how to submit desmos assignment

Submit button to check work

How do I create a submit button or something that will check student work? I have multiple choice questions and I want students to have to check their answer and get the answer correct before they move on to the next question. Currently they have no way of knowing if their answer is correct or not.

Piggy backing this; is this possible during a select all question (checkboxes)?

You can use set conditions to show content: in a note. For multiple choice or checkboxes, you need to determine the desired answer(s). Then, use that as a condition for your content in the note (and/or coverText on the next slide. See the thread at the bottom). Multiple choice is easy. Here the third answer is correct: correct = this.isSelected(3)

Checkboxes take some care. Say the 2nd and 3rd answers are correct, but answers 1 and 4 should not be checked: correct = this.isSelected(2) and this.isSelected(3) and not(this.isSelected(1) or this.isSelected(4) )

Make an action button and name it. Then, in your note:

I’m using a nested when-otherwise. When the button is pressed it follows the when-otherwise in parentheses, otherwise it shows your directions.

Using coverText :

When I do the content: when yourButtonName.timeSincePress() > 0 (when yourCheckboxName.script.correct “Great Job!” otherwise “Try again.”)

I get an error message "Syntext Error: Expected_ otherwise_ token not found

You’re missing the last line of my example. It was a nested when-otherwise (i.e. a when-otherwise inside a when-otherwise). You currently have “when the button is pressed, do this when-otherwise”, but you’re missing another otherwise (i.e. what to do if the button has not been pressed).

Your help has been amazing and I greatly appreciate it! I’ve managed to make it work for two of my cards, but now every card since then it has stopped working. The code is all good (no error messages) but the button simply doesn’t react when I input an answer and click on it. I’ve checked it multiple times and its exactly correct; any ideas why it would stop working?

Can you share your activity and identify the slide in question?

I think I figured out the problem actually, but thanks for your willingness to go above and beyond to help me!

Hi - I have created a really similar slide but I want to allow students to retry their answer. I don’t know how to get the button to reset - it doesn’t seem to reset if you change your check box answers so the text just automatically changes to give them feedback once they get the correct combination. I would like them to be forced to click the button to submit their next choice. Any ideas? Many thanks!

I worked out a solution - I just added some text for the resetLabel!

Hi Natalie_V_MEI, Can you explain how this resetlabel works? Thanks,

Hi - I used this bit of code to show “Try again” once they had clicked the button … I had already defined what the correct answer was in the note component fb1:

resetLabel: when not(fb1.script.correct) “Try again” otherwise “”

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Using Activity Builder by Desmos to engage students during class

Olga Bulakh and Sarah Coombs

Introduction

Desmos Activity Builder is an online tool that can be used in a variety of ways ranging from a short learning assessment to a full class length activity. Being developed by Desmos, it has great math features but can also be utilized across all subject areas.

• Quick and free to set up and run simple activities
• Students can demonstrate their thinking in different ways
• Instructors can monitor student progress easily
• Greater access to learning for all students
• Students can work at their own pace
• Many pre-made activities exist that can be modified
• teacher.desmos.com or Google account
• Laptop for instructor
• Laptops/smartphones for students

Steps for Implementation

Step 1. Create an Account

Create a free account at teacher.desmos.com or sign in with Google.  Then visit https://teacher.desmos.com/labs  and enable all three options (Marble  Slides, Geometry, Computation Layer).  This will allow for the modification of already  created activities.  

  Step 2. Explore existing activities.  

Desmos has many well-made math activities (pre-calculus and calculus). Using the search bar on the Desmos website displays activities that have been screened for quality by Desmos. Searching on a search engine will yield more results from users.

Most templates can be copied and modified to suit your needs for other topics.  To modify an activity,  copy and make your desired changes, then publish your draft. You can save drafts before publishing as well.

Step 3. Create your own activity.

Image:  Select Custom Activities and New activity.

There are many options you can use to create an interactive activity for your students.  These include:

• Graphs powered by Desmos, which include features like sliders
• Multiple choice questions (including multiple select) with written student input
• Polygraph (a game where students ask yes/no type questions to guess which object their classmate picked)
• Card sort  (a matching activity where students can group objects such as images, text, or graphs)
• Marble slides (a game where students type in an equation for a graph and the answer is judged to be correct if the marble was able to use the function as a track to collect all the stars)
• Media (video or picture)
• Ordered list (students can rank answers)
• Short answer (students can input both text and math)
• Drawing tool (students can sketch onto a blank page or a picture you have uploaded such as a graph, a map, a physics diagram, etc.)
• Tables (students can copy data from Excel)
• Computation Layer (the ability to code more specific activities is available)

  Step 4. Run activity in class (pause, anonymize, pacing).  

  First, make sure you are logged into your account. Then select your custom activity.  You will see a downloadable Teacher Guide which you can use to assist your lesson  planning through predicting student responses, planning pauses and pacing.

Once you create a class code you can view the  Dashboard. There are four main  screens on your Dashboard:  Snapshot , Summary , Teacher , and Student.

Snapshot – allows you to project student work. You can email yourself a link before  class that will allow you to take pictures of student work with your phone and display  on the screen for class discussion. Implementing Desmos in a lecture could be as simple as projecting a question, then using Snapshot to generate discussions by displaying student work.

Summary – displays student responses as they appear. You may click “Anonymize” to have student names replaced by the names of famous mathematicians. Here you can see the progress of students at a glance. You can select specific entries in the solution matrix to see individual answers.

Teacher – displays a dashboard that displays all the student answers for that particular question. Student – view displays unanswered questions as the students see them.

Top Tips for Success

• Have students use laptops instead of smartphones for most activities. Certain activities do not format well on small cell phone screens (such as polygraph, matching, and graphing activities).
• Encourage the use of one device for two students. This encourages student collaboration and discussion in the classroom.
• Plan moments for class discussions and utilize the Pause and Control Pacing options. This is to avoid students falling behind or going so far ahead and missing the main concepts you wished to get across.
• When creating your own activities, gradually increase the level of difficulty. Make the first slides easy for all students to begin and last slides more challenging.  This will encourage all students to participate and at the same time challenge the top students.
• Use Desmos activities for online courses. It is a great way to see everyone participate and allows the teacher to see students’ work and thoughts in real-time.   If students log in with their Google account, activities can be structured to be used as a formative assessment.

Further Reading

Desmos. n.d. Learn Desmos . Retrieved from https://learn.desmos.com/create

Desmos. (2016). The Desmos Guide to Building Great (Digital) Math Activities . Retrieved from https://blog.desmos.com/articles/the-desmos-guide-to-building-great-digital-math/

Danielson, C. (2016). Increased participation and conversation using networked devices. The Mathematics teacher, 110 (4), 258-264. ISSN: 0025-5769

  Author

Technology Tools for Teaching in Higher Education, The Practical Handbook Series Copyright © 2020 by Olga Bulakh and Sarah Coombs is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

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Math Monday: Getting Started with Desmos

Desmos is a great tool to engage students, simplify grading, and strengthen conceptual understanding. But if you haven’t used Desmos before, you might not know where to start. Never fear! NGPF created a great video tutorial series to walk you through everything you need to know to get started. 

What’s Included

These six videos cover how to use different features of the Desmos graphing calculator and how to set up your Desmos classroom so you can easily assign activities, use Desmos activities live, and monitor student progress.

If you haven’t yet, create a Desmos teacher account . You can use this video tutorial to walk you through the process of creating that account adding your students to a class. 

Once you’ve created your account, go to NGPF’s Financial Algebra Collection to see all the Desmos activities that are a part of the Financial Algebra course . 

Want to collaborate with other personal finance teachers? Join FinLit Fanatics !

About the Author

Kathryn dawson.

Kathryn (she/her) is excited to join the NGPF team after 9 years of experience in education as a mentor, tutor, and special education teacher. She is a graduate of Cornell University with a degree in policy analysis and management and has a master's degree in education from Brooklyn College. Kathryn is looking forward to bringing her passion for accessibility and educational justice into curriculum design at NGPF. During her free time, Kathryn loves embarking on cooking projects, walking around her Seattle neighborhood with her partner and dog, or lounging in a hammock with a book.

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Use Desmos Tools for Math

Desmos ® Tools enable you to use a graphing calculator, scientific calculator, or geometry tool to help learn math or visually demonstrate math concepts. You can access Desmos Tools from the eText and Tools panel when viewing assignments that align to algebra or geometry content, or from within a lesson that uses algebra or geometry content.

Access Desmos Tools When Viewing Assignments

• Click the CLASSES tab on the top menu bar. If you are in more than one class, select the class from the list.
• In the eText & Tools panel, click Desmos Graphing Calculator , Desmos Scientific Calculator , or Desmos Geometry .

A separate Realize Desmos window opens for the tool you selected.

Access Desmos Tools Within an Activity

Use the Graphing Calculator

Use the Scientific Calculator

Use the Geometry Tool

View or Edit a Saved Graph, Equation, or Construction

• In the Realize Desmos window, click Menu .

• If you make any changes you want to keep, click Save before exiting the Realize Desmos window.

For additional information on how to use the Desmos tools, see:

• Learn Desmos: Graphing
• Learn Desmos: Scientific
• Learn Desmos: Geometry

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23.2.4 - 4/3/2024 - 10:43 AM

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‘Sixth starter’ back for another doubleheader assignment with Tigers

• Updated: Apr. 13, 2024, 6:15 p.m. |
• Published: Apr. 12, 2024, 5:05 p.m.

Detroit Tigers starting pitcher Matt Manning throws against the New York Mets during the fourth inning in the second game of a baseball doubleheader, Thursday, April 4, 2024, in New York. (AP Photo/Noah K. Murray) AP

• Evan Woodbery | [email protected]

DETROIT -- For the second time in the young season, the Detroit Tigers will summon right-handed pitcher Matt Manning from Triple-A Toledo to help out in a doubleheader.

Manning, who was already in the Tigers’ clubhouse on Friday afternoon, will start Game 2 of Saturday’s doubleheader against the Minnesota Twins.

He’ll be the 27th man on the roster, the same role he filled on March 4 in New York against the Mets.

Manning was scheduled to start Wednesday in Toledo but was scratched with the wet weather looming in Detroit this weekend. The Tigers knew there might be a doubleheader and knew they wanted to preserve Manning as an option to pitch.

That means Manning will have gone nine days between appearances when he steps on the mound on Saturday.

“That long stretch isn’t ideal, but Matty was in good spirits today and he’ll be ready to go tomorrow,” Tigers manager A.J. Hinch said Friday.

Manning didn’t allow a run or a hit in 5 2/3 innings against the Mets . He walked four and struck out three.

He had a solid spring training, but so did his two competitors -- Mize and Reese Olson. Manning narrowly lost the three-way battle and was optioned to Toledo .

The Tigers didn’t plan it this way, but as of Saturday, Mize, Olson and Manning will all have made two big-league starts this season.

“It’s like having a six-man rotation -- even though we said we were not going to have a six-man rotation -- because he’s fully equipped to pitch at the major league level,” Hinch said. “I’ve said it over and over, and I’ll continue to say it: ‘He deserves the opportunities when they come up.’”

Hinch said Manning has thrown a couple of bullpens over the last nine days, so he won’t be coming in cold.

“We communicated with him what was going on,” Hinch said.

An uncertain injury update

If Manning is considered the sixth starter, the Tigers probably banked on right-hander Sawyer Gipson-Long being the seventh starter this season.

Unfortunately, it hasn’t worked out that way.

Gipson-Long has been sidelined since spring training with a groin strain, but he appeared to be nearing the end of his rehab.

But after a three-inning outing at Class A Lakeland on Sunday, he reported right forearm tightness. He was in Detroit on Friday to be evaluated by doctors.

“We’re kind of waiting to solidify the plan to get him multiple opinions on what’s going on with him,” Hinch said. “We brought him here. We wanted our doctors to see him and also wanted to set up some appointments for him to get further evaluated.

“He’s frustrated, as he should be. It’s good to be around your teammates, around your coaches, around this place while he awaits what the next steps are for him.”

Gipson-Long, 26, was acquired from the Minnesota Twins in the Michael Fulmer trade in 2022. He debuted last September, posting a 2.70 ERA in four strong starts . He struck out 26 in 20 innings.

Tigers' medical report for today... pic.twitter.com/tSg1uGaixB — Evan Woodbery (@evanwoodbery) April 12, 2024

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