This tool for visualizing of Euclid's algorithm (programmed by Jason Davies) comes from Underground Mathematics. Fawn Nguyen has written a fabulous narrative on how she used it as a notice-and-wonder activity with her sixth graders. What she did would work just as well with high school students. All you need to get started are two positive whole numbers.
Monday, June 5, 2017
Euclid's Algorithm
This tool for visualizing of Euclid's algorithm (programmed by Jason Davies) comes from Underground Mathematics. Fawn Nguyen has written a fabulous narrative on how she used it as a notice-and-wonder activity with her sixth graders. What she did would work just as well with high school students. All you need to get started are two positive whole numbers.
Thursday, January 5, 2017
Snail's Trail Quilt Square
I created this GeoGebra applet based on a quilt square pattern to use in a precalculus class as a visual introduction to the sum of an infinite geometric series. A nice accompaniment is this applet from Irina Boyadzhiev. I also created a Desmos activity with a focus on asking questions which incorporates these two applets.Sunday, August 21, 2016
Visualizing radians
Saturday, July 30, 2016
Exponential Models Card Sort
Thanks to the ever-innovative-and-tuned-in-to-what-teachers-would-love-to-have Desmos team, I've created an online version of a card sort that I originally developed in paper form to help precalculus students think carefully about the meaning of the parameters in various forms of exponential equations. See this blog post for more detail on the context in which I use this.
Saturday, July 23, 2016
Introduction to Point-Slope Form
Saturday, May 2, 2015
Evaluating Inverse Trig Expressions
Monday, March 30, 2015
Variation on John Golden's GeoGebra Ferris Wheel
We had a great discussion in precalculus class today based on a single randomly generated wheel. We went wherever student questions and answers took us and ended up covering lots of ground. The particularly interesting stuff from my perspective came when those who saw the graph as a shifted sine wave were fighting it out with those who saw it as a shifted cosine wave and those who saw it as a flipped cosine wave. Finally lots of people were seeing lots of ways that they might write an equation for a sinusoidal wave. At the very end of class we generated a new wheel and everyone tried to write a function to go along with it. Class was over and people were pleading, "Please--try my equation!"
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