![]() ![]() I found some of the shapes in the mask difficult to reproduce using functions, because they curve back in on themselves. ![]() For the eyes, I used exponential, quadratic, and absolute value functions, which I dilated, reflected, and translated, then used inequalities to shade. I shaded between them using the top function as a restriction for the shading on the bottom function. ![]() For the nose, I used two transformations of the quadratic parent function, one of which was a vertical reflection so that the parabola opened down. I used an image from this link for a guide. This is a recreation of the mask of one of my favorite comic book characters, Grendel. I remembered to do this this time! It always helps, especially with the language I was looking for at the end. Also, the "library" of functions used matched up nicely with where we were. This worked as a nice intro, with answers students could check. Working up to this assignment included the following desmos activities. Grade 9 is the first time we really dig into function transformations, and we're also at a point where we've had some experience dealing with functions that are a little more "interesting" than linear and exponential (mainly quadratics, but we also dabble in radicals and cubics). I've got a growing love affair with "functions" as a specific area of focus in my instruction, and a growing understanding of how they fit into all the other areas, and how they fit into the grades 8-10 currriculum I've been working on for the past 4 years. I also feel like a lot of other teachers must do something like this, but I couldn't find anything that really fit what I wanted to do (although Jon Orr's Beautiful Functions was kind of an inspiration). The way I presented and assessed it over the last couple of weeks with my 9th grade Integrated 2 class is the closest I feel like I've come (yet) to doing it right. I've thrown the idea out to different groups of students as an alternative or enrichment in a couple of cases, but never really prepared for it or made it an intentional goal. I've been playing around with doing an art project using Desmos for awhile, trying to find the right time, the right content connection, the right group of students, etc. Mention something, and then they ALL decide to do it (I never want to see another picture of a house again!).My students and colleagues all know how much I love Desmos, and how much I rely on it in my classroom. At least I told them to write down their equations as they went, so all they had to do was retype them.Īlso, I should not make suggestions or mention what other people were graphing. They tried to leave it open, and then if they were somewhere without wi-fi they would think their work was saved, but it wasn’t. Technology-wise, I should have told students to save and then close their browser tab every time they stopped working. Most students remembered anyway, but it would have helped. Just throwing up a couple of equations and explaining what part caused a horizontal translation, vertical stretch, etc. I should have done a quick recap of transformations before diving into the project. Even students who rarely turn in a completed homework assignment and whom I know do not have internet access at home. The students told me it was fun, which is always a plus and EVERYONE turned in a project. It took them a little bit to get the hang of restricting their domain and range, but that was good practice as well. Even my weakest students were exploring and experimenting. ![]() Some of them were doing deeper thinking about how to write their equations, while others were relying more on guessing and checking, but everyone was working the entire class period and making good progress. I was impressed with how engaged my students were. That was enough time for some of them to finish, but most of them had to work on it a little bit throughout the rest of the week to wrap it up. I gave them two days to work on it in class. That made things a little bumpy to start with, but they got it figured out pretty quickly. My Algebra 2 students just got iPads a few weeks ago, so it was their first time really using Desmos and figuring out how save, etc. They also had to include a horizontal and vertical translation, a vertical stretch and shrink, and a reflection. I required students to create a picture including the following: I know others have done it before, and I decided I would give my own version a try. I decided to have my students do a graphing art project with Desmos to refresh their transformation and equation writing skills. After making it through, I decided we needed a break before jumping into logarithms. We just finished all the radicals and exponents material in Algebra 2. It’s the dreaded third quarter – the longest part of the year (plus far too many snow days). Whew! It’s been a while since my last post, but I’m still here. ![]()
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