Overall I thought it went much better than previous years. latex when expressionInput.submitted expressionInput.latex otherwise function(f): simpleFunction(latex,x) This is my activity. I tried this from an activity that I found, but it did not work. I got focused on that and kind of forgot to check our solutions, so that obviously wasn’t ideal… How do I graph the inequality from a math input box into a graph The student’s input is y < -4x +3 and I would like for them to see the graph after they submit an answer. If the calculator is able to detect that a curve is periodic, its default. By default, polar curves are plotted for values of in the interval 0,12. Apparently some of my students have a lot of trouble writing basic inequalities from number lines?!? This was a surprise, and actually probably the biggest struggle of the day. The Desmos Graphing Calculator considers any equation or inequality written in terms of r r and to be in polar form and will plot it as a polar curve or region. More focus on writing distance statements in words and writing final solutions as inequalities without absolute value. The Desmos Graphing Calculator considers any equation or inequality written in terms of r r and to be in polar form and will plot it as a polar curve or region. Did a Google form warm-up to see what the understanding level was after the activity the previous day. Students filled out a summary handout at the end of the activity and checked it with my key as their wrap-up for the day.Įxtended from the previous day’s activity to talk about solving more complex absolute value inequalities. Kept everyone paced together and drew some summaries on the board as we went along. Again, slightly too long in first hour, but better. Worked through a Desmos Activity on absolute value inequalities. We never used the procedure of “make one positive equation and one negative equation and solve.” I liked it! I had students write a distance statement for each equation and solved everything with number lines (decided to do this the morning of the lesson). We worked through some examples together. They did have a worksheet to practice the ideas with as homework.Įxtended from the previous day’s activity to talk about solving more complex absolute value equations (where the coefficient on the variable wasn’t just 1, or the absolute value quantity had to be isolated first). It was a bit of a mess first hour (to long), but I modified it for sixth hour and kept students paced together as a class instead of letting them work at their own speed. We worked through a Desmos Activity giving students a refresher on the definition of absolute value and an intro to solving basic absolute value equations. I’m getting closer, but (as always) it isn’t quite there yet. I’ve been trying to move away from procedure and really focusing on absolute value as a measure of distance. I’ve been slowly modifying the way I teach absolute value equations and inequalities.
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