Graph functions, plot points, visualize algebraic equations, add sliders, animate graphs, and more. Instead, I decided to simplify the shapes to make them easier to draw with fewer functions. Explore math with our beautiful, free online graphing calculator. In order to reproduce these shapes correctly using functions, I would have had to write many different small functions. This would make them fail the vertical line test, so they couldn’t be functions. 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. I was planning to help my students but first two videos got almost 8k views so I decided to continue recording.My students and colleagues all know how much I love Desmos, and how much I rely on it in my classroom. I just started learning desmos art a few days before I recorded the first video. What do you think I should talk about next? Again, I am not a desmos pro. Video four, piecewise functions, adding basic animationsĪnd video five, using max and min, and absolute value. In video one, I talked about lines and circles, I tried to talked about functions step by step. And special thanks to u/Knalb_a_la_Knalb, he helped me with my last video. Opening the links, investigating the functions, playing around with them etc. and I also get very positive messages from other teachers and they want me to continue recording videos and I am planning to do that. My students loved the videos and they created amazing graphs, wonderful stuff. I am learning and recording at the same time. So, I decided to record my own videos and still doing it. However, I couldn't find any step-by-step tutorials on Youtube. Anyways, I am also teaching advanced functions and functions courses and starting last December, I decided to give my students DESMOS ART projects. I just heard about desmos art last year and since then I am working on it, creating graphs, playing around with sliders.
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