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Using Desmos to explore transformation of graphs, to see how transformations work across different types of graphs.

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Naomi's ICT Activity - Desmos and Parabolas

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Naomi's ICT Activity - Desmos and Parabolas

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Helping students move between analytical and graphical representations

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I have shared 2 different ICT activities (click on the table to expand and see all). These are modifications of activities that I have used in the past and will most likely use again in the future. I enjoyed aligning them to the ATLs as this forced me to make the tasks more purposeful.

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Shella's ICT & ATLs activity

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Karen Hajj

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| Assignment: Humanities/Mathematics Interdisciplinary Unit by Jacinta Deylen  Ted Talk on a contentious issue. Students to decide on topic in negotiation with their teacher. Students are required to research data and information to support arguments for and against their case. The data is to be represented in a visually effective manner using tables, graphs. Other calculations may be used to determine mean, median, line of best fit.  The TED Talk to be presented using Google Slides.
| ICT Resources Google Sheets to tabulate data and present graphically. Calculate percentages and measures of central tendency.
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CAS calculator to support 5 figure summary of data to enable back to back and single boxplots, scatterplots with regression analysis if required.
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| Approaches to Teaching and Learning The Approaches to Learning that is most utilized in this assignment is Communication. The clear and effective presentation of data to support arguments and points of view to be conveyed within a limited timeframe is most critical for this Task. Research and Thinking also feature fairly strongly in being able to collect, interpret and analsye the required data, transferring knowledge to support and present opinions based on the factual data.  Note: Students should also have some time prior to their Ted Talk where they had investigated misleading data and could better critically examine and present information.

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How ICT can support a meaningful task that link with investigate data and mathematical concepts in MYP2 mathematics.
/Susan

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Assignment description:

Through calculating the total area for each pizza: large, medium, and personal.

Then, calculate how much of the total area is the cheesy, delicious inside part, and how much is crust.

Students discuss which size of pizza should order and why?

The last part of this task is:

For a pizza with a 1-inch crust, graph the percent of the total area that’s inside, and the percent that’s crust. When you order pizza, how might you use this graph to decide which size to choose?

(this kind of function students haven’t learnt, so they are allowed to use ICT resources to finish this part)

ICT Resource:

Graph-plotter software like Geogebra

ATL skills:

Self-management Skills

(Organization skills)
-Use appropriate strategies for organizing complex information

-Select and use technology effectively and productively

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How ICT can support a meaningful task that link with investigate data and mathematical concepts in MYP2 mathematics.

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How ICT can support a meaningful task that link with investigate data and mathematical concepts in MYP2 mathematics.

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/Susan

Assignment description

Students have been studying statistics and the following steps of statistical inquiry. Students solve their own problem (sometimes we link this to an I&S unit, where students are focusing on an issue - we talk about surveying techniques, bias, data types and presentation in math to support the I&S unit)

1. Students think of a survey question that they can solve using statistics.

2. They use a google form to make their survey. We have class discussions about the benefits and drawbacks of sampling techniques and question style questions.

3. Students organize and analyze their data with a google sheet. Some opportunity here to teach about functions - sum, mean, median, mode.

4. Students select appropriate graphs to present their data.

5. Students summarize their work. Instead of a report, we have students present their findings using an infographic with Canva.

ICT resource

GoogleForm (or other survey software)

GoogleSheets (spreadsheet software)

Canva Free Infographic maker (https://www.canva.com/create/infographics/)

ATL skills

Communication

Make inferences and draw conclusions

Use and interpret a range of discipline-specific terms and symbols

Understand and use mathematical notation

Organize and depict information logically Structure information in summaries, essays and reports

Critical Thinking Skills

Interpret data

Draw reasonable conclusions and generalizations

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yifei zhang_ graphical transformation of the exponential functions

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yifei zhang_ graphical transformation of the exponential functions

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This is my sample based on the transformation skills of algebra in Grade 10- standard level of math class. The topic is exponential function via TI-nspire.

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Chris' ICT Resource using Geogebra Classic

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Chris' ICT Resource using Geogebra Classic

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This is based off an activity I did in the past with Year 7 to explore transformations. Works great as a class activity but might be able to be adapted into an assessment.

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KAMIL RUDOLF
The document has two pages.

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I have used a similar task for students to observe patterns and make generalisations.

The relevant ATL skill is Critical Thinking and specifically Test generalisations and make conclusions.

The ICT tool is “Sketchup” which is a basic CAD (Computer Aided Design) program.

The task is aimed at Framework MYP 1-3 and aims for conceptual understanding of volume of rectangular prisms. Students are taught to make cubes in the program of 1m side length.

They copy and paste their cube and start to build a prism. Down below is a screenshot of a 2 by 3 by 5 prism.

Students are asked to build a number of prisms and to count the number of cubes needed to make the prism.

Strategies for counting are discussed eg counting by ones or counting by layers.

We conclude that the product of the three dimensions provides the number of cubes needed.

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Hi guys,
I used this activity with my top year 8 class last year (2019) and I really like it. The only limitation is that you need Maths 300 software to do it. You may possibly build something on Desmos to do the same thing. However, I haven't yet tried to do so.
Phuong