As you work you’ll need to make sure that your equations intersect at the correct point, or solve to find the point where two equations do intersect. Desmos allows you to do that by using brackets. Sine Cosine Tangent Parabola Ellipse Circle Hyperbola Polynomial (with degree >2) Exponential Logarithmic Rational LinearĮach equation should have a domain and/or range indicating how much of the curve should be drawn. You will use at least five of the types of graphs we have studied this year. You’re going to draw a picture! Here’s your chance to be creative! You’ll make a design on Desmos and then make a poster presentation of your final product as well as the process. We didn't get to include systems as much as I would have liked, I need students to recall how to graph and analyze the variety of equations, but I really hate review packets. Lemons.It's the end of the year (well, it was over a month ago), we've completed the curriculum to the extent we're going to and it's time to review. incomplete.īut I also want to be able to show them what their project could look like, with a little bit of persistence: I set up the grading rubric in such a way that the points are weighted toward planning and less on the finished product, so the kids who laid down a foundation can still get a reasonable grade even if their final product is…. Then I’ll accept whatever they have and go from there. So, similar to last year, with about 10 minutes left in class I offered a reprieve, shifting the due date to Monday. Several of my students did say that they understood how to write an equation for a line or curve, and restrict the domain, just that it was going to take a long time and a lot of tedious work. We made some halting progress as a class, but no one is close to done. Plus she agreed to act as a “resident expert” in class, helping out her tablemates when they got stuck. She left with a smile on her face, having made serious progress. The morning of Day Three, the putative due date, one of my struggling students came in for extra help on the project. And truth be told, that’s part of what I wanted this assignment to do – to cement that relationship.īest-laid plans, right? I’ve got some work to do. That is definitely part of the issue – a huge disconnect between a shape on a screen and the math symbols that represent it. And (in a related story) almost none had any recall of any function equations except y = mx + b. I did notice that very few of my students actually completed the reference sheet. That, plus walking through the process, step by-step, of writing a general equation, then adding sliders and tweaking values until the curve matched up. I’m gonna use all my powers of persuasion to try to convince them otherwise. #teacherlife /W07Xuac4K3Ī couple wanted to straight-up quit. We are headed for crushing defeat unless I can rally them. They are despairing of ever being able to write equations to match shapes. I fear a low-grade panic is setting in amongst the troops as they face the challenge of the Desmos Art Project. Then I introduced the project, and offered a carrot (it’s a quiz grade, you guys!). The day back from spring break we learned how to match equations with lines or shapes in a picture with this Desmos activity. Started before break with a functions review ( Alg II (3) Functions one-pager), not only of conics but of all the functions we’ve learned this year. That scaffolding probably means less frustration, and less cheating. Providing massive amounts of support is what Desmos does best.
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