Slope-Intercept Form Transformation Exploration
The teacher will log in to teacher.desmos.com and open the Marbleslides:Lines lesson. The teacher will display on their projector/TV one of the marbleslide challenges from the Desmos lesson (You can pick any screen to display from the student preview section). The teacher will say, “In this game, the line needs to be changed so that when the marbles are launched, they will hit all of the stars on the page.” “How do you need to change the line to make that happen?” “What do you need to do to the equation to make that happen?” Do not immediately answer these questions. Allow for the students to pose some answers. After asking the students the questions in the Engage section, have them discuss the solution in small groups. Walk around and listen to the ideas the students have.
Next, allow each group to test their hypothesis. (One way they could do this is on the Desmos graphing app). After the students have discussed some options, invite each group to send a person to come up and test their ideas for the class on the marbleslide game. If something doesn’t work, encourage the students to try again and help each other out.
The teacher will now clarify any points the students struggled with solving the above problem. The teacher reviews the slope-intercept form of a line. Remind the students what the slope is and what the y-intercept is. Show the students how changing the domain can change the line.
The teacher will now project the student code to access the Marbleslides: Lines activity. (the teacher can do this by creating a class code on the main lesson site then entering the dashboard.) The students should already have Desmos accounts. Make sure all the students log in, enter the code, and begin the activity. The teacher can monitor the class and individual student progress from their teacher screen. Help the students that are struggling or seem to be missing important information. If you see something you want to highlight with the class as a whole, pause the class in Desmos and address the class. You could highlight creative solutions the students find or troubleshoot as a class if everyone gets stuck on a similar challenge.
The students should all have their iPads, tablets, or computers out. Desmos will work on all of these platforms. The teacher should make sure no students try to use their phones, Desmos will not be as effective on that platform. They should log in to student.desmos.com and enter the class code. Once the code is entered they should follow the instructions for the activity.
Instruct the students to create a video on Educreations, or on another interactive video tool, that explains and demonstrates how to make transformations of linear functions in slope-intercept form. The video should include a basic explanation of how changing each part of the line will change the graph as a whole, a visual demonstration, and a real-world example where transformations might be used. The students will be sharing their video with a classmate in the next class for peer review. They will then have a chance to improve the video before submitting it.
Educreations Video Instructions: Linear Transformations
Objective: Your task is to create a video that explains and demonstrates how to make transformations of linear functions in slope-intercept form.
Instructions: Create a video on the Educreations app that explains and clearly demonstrates how to transform a linear function written in slope intercept form. The video should include a basic explanation of how changing each part of the equation will change the graph as a whole, a visual demonstration, and a real-world example where transformations might be used. (Example: the slope might need to be transformed when adjusting the slant of a ramp for entrance to a building.)
Grading Break Down:
1. (5 points) You clearly explain which part of the equation is the slope and what changing the slope will do to the graph.
2. (5 points) You clearly explain which part of the equation is the y- intercept and what changing the y-intercept will do to the graph.
3. (5 points) You clearly explain what needs to change in the equation in order to reflect the graph across the x-axis and the y-axis.
4. (5 points) You give a clear and helpful visual demonstration of each transformation above.
5. (5 points) You give a real-world example where transformations of lines might be used. You clearly explain the situation and give a visual example.
6. (5points) I (the viewer) can clearly hear and understand your explanations and the video is edited to look professional and visually appealing.
Total Points Earned (30 points possible)
Key Standards Supported
For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the quantities, and sketch graphs showing key features given a verbal description of the relationship. Key features include: intercepts; intervals where the function is increasing, decreasing, positive, or negative; relative maximums and minimums; symmetries; end behavior; and periodicity.
Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it describes. For example, if the function h(n) gives the number of person-hours it takes to assemble n engines in a factory, then the positive integers would be an appropriate domain for the function.
Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases.