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Desmos task created by @samhallsbarker and thanks to Stephanie Hagan for collating the graphs

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Misleading Graphs - Critical Analysis - Core Maths

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Shared by John Petry

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Students will practice using the Empirical Rule (68-95-99.7 Rule) and practice using z-scores and percentiles.

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Students will practice using the Empirical Rule (68-95-99.7 Rule) and practice using z-scores and percentiles.

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Card Sort from the Mathematics Assessment Project Classroom Challenge:Representing Linear and Exponential Growth

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Card Sort from the Mathematics Assessment Project Classroom Challenge:Representing Linear and Exponential Growth

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Representing Linear and Exponential Growth FAL Card Sort

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Students discover how to write exponential growth functions given a starting value other than 1

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Students discover how to write exponential growth functions given a starting value other than 1

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Students discover how to write exponential growth functions given a starting value other than 1. TEKS A.9(c), A.9(B), A.9(E) Inspired by illustrative mathematics: https://illustrativemathematics.org/math-curriculum/9-12-math/.

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This activity utilises the aggregate function to collect and summarise data collected by a class.

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@samhallsbarker

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@pelkiotis

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Resources adapted from Equality Trust Equal Pay resources

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This resource has been taken from: https://www.equalitytrust.org.uk/equalpay50/schools-resources and adapted for use remotely. Some graphs have been added from the ONS (https://www.ons.gov.uk/employmentandlabourmarket/peopleinwork/earningsandworkinghours/bulletins/genderpaygapintheuk/2019). There is quite a lot of material here so you made need to do this over two lessons or remove some of the slides if you are short on time.

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This activity has been designed to follow Equal Pay and needs approximately 2 lessons. It explores world income inequality, UK income inequality, the Gini coefficient and the possible links with happiness. Students are also invited to consider solutions to these problems. It is aimed at 14+ and could be used in L3 Core Maths, Citizenship, Social Science etc.

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Videos and activities on AER by Dave Gale (not Desmos but very useful for remote learning)

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Videos and activities on AER by Dave Gale (not Desmos but very useful for remote learning)

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@reflectivemaths

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AMSP Matching actitivy for the Normal Distribution

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To go with probability lesson 1 activity

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To go with probability lesson 1 activity

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This activity is meant to get students used to situations in which the multiplier for exponential growth scenarios is not a nice whole number.

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Hypothesis Testing Recap - TPS4e Chapter 9

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Recap of matched-pairs procedures. Review for the AP Statistics exam.

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3-ish day lesson on Goodness-of-Fit and Homogeneity.

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In dollars so you may want to adapt

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A story about the math of credit cards... featuring annual percentage rate (APR), making payments, and the compound interest formula. Inspired by https://www.pbslearningmedia.org/resource/mkqed-math-rp-creditcards/the-math-of-credit-cards/ and https://www.4pillars.ca/blog/how-does-credit-card-interest-work-canada To suggest improvements or additions, contact me on Twitter at @TheErickLee

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Random sampling and intro to sample means

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Random sampling and intro to sample means

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This is an activity designed to test students ability to relate means and medians in different shaped distributions.

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Use statistics, probability and maths to understand how big a breakthrough the new coronavirus vaccine is and what it might mean for the pandemic

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Standard deviation and the normal distribution

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Standard deviation and the normal distribution

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Standard Deviation and the Normal Distribution

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Extensive correlation activity shared by @LittleMissMath5

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Extensive correlation activity shared by @LittleMissMath5

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AMSP Online auto-marked activity on planning a festival.

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AMSP Online auto-marked activity on planning a festival.

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Area, perimeter, scale, Pythagoras, profit/loss and best buy

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Students create their own piecewise linear position-time graph, and a car automatically drives to match the graph.

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Students create their own piecewise linear position-time graph, and a car automatically drives to match the graph.

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An extension of Desmos Graphing Stories. Students create their own piecewise linear position-time graph, and a car automatically drives to match the graph.

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It's Christmas! Activity shared by Sam Halls Barker

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It's Christmas! Activity shared by Sam Halls Barker

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Estimation questions from the Richard Osman's House of Games

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Estimation questions from the Richard Osman's House of Games

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Resource collection which gives students an opportunity to try out being a data analyst

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Resource collection which gives students an opportunity to try out being a data analyst

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Version D includes correlation coefficients and lines of regression

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Useful for revision of GCSE or Core Maths taster

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Play the game flappy bird and analyse your class' distribution. Designed for the NZ curriculum. Flappy bird is not my game. The real version can be found at flappybird.io If you liked this activity and found it useful, I would love to hear about it on twitter! @KenClarkson3

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Useful introduction into hypothesis testing.

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A Christmas Chocolate Desmos activity (teacher link) share by Sam Halls Barker

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Explore the significance of random sampling

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Explore the significance of random sampling

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This activity allows students to explore the significance of random sampling. Students begin by making a quick estimate of word length, to finding the average word length based on a sample of their choosing, and then finally to calculating the average word length of randomly chosen words.

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Context of economic segregation

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Lesson 4.2 - Random Sampling Methods, Desmos Adaptation by Arabella White [Full lesson materials at www.skewthescript.org/4-2]

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Lesson 1.1 - Misleading With Data, Desmos Adaptation by Julia Anker (@AnkerMath) [Full lesson materials at www.skewthescript.org/1-1]

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@JamesWMaloney's Eat out to Help out Desmos task

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@JamesWMaloney's Eat out to Help out Desmos task

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Help videos and tips from Desmos.com

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Desmos Classroom products (Classroom Activities, Activity Builder, Computation Layer and the Desmos Math 6-A1 Program) are now part of Amplify Education. For the most current Desmos Classroom help center resources please visit Amplify's help center. The most accurate version of this specific article can be found here.
Step 1: Pick an Activity

Visit teacher.desmos.com, scroll down to the featured activities, and pick an activity (we highly recommend Floats and Anchors and DinoPops).

Step 2: Assign the Activity

Once you select an activity, hit the Assign button. Here you'll have two options: 1) Assign to Your Classes or 2) Single Session Code. If you already have your class set up, select option 1. If you're just getting started, we recommend option 2.

Step 3: Share It With Your Class

Once you create your code, find your activity's teacher dashboard by scrolling down to Activity Sessions and selecting View Dashboard. You can either share the invitation link or the 6-letter code for students to join on student.desmos.com.

Step 4: Teach Your First Lesson With Confidence

Now you're ready to start teaching. Start your first lesson with confidence, knowing that Desmos is here to support you each step of the way as you guide students to aha moments and celebrate their brilliant thinking.

Students will learn by interacting with mathematical representations, illustrations of the world, and their classmates. They'll represent their developing ideas with sketches, text responses, card sorts, number responses, multiple choice, and more.

Click Student Preview on any activity to experience it as a student.

Teachers will learn about their students from the teacher dashboard, which you can access after you assign the activity.
Learn more about using the Teacher Dashboard.
The most common ways to find an activity are:

1. Finding out about one from a helpful colleague in person or online.

2. Looking through featured collections on teacher.desmos.com.

3. Searching for an activity on teacher.desmos.com.

You can create collections to organize activities you'd like to run with your students. When you find an activity, press the + button and select one of your collections.
Learn more about searching for activities.
Create classes to assign activities to the same group of students throughout a school term. Students will use an invitation code to join the class at the beginning of the term.
Learn more about creating classes.
Once you've created your classes, go back to the activity page and assign the activity. Your dashboard will be empty until students join.

When students log in on student.desmos.com, they will see any new activities you've assigned to the class.
Learn more about Desmos Student Accounts.

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Desmos Classroom products (Classroom Activities, Activity Builder, Computation Layer and the Desmos Math 6-A1 Program) are now part of Amplify Education. For the most current Desmos Classroom help ...

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AMSP On Demand PD on using Desmos in the Maths Classroom

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AMSP On Demand PD on using Desmos in the Maths Classroom

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Overview

This On Demand Professional Development course is designed to support teachers with using Desmos across a wide range of contexts in the Mathematics classroom. The course covers a variety of skills ranging from how to use Desmos to graph simple equations to how to build classroom activities. The methods shown include some features that are particularly applicable in the GCSE and A level Maths classroom but all skills are taught with the aim of equipping teachers with a toolbox of methods that can be used to illuminate a wide range of the mathematics curriculum.

The course comprises five 'pods', each covering an element of Desmos' functionality. In each pod, teachers will see short videos guiding them through the methods, using examples from GCSE and A level Mathematics, along with practice materials, triggers for reflection and suggestions for further study. Teachers who enrol on this course will be encouraged to interact and collaborate with each other via the online forums. An expert tutor will be monitoring the forums and will respond to queries.

The course offers teachers complete flexibility in terms of managing their own study schedule. The materials can be worked on day or night over a period of up to one year. Teachers will be able to track their progress within the course and to see when they have completed a section or the full pod.

Aims

To introduce teachers to some useful features of Desmos

To introduce transferrable skills in the use of Desmos and to give teachers an opportunity to practise these skills

To provide opportunities to reflect on methods, resources and teaching ideas and to discuss these with other teachers via the course forums

Who will benefit from attending?

Any maths teacher who would like to learn more about using the Desmos graphing calculator or classroom activities.

Content

Section

Approximate time to complete*

Getting started with Desmos
Up to 1 hour

Using the graphing calculator: more features
Up to 1 hour

Using Desmos for statistics
Up to 1 hour

Using Desmos Classroom Activities
Up to 1 hour

Activity Builder (creating and adapting Desmos Classroom Activities)
Up to 1 hour

*Timings are approximate and suggest the required time for a topic to be counted on a certificate of participation. Further resources are linked from each section and so participants may, if they wish, spend more time than this in consolidating and reflecting on the content. You do not need to complete all sections to request a certificate.

Materials and Equipment

You'll need an internet connection with capability to watch video. Desmos is accessed via a web browser.

Eligibility

Due to the way we are funded, ODPD is only available to teachers in state-funded schools and colleges in England.

Cost

ODPD is free of charge for qualifying teachers.

Find a course

Key Facts

Queries?

If you have any queries about this event, please do not hesitate to contact:

The AMSP, through MEI, holds the NCETM CPD Standard

View all events

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This On Demand Professional Development course is designed to support teachers with using Desmos across a wide range of contexts in the Mathematics classroom. The course covers a variety of skills ranging from how to use Desmos to graph simple equations to how to build classroom activities.

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Three short videos on using, creating and personalising Desmos classroom activities

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Three short videos on using, creating and personalising Desmos classroom activities

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We offer a wealth of free classroom-ready resources that promote mathematical thinking and support teaching.

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Online auto-marked activity which covers careers, tax, NI and begins to look at affordability

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Students complete three rounds of estimation challenges. After each initial estimate, they view a dot plot of their classmates' responses and decide whether (and how) to revise their estimate.

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In this activity, students complete three rounds of estimation challenges. After each initial estimate, they view a dot plot of their classmates' responses and decide whether (and how) to revise their estimate. Common strategies include "moving toward the middle" (i.e., median).

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Students learn how to use “variability” to describe sets of data.

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Students learn how to use "variability" to describe sets of data. They'll create those sets of data themselves by completing estimation tasks as a class.

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This activity introduces students to dot plots as a tool for representing one-variable data.

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Focus on linear vs nonlinear association, strong vs weak association, and increasing vs decreasing plots

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In this activity, students use observations about scatterplot relationships to make predictions about future points in the plot. In particular, students focus on linear vs nonlinear association, strong vs weak association, and increasing vs decreasing plots. Inspired by Bob Lochel. French translation courtesy of Jocelyn Dagenais: https://teacher.desmos.com/activitybuilder/custom/5b045f318220500a922d23a1

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Collection of Desmos classroom activities based on NY Times What's Going on in this Graph

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Collection of Desmos classroom activities based on NY Times What's Going on in this Graph

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Online, auto-marked activity on food's carbon footprint

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Online, auto-marked activity on food's carbon footprint

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An enormous alligator lurks in the swamp. Can scatterplots and least-squares regression tell you if you have enough animal tranquilizer to stay safe?

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An enormous alligator lurks in the swamp. Can scatterplots and least-squares regression tell you if you have enough animal tranquilizer to stay safe? Screen 1 image credit: http://al.com

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In this linear modeling activity, students make predictions about record times for the women’s

400-meter dash. They also reflect on the contextual meaning of the slope and intercept, and consider shortcomings of the model over the long run.

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In this linear modeling activity, students make predictions about record times for the women's `400`-meter dash. They also reflect on the contextual meaning of the slope and intercept, and consider shortcomings of the model over the long run. Screen 1 image credit: https://www.iaaf.org French translation courtesy of Jocelyn Dagenais: https://teacher.desmos.com/activitybuilder/custom/5b075a34ef2ea3519dd583c3

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Desmos activity inspired by the Bournemouth Chat 29th June by Angela Wade

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A Cyber Crime Desmos activity (teacher link) shared by Angela Wade

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In this activity, students gather data, build a model, and then use that model to answer the question, "How many pennies fit in a large circle?"

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In this activity, students gather data, build a model, and then use that model to answer the question, "How many pennies fit in a large circle?" French translation courtesy of Jocelyn Dagenais: https://teacher.desmos.com/activitybuilder/custom/5a8eef7d68b0820a2138d7b9

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Students use previous iPhone sales data to make predictions about the number of iPhone 6s units sold. Students choose from linear, quadratic, or exponential models, or build their own based on a different function of their choosing.

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This activity is based on the following Yummy Math activity, created by Brian Marks and adapted here with permission: http://www.yummymath.com/2015/iphone-6s-and-6s-plus-opening-weekend/ In this activity, students use previous iPhone sales data to make predictions about the number of iPhone 6s units sold during its opening weekend in September 2015.

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Students build a model to describe the relationship between the number of Starbucks locations in the US and the number of years since 1992. They learn that not all rapid growth is exponential growth, and that another function type (logistic) may provide a better fit when finite resources come into play.

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In this activity, students build a model to describe the relationship between the number of Starbucks locations in the United States and the number of years since 1992. Students then use that model to make predictions about the number of locations in 2015 and beyond.

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This activity invites students to think about how they use their time and how that time use changes for Americans over their lives. They'll predict by sketching graphs.

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This activity invites students to think about how they use their time and how that time use changes for Americans over their lives. They'll predict by sketching graphs. Then they'll see the actual data from the U.S. Bureau of Labor Statistics. https://www.bls.gov/tus/

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Students will place bears on a beam to develop a sense of the mean as a balance point. They begin by guessing and checking. Then they'll develop strategies for determining the balance point with more precision.

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Students will place bears on a beam to develop a sense of the mean as a balance point. They begin by guessing and checking. Then they'll develop strategies for determining the balance point with more precision (e.g., by observing that the balance point is where the sum of the distances to the left of the mean is equal to the sum of the distances to the right of the mean.)

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This activity will help students make the transition from one-variable representations (e.g., number lines) to the TWO-variable representation of the coordinate plane. Students will watch 15-second videos and translate them into graphs.

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This activity will help students make the transition from one-variable representations (e.g., number lines) to the TWO-variable representation of the coordinate plane. Students will watch 15-second videos and translate them into graphs with your help. Special thanks to Adam Poetzel (@adampoetzel) for his videos. (Used under CC-BY license.)

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In this activity, students will work through a series of scaffolded graphing challenges to develop their proficiency with exponential functions.

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In this activity, students will work through a series of scaffolded graphing challenges to develop their proficiency with exponential functions.

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Activities used by Dr Rob de Vries with Sociology undergraduates

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Questions Inspired by a News Story (QUIBANS) by Mark Dawes

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Questions Inspired by a News Story (QUIBANS) by Mark Dawes

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Find blog resources here: https://docs.google.com/spreadsheets/d/1gYPMBVdrzPP-edg_RAIf_ffXD7Hj_4heuBaNY8B07Xc/edit#gid=0

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Matching and interpreting graphs

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Shared by @JamesWMaloney

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Students learn to identify which equation best matches given (x,y) data points

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This lesson is intended as a first introduction to Desmos for middle & high school students. -- Math content covered: students learn to identify which equation best matches given (x,y) data points. Hopefully, they see that it's normal and even interesting to wonder which equation matches given data.

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Challenges students to get as close as possible to 5 seconds using a stopwatch. After asking them to do so with eyes open and eyes closed, some fun discussions on variability and standard deviation ensue

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Challenges students to get as close as possible to 5 seconds using a stopwatch. After asking them to do so with eyes open and eyes closed, some fun discussions on variability and standard deviation ensue

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They need to know what standard deviation 'looks like' but not how to calculate it.

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This activity challenges students to get as close as possible to 5 seconds - and later 20 seconds - using a stopwatch. After asking them to do so with eyes open and eyes closed, some fun discussions on variability and standard deviation ensue.

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Shared by Zoe Lethbridge

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Normal Distribution Practice - TPS4e Chapter 2

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Explore changes to regression line by moving points

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Explore changes to regression line by moving points

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Lesson 2.1 - Percentiles & Z-Scores, Desmos Adaptation by Julia Anker (@AnkerMath) [Full lesson materials at www.skewthescript.org/2-1] Further edits by Jared Derksen, with many thanks to all contributors.

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An introduction to SOFA (strength, outliers, form, association) and to the correlation coefficient, r.

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Lesson 2.4 - More on Normal Curves, Desmos Adaptation by Stevie Bowden (@Stevie_Bowden), Julia Anker (@AnkerMath), and Arabella White [Full lesson materials at www.skewthescript.org/2-4]

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Exam style question on distribution and measures of central tendency

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Exam style question on distribution and measures of central tendency

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Describing Distributions/Measures of Center: Restaurant Tips

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Exam style question comparing distributions

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Exam style question comparing distributions

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Exam style question on Normal distribution

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Exam style question on Normal distribution

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Transformations of Data: Gasoline Prices

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Hiring Discrimination - It Just Won't Fly!

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Activity by Daren Starnes from "The Practice of Statistics", Chapter 1

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Lesson 4.1 - Biased Sampling & The SRS, Desmos Adaptation by Julia Anker (@AnkerMath) [Full lesson materials at www.skewthescript.org/4-1]

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Activity 7-1 from "Workshop Statistics: Discovery with Data" by Allan J. Rossman (@allanjrossman) and Beth L. Chance (3rd Edition) The activity is also freely available on Rossman's University webpage. Screenshots of the dotplots were taken from this PDF: https://statweb.calpoly.edu/arossman/stat312/handout3.pdf Additionally, Rossman has shared a blog post including this activity.

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This activity offers starter screens that you can copy and paste into your activities. These screens are intended to help you create tasks that include aggregated data for your students. To copy a screen, open the screen you want to copy and then press cmd+c (on Mac) or ctrl+c (on Chromebook or Windows).

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Normal distribution - calculating probabilities

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Normal distribution - calculating probabilities

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Guess who type game on Normal Distribution

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Guess who type game on Normal Distribution

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This Polygraph is designed to spark vocabulary-rich conversations about normal distribution curves and their shape. Key vocabulary that may appear in student questions includes: shaded, centre, symmetric about 0, mean, average, spread, standard deviation, one tail, area. In the early rounds of the game, students may notice features from the list above, even though they may not use those words to describe them.

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Intro to Confidence Intervals in context of Covid

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Intro to Confidence Intervals in context of Covid

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Explore a basic confidence interval in the context of COVID-19

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Will need some tweaking for Core Maths students

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Financial Math - Buying vs Leasing a Car

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Financial Math - What are the benefits buying or leasing a car? When would one be better than the other? CL borrowed from @MrCorleyMath https://teacher.desmos.com/activitybuilder/custom/5e8cdb72944d0f7a7c0ea1e4 With inspiration from: https://www.consumerreports.org/buying-a-car/leasing-vs-buying-a-new-car/ To suggest improvements or additions, contact me on Twitter at @TheErickLee