program

VU Bioengineering RET Program, School of Engineering, Vanderbilt University

### Acknowledgements

Last modified: September 4, 2015