![]() A few students per class had already pointed out that the red line represented the price for different amounts of ice cream. As a class, we discussed the concept of a unit rate.įrom there, I began to touch on the difference between a rate and a unit rate. Students enjoyed seeing their classmates’ ridiculous ice cream prices scroll up on the screen. Many zoomed in until the intervals had exponents, but they could only submit a unit rate that they could understand and verbalize. ![]() During whole group discussion, students can defend their answers. Students are to move the line to represent a ridiculous price for an ice cream. Slides 5 & 6: Slide 5 is meant to generate conversation. The submitted responses gave me great insight to my students’ mathematically thinking, vocabulary use and writing skills. I repeated the same process of scanning responses, picking out a couple, organizing them, and finally calling on students to read their entries to the class. ![]() Students needed this processing time before they entered a response. Not es: After slide 3, I asked groups to discuss how the dot and line related to the labels of Dollars and Ice Creams. Students are to explain how the black dot and red line relate to the labels. Then called on the students to share out what they wrote. I organized their names in the order I wished the information to be shared. I read through their responses quickly and jotted down names of students who wrote interesting observations or asked a great question. Notes: Students liked the animation aspect of the graph. All students can manipulate the graph and state an observation and/or ask a question. Slides 1 & 2: Students are to slide the black dot and take note of what they notice. Develop questions to guide and extend student learning.Anticipate both correct and incorrect responses.Create a general outline of discussion points needed to be addressed.Use the link: Intro to Unit Rate, press the preview button and go through the activity as a student.Whole group discussion (Teacher facilitated).Submitting a response (Student analysis).Manipulating a graph (Student discovery).Student participation comes in 3 forms (for this specific activity):. ![]() The interactive piece motivates students to participate.From their computer, Teacher’s can view everyone’s responses and therefore provide immediate feedback to students.It’s a great formative assessment tool.Activity Builder gives teachers the freedom to create their own computer based activity to focus on a concept of choice.I am planning on putting a Feedback screen at the end of each activity where students can ask questions once they finish an activity.In August of 2015, Desmos launched it’s newest feature, Activity Builder. And they can just click on the “Go to screen 3” to look at the screen or edit their work. ALL of the feedback is in one convenient place for your students. Once in an activity, click the text box at the top of the screen to leave feedback.ģ. Then check all the Labs you would like to have.Ģ. Click on your name in the top right corner > Desmos Labs. You have to TURN on the feedback option in Desmos Labs. The feedback is very easy for students to access, as it puts all of the feedback you give them in one place, and they can click to go directly to the screen.ġ. I figured it would be a great way to review, and ease into distance learning. Yes! It works on previous activities! Just today I went into our last activity and added some feedback for students to look at on our first day back. ** Your students MUST be signed in to the activity, with either with a Google or Desmos account, to be able to go BACK into an activity and read the feedback. Desmos JUST released a new feature that give teachers the ability to give feedback to students INSIDE Desmos activity builder! This will be such a helpful feature now that we cannot interact with our students in person, and especially for classes that are only able to do asynchronous distance learning.
0 Comments
Leave a Reply. |
AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories |