![]() ![]() And how did those numbers get so precise up to four decimals digits?.How did the author know that $3.982$ is the leading coefficient to use?.Why does this weird-looking equation pop out from nowhere?.These are basically pictures and animations created in Desmos primarily through the clever use of equations and inequalities - among other features such as tables, animating sliders and regression models. Indeed, if you go to this official staff pick page, you should see that a whole bunch of creative artworks were already being created - anything from cartoon characters, landscape to logos and portraits.īut here’s a problem: when you reach a Desmos artwork page, you get to see the end-result with all the equations and inequalities, without necessarily having any clue about how the sketching process comes about from the beginning to the end: Several more examples have also been added to the “samples of student work” (see the link above).If you’re of the type who enjoys playing around with graphing calculator, then you might be interested in the so-called Desmos Art. 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. 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. 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. ![]()
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