As students went through the activity, the answers posted were shared, this allowed students to make sure they were in the right track, I provided help and hints when students needed it. This DESMOS activity was not graded, and served to help my students understand and master the idea of Domain and Range of a Function associated to the graph of the Function, via vertical and horizontal strips. Through out the activity I asked students “what if… ” questions to help them figure out the answers reasoning.ġ6 students participated, this activity took 30 minutes. the “interactive visualization” of this DESMOS activity, in my opinion, brings clarity and helps students “make sense” of what is explained in class. “mistakes are part of the learning process” I often said to encourage students to finish with the activity. This time, students were able to check if what they posted was right or wrong as well as what their classmates were posting, this helped them, in most cases, to understand the nature of their mistakes, correct them and post again. As I walked around helping students, I noticed that the counterintuitive nature of “horizontal shifts” was better understood thanks to the “visualization” of what they posting. For all questions during the activity the function was expressed as f(x), which helped students to understand that these transformations can be applied to any function whatsoever. In this DESMOS activity students were able to visualize how, in general, the graph of function changes, under rigid and none-rigid transformations. 12 students participated, this activity took 30 minutes.
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