Reading for Domain and Range ( original (), solution)
#Domain and range desmos activity pdf
I can identify the data types Number, String, and ImageĮxploring Image Functions ( original (), solutions)ĭomain and Range Frayer Model ( PDF ()) I can identify the domain and range of a function. The student is comfortable using and writing Contracts for built-in functionsĭemonstrate understanding of Domain and Range and how they relate to functions The graph of f is the graph of the equation y = f(x). If f is a function and x is an element of its domain, then f(x) denotes the output of f corresponding to the input x. Understand that a function from one set (called the domain) to another set (called the range) assigns to each element of the domain exactly one element of the range. The graph of a function is the set of ordered pairs consisting of an input and the corresponding output. Understand that a function is a rule that assigns to each input exactly one output. And those students felt like a million bucks.Students encounter String and Image datatypes and use "contracts" to make sense of the domain and range of functions. There were still a few students who said the activity was dumb, that it made no sense at all, when are they every going to need this.
And before I knew it at least half the class was able to complete the maze. What? He did it? He did it! Then she did it! Then another, and another. But then a student raises his hand and states that he's finished. Not the activities, but all of the whining. These activities are really starting to wear on me. I seriously thought about doing that for the rest of the year. It's easier, the students understand this, it's less work for everyone involved. I understand why many teachers just want to stand up front and lecture.
#Domain and range desmos activity how to
Really?!?!? None of you understand how to complete a maze? Not a single one of you? It was awful. I really wanted to cry and/or pull my hair out. Oswald, basically sit next to me and tell me exactly what to do." "I don't understand what I'm supposed to do."
"How are we suppose to find the equation if there is no line?" The students were so needy throughout the whole process. Next I had the students work through this maze that I created on desmos. I needed to really walk the students through the process when I came back. I was not in school the day they completed the worksheet (I was at the IU) and that didn't go well. Next we completed a worksheet on creating the equations to make given line segments. The students like the hands-on appeal of this and it seemed to be right on level with their knowledge so far. This makes life easier once class is over and you find a card on the floor but you don't know what set it belongs to. Some advice on creating card sorts: Copy each set of cards on different color paper. " How do I even find the slope?" " What is the second number in the equation for?" The good news is that they remembered quickly with a short explanation.Īfter working through the desmos activity (it actually took us two days) I felt that we needed a stepping stone between desmos with its immediate feedback and paper and pencil that doesn't have it. THANK YOU DESMOS!!!Īs predicted the students didn't remember how to write the equations. The students could instantly determine if they were correct just by looking at their graph. They first write the equation, then restrict either the domain or range to make the endpoints. In the activity, I graphed two ordered pairs and the students are required to create the line segment that will connect the two points. The desmos activity is infinitely better than paper and pencil practice because of the immediate feedback.
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