Desmos can be a powerful tool in a math classroom. The Desmos calculator tool is a user-friendly resource to help students better understand a wide array of connected concepts like tables, graphs, and equations. However, we are using the Desmos Activity Builder, which can be accessed on any device (desktops, laptops, iPads, etc). Students will go to student.desmos.com and enter an activity code.
Using Desmos Activity Builder in a classroom setting, a teacher would intentionally pace the slides so that there would be “whole class” moments as well as individually-paced moments throughout a lesson. You can have students work with card sorts, and upper elementary grades can utilize Polygraphs (here’s a Clock Face exampleLinks to an external site.) and calculation tasks with self-checking feedback. Working with young learners who can’t type/spell? There is an option for students to record an audio response.
The teacher dashboard capabilities allows the teacher to see exactly where each student is at a given moment, and the teacher can also capture student work/thoughts to share out. While we didn’t investigate these aspects of the activity builder today because we are working asynchronously, I would encourage you to look further into how this resource can serve your future students at all grade levels. Click here to access a Region XI resource that organizes Desmos activities by TEKS for grade levels 5+. The resource also contains interactive Math STAAR Chart activities for all tested grades (3rd +).Create a short video responding to the following questions:
- How could Desmos be used as a facilitation tool in an EC-6 mathematics classroom?
- Where did you see the Desmos activity provide opportunities for mathematical discourse? How?
- What “a-ha” moments did you experience during our activity?
- My slides order is intentional and is meant to bring something to your attention. All of the slides are connected. How?
- Why is it important for teachers to take the time to work with concrete models instead of going straight to a traditional math algorithm?
- How are the individual grade-level skills regarding these connected mathematical concepts so important to the development of concepts beyond your classroom, especially in this example? (Think about each grade level’s responsibility to the bigger picture.)
- Anything else that you’d like to add?
