Curve Sketching requires so much time and space. I’m lucky to have the space! This problem took 20 minutes!

Curve Sketching requires so much time and space. I’m lucky to have the space! This problem took 20 minutes!

Super exciting computer programming final projects in progress. Here’s one student who’s making a dynamic dragon fractal and working out the math in Desmos before he implements it in processing.

Another student has made a couple of different graphing programs in processing, one that reads in a string, like “y=2x+x^4” and graphs it, and another implicit grapher. Very exciting! More info to come.

It’s May. The students might not be fully prepared for each feedback quiz, especially since they’re not graded. These students were taking a feedback quiz on derivatives of transcendental functions (exponential and log functions). The instructions at the front:

Here’s a nifty trick that I’ve never seen before. Thanks 3Brown1Blue (Grant Sanderson). Can you tell what derivative formula this student just derived from the exponential rule and implicit differentiation?

Not much to say here except I love this space for giving students some space to do some long calculus problems.

Megan asked a great question on twitter:

@mgolding Yes, but classwork is probably the hardest. hmwk < assessments < classwork. Support goes along with difficulty.

— Dan Anderson (@dandersod) May 17, 2017

To speak to my response, here’s a problem that we started off today with in PreCalculus H (started calculus early because they have extra time throughout the year).

Tough problem (unless you solve for y first!). Pretty tricky calculus with a product rule inside of a quotient rule, and some tricky algebra too. Here’s some sample work:

Every student made at least one mistake in this problem. BUT, they had a high level of support, they worked next to their peers throughout, and every couple of minutes I’d show my work. This is a small example of a difficult problem that I’d not put on homework or a test because the hurdles are high and numerous without the support.

To find the derivative of sin(x), they drew tangent lines to sin(x) (printed out on paper), measured their slopes and then graphed the derivative point by point. Here’s a desmos version.

From that derivative fact and noticing that the derivative of cos(x) is -sin(x), they have enough to find the derivatives of tan(x), csc(x), sec(x), and cot(x). Let them at it.

Because of AP testing, the other PreCalculus class got an opportunity to make some Desmos creations in the Innovations Lab.

Because of all the whiteboarding, our erasers were getting a bit … worn.

Replacement time.

18 of the 24 precalc students had a field trip. The rest of them designed stuff in Desmos and then we went to the innovation lab and lasered and printed their designs. I showed how to create this coaster design for about 5 minutes, and then let them play.

https://www.desmos.com/calculator/hssfvguxkx

Used this workflow to get their designs ready to print. The poster design was rendered in high definition with fragmentarium (but originally designed in desmos).