![]() ![]() We were able to collaborate with other teachers in our same subject to try and come up with ideas for a new activity to create. We participated in a workshop about Desmos design process with Jenny and Shelley. It made me reflect on the activities I have created and different areas I could be intentional about. It was amazing to see how intentional Desmos is what creating their activities. We went through the same activity but focused on the different Desmos pedagogy that was being used throughout. After working through the activity, he directed us to another activity that focused on the Desmos Guide to Building Great Digital Math Activities. Micheal did not hesitate using the pause button causing a room of competitive math teachers to yell. We worked with one computer per pair (promotes conversation). Micheal Fenton ( mjfenton) led us through a Points Collector activity. Over the next two days we were led through various activities and sessions. It was great seeing so many #MTBoS friends and meeting people I’ve seen on Twitter and Slack. Amazing.Īfter dropping everything off at our hotel we walked our way to Desmos for some bonding by “math and mingle”. ![]() Julie and I tried to contain our excitement on this 5 hour flight by watching Beauty and the Beast. My adventure to Desmos started Friday morning with my flight out of Charlotte. I was so ecstatic to be going to Desmos, not visiting San Fransisco (a city I’ve never been to and did very little sight seeing while there) but Desmos. This entailed going to the Desmos head quarters in San Fransisco and meeting up with some of the most amazing minds math education for a weekend. Here is a template for creating your own Desmos Ladder for your classroom!Įarlier this year, I was lucky enough to be selected as a Desmos Fellow. The ladder really helps to regulate a collaborative classroom. Teams are now able to create their own team names and come up to the board to move their team along. ![]() I decided to make the switch from writing the ladder on the board every day to creating a ladder on Desmos. It also gives the students a good sense of where they are. It gives me an idea of where every group is and if a group is slacking or moving too fast through the problems. When they finish a problem they “red light” me and then they get approval to prove on the ladder. Typically, I would write their problems on the board and they would move their group’s magnet to the problem they are working on. ![]() Creating a problem ladder is a great to tool to help regulate their progression. Keeping track of where each team is can be difficult especially when you have a large number of teams. Students are constantly working in their teams to problem solve and typically are on different problems at different times. Consider \(r=5 \cos \theta\) the maximum distance between the curve and the pole is \(5\) units.This year we have started using the CPM curriculum for geometry and algebra 2. Set \(r=0\), and solve for \(\theta\).įor many of the forms we will encounter, the maximum value of a polar equation is found by substituting those values of \(\theta\) into the equation that result in the maximum value of the trigonometric functions. We use the same process for polar equations. Recall that, to find the zeros of polynomial functions, we set the equation equal to zero and then solve for \(x\). To find the zeros of a polar equation, we solve for the values of \(\theta\) that result in \(r=0\). ![]()
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