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From the shared lexical notebook on "Google classroom, CLIL Continuous function 5A" 

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From the shared lexical notebook on "Google classroom, CLIL Continuous function 5A" 

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The graph of a function is represented on a Cartesian coordinate plane and it is the set of all points whose coordinates(x,y) satisfy the function y=f(x). So for each x-value there is a corresponding y-value which is obtained when we substitute into the expression for f(x).

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"Graphing a Basic Function" from Khan Academy

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"Graphing transformation of parent function" by Jeff Nelson 

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"Graphing transformation of parent function" by Jeff Nelson 

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Graphing Transformations of Parent Functions

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Let's find out what they are!

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We define an asymptote as a straight line that can be horizontal, vertical or oblique that goes closer and closer to a curve which is the graphic of a given function.

These asymptotes usually appear if there are points where the function is not defined.

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Let's play on Kahoot!

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Functions can be fun with these original curriculum-aligned games created in collaboration with math teachers and our partners. Graphs made with https://www.desmos.com

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At first we need to know what is an ASYMPTOTE

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An asymptote is a line that a curve approaches, as it heads towards infinity

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So an asymptotic function is a discontinuous function.

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"Finding all asymptotes of a rational function" by PatrickJMT

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Finding All Asymptotes of a Rational Function (Vertical, Horizontal, Oblique / Slant)

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Asymptotic/infinite discontinuity is when the two-sided limit doesn't exist because it's unbounded.

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"Limits from graphs: asymptote" from Khan Academy

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Graphical limit at asymptotic discontinuity

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"Types of discontinuities" from Khan Academy (5'6'')

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Types of discontinuities | Limits and continuity | AP Calculus AB | Khan Academy

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ABOUT "CLIL"

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The CLIL experience is certainly interesting but it presents evident pros and cons.

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On one hand it allows a bigger involvement of the class during the lesson that is more interactive for example by the use of the platform "Kahoot". It also tests the students, but also the teachers with a new system of interaction due to the English language.

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On the other hand the lesson can be dispersive. Moreover, in the specific case followed by my class about discontinuous functions, the difference between the English and the Italian system regarding infinite limits have created difficulties.

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MY IMPRESSION

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I liked the experience of the CLIL because, since I don't love math, it allowed me to experiment a more engaging method to study this subject, and most of all it let me understand it more easily and also in a fun way with Kahoot. Hower I think that at the beginning it was necessary a wider explanation of the theory and then there was the necessity of more exercises to understand clearly the topic.