desmos is a fantastic website (and they have an app) for students to use to help learn about graphing. We use it at several year levels.
This time it is yr 10 Advanced Maths learning about graphs of circles and ellipses. Students started the task by using their knowledge, and a bit of exploration, to reproduce given graphs of circles and ellipses. This allowed them to explore how the translations and dilations are represented in the formulas. Then it was time for creation. A ‘need to know’ occurred as students wanted to draw only part of a shape. Such an easy way to introduce domain and range and also talk about inequalities, as they wanted to colour in.
Below are some of their creations, including some where students used their prior knowledge and included linear, quadratic and trig graphs. Great work Yr 10.
By JonathonBy Lily
By Zoe B
By Zoe M.
and by Molly
This year a version of the well known Crossing the River task formed the basis of the Yr 8 Algebra problem solving assessment task. Several students took full advantage of the power of their iPads to produce stop motion or iMovie presentations of their solutions.
Click on the link to view Patrick’s stop motion video
and here is Alice’s solution.
As part of their assessment, Yr 7s completed a task where they had to consider different shaped garden beds that all covered the same area, choose one, then calculate the volume of soil needed to fill it.
There was an optional extension involving a circular based bird bath, for those who had completed work on the circumference and area of circles.
Students were given a choice of presentation format. Many chose the traditional A4 paper, but others used their iPads to great effect.
Click on the link to view Kiarna’s movie.
Here are some screenshots from Nikki’s Keynote presentation.
As part of learning about algebra, students created their own patterns and then worked towards finding the rule (equation) that would allow someone to build a larger step of the pattern.
While students were given the choice of drawing or building (for example with lego) their pattern, Minecraft proved very popular.
Below are some samples of the patterns they created.
Ebony, working on finding her pattern rule.
Pattern by Moksh.
This one’s from Kayla:
As an introduction to Yr 7 students thinking about data they created an All About Me video (inspired by Dan Meyer’s Annual Report) including data about themselves.
Some used Keynote, some iMovie and others VideoScribe or Haiku Deck.
They thought about data, they did some basic arithmetic and they learned more about how to use some of their presentation apps.
Here are a few examples of their work.
This one is from Jazz:
I wish I could have posted Nanda’s. She included film of herself studying, training for aerobics, shopping, amongst other things. It was terrific, but sadly, the file was too big to post here.
Tim Johnson gave his Year 11 Math Methods students the opportunity to apply what they have been learning about functions, domains and ranges with some Desmos art. He’s put together a great task that the students clearly enjoyed and benefited from.
Here is a selection of what students came up with.
Jacob was very pleased to use the equation of a truncus to create his tree trunk:
Here’s the full version of the task complete with Jacob’s work.
Methods Graphing task Jacob
Ruby and Nancy Zeng, who have created with desmos before, blew our minds once again with their attention to detail and amazing art work:
This is Nancy’s (double click on the images to enlarge)
And this is what Ruby came up with.
Year 7 have created Maths posters to show some of the new maths terms and ideas they have been learning. These will be displayed on the digital display screens around the school in the coming weeks.
Pic Collage and Strip Design were perfect apps, however, one student also decided to take the opportunity to learn how to use videoscribe.
Double click on the images to enlarge them.
Click here for Kayla’s movie. Kayla Composite
And here is Karlin’s videoscibe.
Students in Year 9 started the year learning about Pythagoras’ theorem.
They recorded their explanations of how they solved problems.
Here ‘s an example:
New Year 7 students arrived in February with a range of prior learning and experience about perimeter and area of shapes. They have all expanded their knowledge and have completed a range of tasks to demonstrate their new understanding.
Here are some examples of what they have been doing;
Karlin, Natasha and Ebony explaining how to find the area of a composite shape. This was a differentiated task where students were given a choice of 4 different shapes so that they could choose the one best suited to them.
Harry showing how he estimated and then calculated the volume of the classroom:
and here’s how Jazz and Georgi worked it out:
Year 7 have started the year revising angle names and types, and learning about supplementary and complementary angles, and angles in parallel lines. They have used their iPads and the Field Protractor app to create presentations to demonstrate what they have learnt.
Many students created KeyNote presentations, but Liv used her iPad to create this terrific movie.
And here are some individual slides from Keynotes produced by other students:
and Harry N
And here is Lilly’s movie. It shows heaps of great examples of different types of angles.Lilly Angle Movie
Georgi, Harry and Ebony created these movies to teach others the difference between complementary and supplementary angles.
This one is by Anna. Check out how she uses her gymnastic skills to show some of the angle types!