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"In my honors Algebra II class of sophomores, I always look forward to doing a culminating project on quadratics.  We start at the beginning of the chapter with introducing the project and having the kids break up into groups of 3 and 4 and start designing and building a catapult outside of school.  " This seems like a fun activity that could be enchanced by Logger Pro and/or Desmos (www.desmos.com). Logger Pro would allow the students to video a sample shot of their catapult and then break down the distance of their shot at specific intervals/times. Desmos would allow the students to graph the quadratic and place their catapult at the correct location in order to hit their target.

"I immediately tackled it and now present to you my completed Desmos Maze. As you can see, I had some fun toward the end." Awesome concept. I really like the coordinate plane maze at the end. This could be a great review activity for the SOLs.

"Function Carnival changes that. Students watch a video. They try to graph what they see. Then they play back the video and see how their graphical model would be represented as an animation. Does what they meant to graph about the world actually match the world?" This is an explanation of a new online math tool called "Function Carnival." The link to the tool is in the opening paragraph. Further explanation of the tool can be found here: http://blog.mrmeyer.com/?p=18420

There are very interesting things here. h/t Dan Meyer

There are very interesting things here. h/t Dan Meyer

"We are math teachers who share what we've learned, cause we don't want our classes to suck the energy from students. Professional development among friends, not just colleagues. Fun! Immediately useful! Interesting!" The Conference Tab on this page contains video archives of previous meetings. Some of the previous meetings include tips and tricks for using Mathalicious and Desmos in your classroom.

"The point here is that the technology made the conversation easier. Instead of creating 20 different examples of graphs and seeing what happens as each variable is changed, students were able to visualize the changes, both in the graph representation, and in the formula representation. When asked if they noticed anything after the "Point on the line" slider was changed, one student said they noticed the Intercept-slope form of the equation did not change. Another student responded to him with "that form of the line doesn't depend on which points you use.""