A | B | C | D | E | F | G | H | I | J | K | L | M | N | O | P | Q | R | S | T | U | V | W | X | Y | Z | AA | AB | AC | AD | AE | AF | |
---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|

1 | Date Created | Activity | Topic | Grade | Searchable on teacher.desmos.com | French Version | Description | ✔ | ✖ | |||||||||||||||||||||||

2 | Title | 7/8 | 9 | 10 | 11 | 12 | ||||||||||||||||||||||||||

3 | 2018/12 | Super Mario Points | Exponential, quadratic, and linear modelling | ✔ | ✔ | ✔ | no | An all-time favourite 3-act task. Now in a Desmos Activity. How are the points distributed along the flag pole in Super Mario? Students will build linear, quadratic, and exponential models to help determine how many points Mario will earn. This activity was inspired by the creator of the videos, Nora Oswald (@NoraOswald). | ||||||||||||||||||||||||

4 | 2018/4 | Speedy Squares | Linear Modelling | ✔ | ✔ | ✔ | No | An activity to accompany the Speedy Squares in-class activity which I first discovered through Mary Bourassa. Read more about the lesson here: http://mrorr-isageek.com/speedy-squares/ Lesson Goals: Students will use mathematical modelling to help determine how fast they can build a 26 by 26 square using connecting cubes. | ||||||||||||||||||||||||

5 | 2017/12 | Logarimth Marble Slides | Logarithm & Exponential Functions | ✔ | No | Use logarithm and exponential functions to capture stars with this marble slides activity. | ||||||||||||||||||||||||||

6 | 2017/10 | Talkers & Drawers - Quadratic | Intro to Quadratic Graphs | ✔ | ✔ | no | Yes | Students will generate a need to use less informal language and more formal language when describing quadratic relations. One student will attempt to "describe" (without using their hands) a graph for their partner to sketch (who can't talk). Then the two will swap roles. After a few challenges your class will have used a number of words to describe quadratic relations. Now you can swap out those informal words for more formal ones. | ||||||||||||||||||||||||

7 | 2017/10 | Talkers & Drawers - Linear | Intro to Linear Relations | ✔ | ✔ | ✔ | no | Yes | Students will generate a need to use less informal language and more formal language when describing linear relations. One student will attempt to "describe" (without using their hands) a graph for their partner to sketch (who can't talk). Then the two will swap roles. After a few challenges your class will have used a number of words to describe linear relations. Now you can swap out those informal words for more formal ones. | |||||||||||||||||||||||

8 | 2017/10 | Talkers & Drawers - Periodic Functions | Intro to Periodic Functions | ✔ | ✔ | no | Yes | Students will generate a need to use less informal language and more formal language when describing periodic functions. One student will attempt to "describe" (without using their hands) a graph for their partner to sketch (who can't talk). Then the two will swap roles. After a few challenges your class will have used a number of words to describe periodic functions. Now you can swap out those informal words for more formal ones. | ||||||||||||||||||||||||

9 | 2017/09 | Fast Clapper | Proportions, linear relations | ✔ | ✔ | ✔ | no | A mix of active clapping, predictions, proportions, and linear modelling. Show your students that proportions can also be modelled as a linear function. Get ready to clap! Credit to Nathan Kraft for this problem. You can find it on his blog. http://mrkraft.wikispaces.com/Fast+Clapper | ||||||||||||||||||||||||

10 | 2017/9 | Evaluating Expressions | Linear, Quadratic expressions | ✔ | ✔ | no | Students are given the Evaluating Expressions handout with 14 different linear and quadratic expressions. They are to evaluate the expression for their unique value of x given to them by the teacher. They are to plot that one point on each graph. Together the class will build the shape of the expression. Use this worksheet along side the graphs. https://drive.google.com/open?id=0B3zQp-gapBCeSDB6VC1taXNGU1k | |||||||||||||||||||||||||

11 | 2017/3 | Turbo Texting | Linear relations, scatterplots | ✔ | ✔ | ✔ | no | A mix of active clapping, predictions, proportions, and linear modelling. Show your students that proportions can also be modelled as a linear function. Get ready to clap! Credit to Nathan Kraft for this problem. You can find it on his blog. http://mrkraft.wikispaces.com/Fast+Clapper | ||||||||||||||||||||||||

12 | 2017/1 | A look into combined functions - Quotients | Combined advanced functions | ✔ | no | Students will explore how dividing two functions affects the graphs of the quotient function. | ||||||||||||||||||||||||||

13 | 2017/1 | A look into combined functions | Combined advanced functions | ✔ | no | Graphing combined functions by combining their y-values. | ||||||||||||||||||||||||||

14 | 2016/7 | Pentomino Puzzles | Expressions, solving linear equations | ✔ | ✔ | ✔ | yes | Yes | In this activity, students work through a series of "pentomino sum" puzzles. They begin informally (and rather inefficiently). But later, they'll develop and apply an algebraic approach, demonstrating the power and efficiency of mathematics along the way. French translation courtesy of AFEMO: https://teacher.desmos.com/activitybuilder/custom/59236e68ef478950618a9370 | |||||||||||||||||||||||

15 | 2016/11 | Rational Function Sign Analysis | Rational Functions | ✔ | no | This activity is used to begin the idea of sketching rational functions using a sign analysis. The activity should get students to see that a function only changes sign at zeros, vertical asymptotes, or holes. After this activity students will graph functions from equations. | ||||||||||||||||||||||||||

16 | 2016/11 | How Fast? | Instantaneous and average rates of change | ✔ | no | An activity that introduces the concept of instantaneous rates of change. Students ease into seeing that it's needed to incrementally make an interval smaller to approximate the instantaneous rate of change. Thanks to Sam Shah for the idea of using How Fast at Exactly 3:01pm to introduce instantaneous rates of change. | ||||||||||||||||||||||||||

17 | 2016/10 | Solving Polynomial Inequalities | Polynomials, Inequalities | ✔ | no | Main goal: Students will discover what it means to solve a polynomial inequality. On the first slide the teacher will use the overlay feature to show that there are only two solutions to this EQUATION. On the second slide the teacher will use the overlay function to show that there are infinite solutions to the inequality. This bring up the idea of using notation to record all those solutions. They will create polynomials to match a given solution to an inequality and vice versa | ||||||||||||||||||||||||||

18 | 2016/10 | Flippity Flip Bottle Flip | Volume, cylinders | ✔ | ✔ | no | ||||||||||||||||||||||||||

19 | 2016/10 | Pondering Percent | Percent | ✔ | ✔ | ✔ | ✔ | no | This activity builds on students current knowledge of percent before it creates a driving need to use an algebraic solution to determine percent of a number. | |||||||||||||||||||||||

20 | 2016/10 | On The Map | Scale Factor, map reading | ✔ | ✔ | ✔ | ✔ | no | An activity that allows students create the shortest route on a map. Students will draw routes using sketch, estimate distances, measure using the scale, and verify their answers. | |||||||||||||||||||||||

21 | 2016/09 | Polygraph - Function Jumble | various functions | ✔ | ✔ | no | A variety of functions to generate a discussion on characteristics of their graphs. We'll consolidate by discussing end behaviour, intercepts, asymptotes, symmetry, domain, range, intervals of increase/decrease | |||||||||||||||||||||||||

22 | 2016/03 | Sugar Sugar | Proportions, linear relations | ✔ | ✔ | yes | Students will use unit rates in various ways to compare the sugary-ness of five cereals. They order the cereals from least to most sugary and read graphs to determine useful information—especially unit rate. | |||||||||||||||||||||||||

23 | 2016 | Match My Function | Function transformations | ✔ | yes | In this activity, students use function notation to transform a pre-image graph onto an image for a variety of function types. | ||||||||||||||||||||||||||

24 | 2016 | Match My Picture | Linear relations | ✔ | ✔ | yes | Match my Picture is an activity to strengthen students' linear graphing skills. Original activity: https://teacher.desmos.com/activitybuilder/custom/55b8dd86ec9ee58d1ff4fe07 | |||||||||||||||||||||||||

25 | 2016 | Match My Picture - Quadratics | Quadratic Relations | ✔ | ✔ | no | Students will create quadratic equations to match pictures. Question slides have been put in to bring out knowledge of transformations. | |||||||||||||||||||||||||

26 | 2016 | Match My Trig Function - Degrees | Trig Functions | ✔ | ✔ | yes | This is a challenge-based activity for students to explore transformations of trigonometric functions. All graphs are in degrees. | |||||||||||||||||||||||||

27 | 2016 | Match My Trig Function - Radians | Trig Functions | ✔ | ✔ | yes | This is a challenge-based activity for students to explore transformations of trigonometric functions. All graphs are in radians. | |||||||||||||||||||||||||

28 | 2016 | The Great Collide | Linear Systems | ✔ | ✔ | no | In this activity students will graph two linear equations that represent the position of two dots. I am hoping to:Introduce to students the idea of a linear system, [As a whole class: review creating linear equations], Have students solve a linear system using a graph. Use this activity as a lead in to discuss an algebraic approach to solving a system of linear equations. | |||||||||||||||||||||||||

29 | 2015 | Match My Pattern - Quadratic | Quadratic Relations | ✔ | ✔ | no | Students will see quadratic patterns and be asked to fill in the table and equation that matches. They then are to determine "How many shapes in figure 73?" | |||||||||||||||||||||||||

30 | 2015 | Polygraph - Trig Functions | Trig Functions | ✔ | ✔ | no | A guess who game around trigonometric functions with radians | |||||||||||||||||||||||||

31 | ||||||||||||||||||||||||||||||||

32 | ||||||||||||||||||||||||||||||||

33 | ||||||||||||||||||||||||||||||||

34 | ||||||||||||||||||||||||||||||||

35 | ||||||||||||||||||||||||||||||||

36 | ||||||||||||||||||||||||||||||||

37 | ||||||||||||||||||||||||||||||||

38 | ||||||||||||||||||||||||||||||||

39 | ||||||||||||||||||||||||||||||||

40 | ||||||||||||||||||||||||||||||||

41 | ||||||||||||||||||||||||||||||||

42 | ||||||||||||||||||||||||||||||||

43 | ||||||||||||||||||||||||||||||||

44 | ||||||||||||||||||||||||||||||||

45 | ||||||||||||||||||||||||||||||||

46 | ||||||||||||||||||||||||||||||||

47 | ||||||||||||||||||||||||||||||||

48 | ||||||||||||||||||||||||||||||||

49 | ||||||||||||||||||||||||||||||||

50 | ||||||||||||||||||||||||||||||||

51 | ||||||||||||||||||||||||||||||||

52 | ||||||||||||||||||||||||||||||||

53 | ||||||||||||||||||||||||||||||||

54 | ||||||||||||||||||||||||||||||||

55 | ||||||||||||||||||||||||||||||||

56 | ||||||||||||||||||||||||||||||||

57 | ||||||||||||||||||||||||||||||||

58 | ||||||||||||||||||||||||||||||||

59 | ||||||||||||||||||||||||||||||||

60 | ||||||||||||||||||||||||||||||||

61 | ||||||||||||||||||||||||||||||||

62 | ||||||||||||||||||||||||||||||||

63 | ||||||||||||||||||||||||||||||||

64 | ||||||||||||||||||||||||||||||||

65 | ||||||||||||||||||||||||||||||||

66 | ||||||||||||||||||||||||||||||||

67 | ||||||||||||||||||||||||||||||||

68 | ||||||||||||||||||||||||||||||||

69 | ||||||||||||||||||||||||||||||||

70 | ||||||||||||||||||||||||||||||||

71 | ||||||||||||||||||||||||||||||||

72 | ||||||||||||||||||||||||||||||||

73 | ||||||||||||||||||||||||||||||||

74 | ||||||||||||||||||||||||||||||||

75 | ||||||||||||||||||||||||||||||||

76 | ||||||||||||||||||||||||||||||||

77 | ||||||||||||||||||||||||||||||||

78 | ||||||||||||||||||||||||||||||||

79 | ||||||||||||||||||||||||||||||||

80 | ||||||||||||||||||||||||||||||||

81 | ||||||||||||||||||||||||||||||||

82 | ||||||||||||||||||||||||||||||||

83 | ||||||||||||||||||||||||||||||||

84 | ||||||||||||||||||||||||||||||||

85 | ||||||||||||||||||||||||||||||||

86 | ||||||||||||||||||||||||||||||||

87 | ||||||||||||||||||||||||||||||||

88 | ||||||||||||||||||||||||||||||||

89 | ||||||||||||||||||||||||||||||||

90 | ||||||||||||||||||||||||||||||||

91 | ||||||||||||||||||||||||||||||||

92 | ||||||||||||||||||||||||||||||||

93 | ||||||||||||||||||||||||||||||||

94 | ||||||||||||||||||||||||||||||||

95 | ||||||||||||||||||||||||||||||||

96 | ||||||||||||||||||||||||||||||||

97 | ||||||||||||||||||||||||||||||||

98 | ||||||||||||||||||||||||||||||||

99 | ||||||||||||||||||||||||||||||||

100 |

Loading...