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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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This activity looks at some random sampling methods. This includes simple random sampling, stratified sampling, cluster sampling, and systematic sampling.

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Representing income inequality in UK and the world

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Representing income inequality in UK and the world

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Short video clip on using the food carbon footprint activity with your students

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Short video clip on using the food carbon footprint activity with your students

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How to copy a slide and use it in your own activity 

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How to copy a slide and use it in your own activity 

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Collects student answers and automatically displays a boxplot. 5 minute video.

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Copying a slide from another Desmos activity and using it in your own.

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Using the rainfall and interpreting data task with your class 

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Using the rainfall and interpreting data task with your class 

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14 minute video on setting task for your class and what you might do with the data collected.

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Students estimate rainfall then get an opportunity to refine their guess based on other student estimates. Possible intro to standard deviation.

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Create a Desmos Polygraph (Guess Who?) for any Subject

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Reading and interpreting different types of graphs

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Reading and interpreting different types of graphs

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Reading & Interpreting Different Types of Graphs

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In this activity, students will review reading and interpreting graphs. Review measures of center and spread. Teachers will see what gaps students have in basic statistical literacy.

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Identify possible associations between variables in data related to the sinking of the RMS Titanic

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Identify possible associations between variables in data related to the sinking of the RMS Titanic

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In this activity, students use relative frequencies displayed in tables and in segmented bar graphs to identify possible associations between variables in data related to the sinking of the RMS Titanic. First, students explore possible associations between survival rates and passenger type (women, men, and children).

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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 check in with 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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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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This activity offers starter screens that you can copy and paste into your activities. These screens are intended to help you check students' understanding in the middle or at the end of a lesson. 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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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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Useful introduction into hypothesis testing.

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

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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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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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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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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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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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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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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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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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Activities used by Dr Rob de Vries with Sociology undergraduates

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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 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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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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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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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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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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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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Extensive correlation activity shared by @LittleMissMath5

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Extensive correlation activity shared by @LittleMissMath5