![]() I was impressed with the time many of the students put in to make this project a reality. During the next class the projects were shared and students explained how they made the different shapes and borders using tables. About half of the class finished within that time. ![]() Students were given about 30 minutes to work on the project and they were asked to submit it to Canvas once finished. Other students dove right in and started the creation process. Some students decided to use scratch paper and create their name there first as a draft. ![]() The instructions were key for students as they built confidence before starting the final project. Kudos goes to Cathy for sharing the deck which helps guide students through a learning process of graphing points on a grid. In addition, it was great to have students encounter math in a unique way. I thought this task might be a way to help reinforce coordinate points and quadrants. Students found the midpoints of lines and solved problems involving scale models on coordinate grids. During the last week of school my class explored coordinate grids and plotting points. One of the last projects of the year involved a first name coordinate grid task. It was a year like no other as teachers navigated remote, hybrid and in-person learning throughout the school year. For example, the head of the elephant was made using a quintic function because we needed a function that would provide a good number of inflection points.It is official. To create the kinds of curves we needed in our images we planned on incorporating certain types of functions. We then began using Desmos to graph out our pictures. We first found pictures of the Tufts logo and elephant to model our drawings after. Desmos is free and very easy to use, but a graphing calculator could also be used. We decided to use the online graphing tool Desmos to play with our functions until we could decide on the final equations. Both pictures are very difficult and require a lot of functions, but we wanted to create pictures that would display the full effect of the project. We decided to draw out an elephant and the Tufts logo. How can I move, change, or resize functions to fit my drawing?.Students would also use limits to plot specific sections of their functions. ![]() The students would also interactively learn how to scale and translate functions as they needed to move and resize plots. We decided we would have them draw out a picture using functions and this would challenge the students to choose what functions would best draw the picture. We wanted the students to have to play around with various types of functions and see how functions change depending on how you change coefficients within an equation. Learn how to translate and scale functions.Interact with various types of functions.To view our creations on Desmos, click on either of two graphs below. We utilized the online graphing tool Desmos to plot out our functions before hand drawing everything. We drew out an elephant using 15 different functions and the Tufts logo using 87 functions. Students can use a variety of different functions however many times they want, but they must use at least five types of equations from the following list:Īuthors: Rose Solow and Orian Sneor Final Project Multiple functions of different types should be utilized within the project and a list of all of the functions used should be included. Students should choose some image to recreate and then use various different functions to graph out the picture. Create a visual picture by graphing a series of functions.
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