![]() ![]() And those students felt like a million bucks. There were still a few students who said the activity was dumb, that it made no sense at all, when are they every going to need this. (First verbally and later algebraically.) Later, students use movable points. And before I knew it at least half the class was able to complete the maze. In this activity, students describe the domain and range of six relationships. ![]() What? He did it? He did it! Then she did it! Then another, and another. But then a student raises his hand and states that he's finished. Not the activities, but all of the whining. These activities are really starting to wear on me. I seriously thought about doing that for the rest of the year. It's easier, the students understand this, it's less work for everyone involved. I understand why many teachers just want to stand up front and lecture. Really?!?!? None of you understand how to complete a maze? Not a single one of you? It was awful. I really wanted to cry and/or pull my hair out. Oswald, basically sit next to me and tell me exactly what to do." "I don't understand what I'm supposed to do." "How are we suppose to find the equation if there is no line?" The students were so needy throughout the whole process. Next I had the students work through this maze that I created on desmos. I needed to really walk the students through the process when I came back. Use curly braces at the end of an expression to add a domain or range restriction in seconds. I was not in school the day they completed the worksheet (I was at the IU) and that didn't go well. Next we completed a worksheet on creating the equations to make given line segments. The students like the hands-on appeal of this and it seemed to be right on level with their knowledge so far. This makes life easier once class is over and you find a card on the floor but you don't know what set it belongs to. Some advice on creating card sorts: Copy each set of cards on different color paper. " How do I even find the slope?" " What is the second number in the equation for?" The good news is that they remembered quickly with a short explanation.Īfter working through the desmos activity (it actually took us two days) I felt that we needed a stepping stone between desmos with its immediate feedback and paper and pencil that doesn't have it. THANK YOU DESMOS!!!Īs predicted the students didn't remember how to write the equations. The students could instantly determine if they were correct just by looking at their graph. They first write the equation, then restrict either the domain or range to make the endpoints. In the activity, I graphed two ordered pairs and the students are required to create the line segment that will connect the two points. ![]() The activity ends with directions on how to graph a domain restriction and then a marble. In this activity, students practice finding the domain. In this activity students will explore domain and range of graphs. Slide 25: Full shading of the domain as was done in previous slides would be useful.The desmos activity is infinitely better than paper and pencil practice because of the immediate feedback. Rectas: Ecuacin que pasa por dos puntos Domain and Range Introduction Activity Builder by Desmos. A student typing pi/2 would get “correct” feedback as soon as they type pi. Slide 24: Edit the correctness check to require a submitted. ![]() Slide 20: I suggest setting the initialTool to the line tool Slide 18: Maybe make theta a unique color and specify in the directions. Currently, “Correct!” displays as soon as they click the correct combination whether they click Submit or not. Slide 11 (maybe others): you may want to use the. Also, don’t know if you’ve taught (or been explicit about) the relevance of a dashed line versus a solid line as the domain is shown. Slide 9: the domain doesn’t adjust in the graph if a bracket is used. Slide 2 (and 16) is a beautiful animation, but could be extremely confusing for students. It jumps a lot if the graph isn’t fully visible in the screen. I think you should direct students in the first slide to adjust the zoom so that the whole graph is shown. ![]()
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