After they finished the project, I turned on the “Reflection” slides so they could fill those out. I used teacher pacing, and restricted the screens to 1 – 5 during the project. By using an Activity Builder, I was also able to include the instructions for the projects and helpful tips for them. Having them do the project through an Activity Builder helped me manage all of their graphs so I could easily view them and access them for help. To keep all of their art projects in one place, I created a Desmos Activity Builder for the project. I loved how excited they were about creating their art! I have done this with students in Pre-Algebra and up, but you could change the project to make it appropriate for lower grade levels by having them graph only lines, or having them plot points in a Desmos table and connect them. It was a blast for me and a great learning experience for them. They came to me outside of class to learn how to graph certain functions, restrict their graph, and color in their art. My students loved the art they saw on Desmos, and were excited to create their own pictures. I showed them examples from Staff Pics, Creative Art to motivate them and give them ideas. I noticed, students were able to clarify misconceptions and connect ideas via the visualization of this activity, in general, the learning process was enhanced.Last year I had my students create an art picture using Desmos. Active learning was applied in this activity, via questioning, discussion, and review of the topic: The Domain and Range of a Function. As students went through the activity, the answers posted were shared, this allowed students to make sure they were in the right track, I provided help and hints when students needed it. This DESMOS activity was not graded, and served to help my students understand and master the idea of Domain and Range of a Function associated to the graph of the Function, via vertical and horizontal strips. Through out the activity I asked students “what if… ” questions to help them figure out the answers reasoning.ġ6 students participated, this activity took 30 minutes. the “interactive visualization” of this DESMOS activity, in my opinion, brings clarity and helps students “make sense” of what is explained in class. “mistakes are part of the learning process” I often said to encourage students to finish with the activity. This time, students were able to check if what they posted was right or wrong as well as what their classmates were posting, this helped them, in most cases, to understand the nature of their mistakes, correct them and post again. As I walked around helping students, I noticed that the counterintuitive nature of “horizontal shifts” was better understood thanks to the “visualization” of what they posting. For all questions during the activity the function was expressed as f(x), which helped students to understand that these transformations can be applied to any function whatsoever. In this DESMOS activity students were able to visualize how, in general, the graph of function changes, under rigid and none-rigid transformations. 12 students participated, this activity took 30 minutes.
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