![]() All submissions must be made on or before April 30th, 2020 at 11:59 p.m. Although we will only accept one graph entry per student, our form allows a teacher to upload graphs for multiple students if they desire. Here’s a Google form where teachers and parents can submit entries. In addition, teachers can submit in bulk on behalf of their students. Students can submit their entries through the Graphing Calculator on. ◾ A Desmos-sponsored pizza party (or equivalent) for the entire class ◾ Desmos T-shirts for the winning student and their teacher In each age category, the following prizes will be awarded:Īll Finalists (including top 3 prize winners):Īll 30 finalists, including the top three in each category, will receive: All 30 finalists’ graphs will be featured on our website and will then proceed to a final round of judging by a panel of guest judges. Ten finalists in each of the three age categories will be selected by our in-house panel of judges. There are lots of ways to show this, such as: Want to impress our judges? We’re looking for submissions that have some combination of the following:ĭelight. (Original means that (a) you made it yourself and (b) it doesn’t contain any copyrighted images.) Your original art created in the Desmos Graphing Calculator. Judging will be based on three age categories: So this year, we’re running our first-ever Desmos Global Math Art Competition!Īny student aged 13–18 may submit a Desmos graph to the competition via their teacher or a parent. Several more examples have also been added to the “samples of student work” (see the link above).We’ve been so excited about the beautiful and creative math art that is being produced with Desmos that we wanted to create a space for students from around the world to submit entries and win prizes for their hard work. Like anything, it is still a work in progress I’m sure it will change before I give it to students again. In particular, I found that students used the language of function transformations when working with the technology, and hardly at all when they drew by hand. I found that this encouraged them to choose very simplistic images, and their drawing did not connect well to the understanding of function transformations. Most notably, I no longer require them to pre-draw the piece of art. Since the initial class, I have made a few refinements to the process. Now that I (and you) have samples of work, it will go all the smoother the next time. I can also say that they did very well with function transformations on exams. On the whole, they were fantastically done. I was skeptical throughout the process because they resisted giving me updates on their progress. pdf that contains several samples of student work. Here is a tutorial sheet that Mary Bourassa gave me to show a simple example from quadratics.(It stresses the pre-drawing as well as the replication of a piece of art) With all that out of the way, here are the materials I used: I may project a simple image and ask, “What functions would you use to draw this?” When I do it again, I may even have weekly challenges as they are introduced to more and more function variety. Pointer #2 : Illustrate how a variety of functions could model the same segment of line. Making them copy a pre-existing piece meant they must think about how the parameters shift to match. Pointer #1: It was important that students copied a piece of art (this was typically a cartoon of sorts). (…bunch of drama queens).Ĭouple of important points, and then I’ll let you peruse/steal the handouts and view the samples of student work (of which I am extremely proud). They complained, but the results were fantastic. I gave them the project as we began to talk about function transformations, and they had 3.5 months to complete it. I did show them how to restrict domain and range (although most of them stuck exclusively to domain). ![]() I use Desmos regularly in class, so it was not a huge stretch for them to pick up the tool. ![]() Luckily, several had and they had great advice regarding how to structure the task. I began by sourcing the #MTBoS to see who had ventured down this road before. This semester I gave my Grade 12s a term project to practice function transformations.
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