Learning the Language of Parabolas
In this activity, students will use Desmos to learn and understand the language necessary to describe parabolas effectively.
1. Students will create a Desmos account which will allow them to save unfinished activities. The teacher will also need to create an account to open the activity for the students. The teacher screen will show student screens, allowing for observation and conversations.
2. Students will go to student.demos.com and enter the classroom code for the Polygraph: Polynomial Activity.
1. Students will create a Desmos account which will allow them to save unfinished activities. The teacher will also need to create an account to open the activity for the students. The teacher screen will show student screens, allowing for observation and conversations.
2. Students will go to student.demos.com and enter the classroom code for the Polygraph: Polynomial Activity.
3. Students should play the introductory activity. They are asked to choose an avatar. Once they do,
the computer will ask them questions to try to guess which one they chose, eliminating choices as the
answers dictate. When the computer is able to guess correctly, the number of questions it took is shown.
the computer will ask them questions to try to guess which one they chose, eliminating choices as the
answers dictate. When the computer is able to guess correctly, the number of questions it took is shown.
4. Once students understand how to play, Desmos will match them up in pairs. One is asked to select a parabola, and the other student is given the task of figuring out which one was selected by asking questions and eliminating graphs according to the answers. Once the questioning student finds the correct graph, Desmos will pair each student with someone else and restart the activity.
5. As students continue to play this game, it is expected that their mathematical language will become richer and more precise, allowing them to ask better questions and find the correct graph in fewer steps.
Note: This activity may take an entire 40 minute period as students try to find graphs asking fewer and fewer questions. As this will lead to a richer vocabulary, teachers should allow time for this.
5. As students continue to play this game, it is expected that their mathematical language will become richer and more precise, allowing them to ask better questions and find the correct graph in fewer steps.
Note: This activity may take an entire 40 minute period as students try to find graphs asking fewer and fewer questions. As this will lead to a richer vocabulary, teachers should allow time for this.