Other students dove right in and started the creation process. Some students decided to use scratch paper and create their name there first as a draft. The instructions were key for students as they built confidence before starting the final project. Kudos goes to Cathy for sharing the deck which helps guide students through a learning process of graphing points on a grid. In addition, it was great to have students encounter math in a unique way. I thought this task might be a way to help reinforce coordinate points and quadrants.
Students found the midpoints of lines and solved problems involving scale models on coordinate grids. During the last week of school my class explored coordinate grids and plotting points. One of the last projects of the year involved a first name coordinate grid task. It was a year like no other as teachers navigated remote, hybrid and in-person learning throughout the school year. Several more examples have also been added to the “samples of student work” (see the link above).It is official. Like anything, it is still a work in progress I’m sure it will change before I give it to students again. In particular, I found that students used the language of function transformations when working with the technology, and hardly at all when they drew by hand. I found that this encouraged them to choose very simplistic images, and their drawing did not connect well to the understanding of function transformations. Most notably, I no longer require them to pre-draw the piece of art. Since the initial class, I have made a few refinements to the process. Now that I (and you) have samples of work, it will go all the smoother the next time. I can also say that they did very well with function transformations on exams. On the whole, they were fantastically done. I was skeptical throughout the process because they resisted giving me updates on their progress.
#DESMOS GRAPHING PICTURE PROJECT PDF#
pdf that contains several samples of student work. Here is a tutorial sheet that Mary Bourassa gave me to show a simple example from quadratics.(It stresses the pre-drawing as well as the replication of a piece of art) With all that out of the way, here are the materials I used: I may project a simple image and ask, “What functions would you use to draw this?” When I do it again, I may even have weekly challenges as they are introduced to more and more function variety. Pointer #2 : Illustrate how a variety of functions could model the same segment of line. Making them copy a pre-existing piece meant they must think about how the parameters shift to match. Pointer #1: It was important that students copied a piece of art (this was typically a cartoon of sorts). (…bunch of drama queens).Ĭouple of important points, and then I’ll let you peruse/steal the handouts and view the samples of student work (of which I am extremely proud). They complained, but the results were fantastic. I gave them the project as we began to talk about function transformations, and they had 3.5 months to complete it.
#DESMOS GRAPHING PICTURE PROJECT HOW TO#
I did show them how to restrict domain and range (although most of them stuck exclusively to domain). I use Desmos regularly in class, so it was not a huge stretch for them to pick up the tool. Luckily, several had and they had great advice regarding how to structure the task. I began by sourcing the #MTBoS to see who had ventured down this road before. This semester I gave my Grade 12s a term project to practice function transformations.
0 kommentar(er)
