![]() ![]() Having the activity be self-checking is essential when students are working remotely and asynchronously, as mine were this week. It was a lot better than my original plan would have been, which was to have students practice on graph paper and send photos of their work to me. I found this worked really well with my students. Look in the CL here, and you’ll find the definition of the function for the screen – the rest of the CL on the screen points back to this. If you’re looking to customize a screen, you’ll find there’s a math input box which doesn’t actually appear to students. If you want to add or remove functions, or change them, or change the entries in the table, feel free to do so! In fact, one intention is that others be able to copy a screen into their own activities with a minimal amount of effort. This is basically because I’m lazy and wanted to copy and paste each screen means that it shouldn’t been too hard to edit the activity. The only changes are the function and the input values that prepopulate the table. In fact, each screen (except the last, where students choose their own function) is essentially the same. ![]() My classes have not reached the point of making those observations, yet.Įach screen is a separate question. At its most basic, a plot simply represents the ordered pairs that make a function as points on a coordinate plane – slope and intercepts are just characteristics of that plot that we observe. At this point, I’m just trying to make sure my students clearly understand the connections between the different representations of a function. I should note that the activity makes no mention of (and doesn’t assume knowledge of) slope and intercepts. This means the green answer is also correct! The black dashed line is the correct line. And the activity reports to the student how many times they’ve clicked the solution button, hopefully provoking the pride of a few students to only attempt to check the solution once. The solution button only works if the graph has a line drawn on it. ![]() Of course, students could abuse this and look at the solution before drawing their own, so I added a couple of features discourage this. They can then go back and fix their graph if they’ve made an error. Then, after students plot their graph, they can have the correct answer shown underneath their work. As the table is filled in, check marks indicate whether each row correctly satisfies the rule. Then, students plot the graph of the function using the points in the table. Using that function, they construct an input-output table. Students are presented with a rule for a linear function. It is Linear Function Practice: Rule to Table to Graph, and its name pretty well describes what it’s about. It’s suitable for distance learning, because that’s how I used it this week. Here’s an activity to practice graphing linear functions that I’ve made using the Desmos Activity Builder. ![]()
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