Funding sponsored by:
www.qad.com
Click here to view the project resources.
Project Description: Students will create mathematical art. This will be constructed on the Nspire a handheld mini-computer graphing calculator. They will assemble a document using function, parametric and polar graphs. Limiting the domain with a piecewise function is the primary method. The document will also contain a Notes section. Additionally, they may include the Geometry application.
How it works: Following the pacing of the textbook, students are introduced to the various parent functions. These are their building blocks to create art (a picture) on their graphing calculator. They are introduced to the basics of parametric and polar graphing. Students have also been using their Nspires for over a semester and are well-acquainted with its powerful capabilities. We make a mini-Calc Art with their initials using concave polygons to build their competence and confidence. This is called YUM.
To review the parent functions, students complete a worksheet. They are to attempt to do so from memory. They are then directed to create an Nspire document to verify their attempts. Using new media, students post a curve to our class Wiki a gallery of screenshots. They are to include the name, equation and any pertinent comments. They use Nspire software on a computer to capture the screen. They then use a Learning Management System that allows uploading of images and documents. I am currently using edu2.0, which has worked quite well. They could also make a screencast (Jing or Screencast-O-Matic) and post that.
Project_URL: https://sites.google.com/a/sbsdk12.org/tbower/calc-art
Assessment: There are several due dates that scaffold the project. Evaluations include:
- A quick visual inspection of their work on their Nspire (Page Sorter works well)
- Turning in or showing me a worksheet
- Posting a screenshot on our Wiki (class website)
- Using a rubric in an LMS (edu2.0) or the one attached
- Final product in paper form
Standards: Common Core Standards
Interpreting Functions F-IF
Analyze functions using different representations
7. Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases.
a. Graph linear and quadratic functions and show intercepts, maxima, and minima.
b. Graph square root, cube root, and piecewise-defined functions, including step functions and absolute value functions.
c. Graph polynomial functions, identifying zeros when suitable factorizations are available, and showing end behavior.
d. (+) Graph rational functions, identifying zeros and asymptotes when suitable factorizations are available, and showing end behavior.
e. Graph exponential and logarithmic functions, showing intercepts and end behavior, and trigonometric functions, showing period, midline, and amplitude.
Estimated Number of Class Periods for Students To Complete Unit: 4 Class Periods
Software or Materials Used :
Students will need access to a TI Nspire handheld graphing calculator, Nspire computer software (comes with the calculator), word processing which allows Insert image.
Optional but encouraged: home computer with Internet, email account, edu2.0 account or Wiki.
Keywords: Nspire, calc art, graphic art, calculator art, piecewise functions, limited domain, restricted domain, graphing project, calculator picture, algebra project, alg/trig project, TI Nspire, graphing art, algebra 2, algebra II, pre-calculus, geometry, graphing equations to make a picture.
The Students: The genius of this project is that it is suitable for 7-12th graders and the full gamut of ability. From a simple project of vertical and horizontal lines to a sophisticated picture of curves with animation is possible. I am currently using it in Alg/Trig where they have been exposed to many curves, primarily the parent functions.
Overall Value: This project is outstanding for the following reasons. It reviews a major content standard (graphing functions). These parent functions are being applied to model behavior found in a picture. The students use creativity and synthesize their graphing understanding. Each project is unique and thus collaboration can be encouraged and plagiarism is nearly eradicated. Students choose their own picture, thus providing inherit motivation. Students beam with pride to show their work to their classmates and to their parents.
The bulk of their work is done during standardized testing where there is an abeyance of textbook homework.
The project can be scaled to fit the class and differentiated for individuals.
New media is employed to create and transmit the project.
Subject Area: Math/Arts
Grade Levels: Grades 7 - 12
Tips for the Teacher: Remember to nurture confidence by enthusiastic encouragement. Some students are daunted by the task. Read the packet, as it contains many tips (e.g. save often, both on handheld and computer). Don t spend too much time grading the intermediate steps. A simple check off is adequate. Class presentations can be short and sweet, one to five per day.
Options for presentation:
1) Static: hold up print out, picture through document camera, retrieve from a Wiki. Static means that there is no interaction just the picture.
2) Dynamic: through computer software, Navigator wireless system. Dynamic means that you can hover over parts of the graph and equations pop up, equations can be edited, colors can be changed, graphs can be dragged.
Cultivate mentors in your class to help their peers. For example, I asked a student to be the animation expert . I taught him the basics and then he taught others.
If you are new to Nspire, then start small. Maybe offer as extra credit or to selected students. However, do not let your reluctance impede at least offering the project to some. I had to overcome I-must-be-an-expert syndrome---LOL. Type in the *3 example and you will gain a great deal of confidence.
