Polar Graphing

After writing yesterday’s post on the connections between polar and Cartesian graphs, I realized that I hadn’t said anything about how easy it is to start from scratch and create a polar graph in Sketchpad, so I decided to write this post, and include an instructional video. Here are the steps to create the graph shown on the right below.

Simple Polar Graph

  1. Choose Graph | Plot New Function.
  2. Use the Equation menu to choose r = f(θ).
  3. Type “c” (for “cos”), “2″, and “th” (for “theta”).
  4. Click OK.
  5. If your angle units are degrees, Sketchpad may ask if you want to change to radians. (Don’t worry; the graph will be correct no matter whether you want to use radians or degrees.)

That’s it!

This short video shows how easy it is to add parameters to control the amplitude, period, and phase shift:

It’s also easy to create a family of polar functions. Once you’ve modified your graph to show f(θ) = a·sin(b·(θc)), here are the steps used to graph the family of functions shown below.

Family of Polar Graphs

  1. Select both the graph and parameter a.
  2. Choose Construct | Family of Functions.
  3. Set the domain to go from 1 to 6, and the number of samples to 11. This will create samples for these values of a: {1.0, 1.5, 2.0, …, 6.0}.
  4. Click OK.

You’re done. Now experiment on your own!

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Cartesian and Polar Graphs

The May 2013 Mathematics Teacher has an excellent article by Jonathan F. Lawes (“Graphing Polar Curves”) on the value of plotting the same function in both polar and rectangular coordinates. Doing so not only helps students understand how polar coordinates work, but also gives them a novel and revealing perspective on periodic motion and how polar coordinates reveal periodicity.

PolarCartesian1 The sample activity Cartesian Graphs and Polar Graphs, shown above, comes with Sketchpad 5. After launching Sketchpad, choose Learning Center from the Help menu and navigate to “Trigonometry, Conics, and Precalculus” under Sample Activities. This activity and its accompanying sketch and worksheet provide a convenient and powerful way to engage students in exploring the relationships discussed in the article.

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Math Ignite Talks—Giving Teachers a Voice

Time sure flies when you’re busy… not sure how we got to April already! Next week, we’ll be at NCSM and NCTM in Denver, presenting in workshops, demonstrating our software in the McGraw-Hill Education booth, and organizing yet another fast, fun, and inspiring Math Ignite event on Wednesday, April 17, at 3:45 pm, in Capitol Ballroom 2 at the Hyatt Regency (NCSM Session 382).

This will be my fourth year taping and editing videos of the Ignite talks at the national math conferences, and I still find these talks to be the most compelling and entertaining events at these conferences. For those of you unfamiliar with the Ignite format, the speaker gives a 5-minute talk while a 20-slide PowerPoint presentation automatically advances to the next slide every 15 seconds.

Our most recent Ignite event was the CMC-North conference in Asilomar in December. I finally finished editing all nine speakers and I want to highlight some of those talks. The complete playlist is available on our YouTube page. In my December blog post, I already featured Jennifer North Morris’ talk, so this time I want to sing the praises of former NCTM President Mike Shaughnessy, who literally sang most of his presentation.

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Taking Ownership of Mathematical Ideas

Of the many reasons that I chose to major in mathematics, perhaps the most compelling to me was this: Mathematics is beautiful.

Yes, mathematics could be practical, but it was the sheer beauty of its proofs that left me awestruck. How could I not be impressed, for example, by the elegance and ingenuity of the proof that the square root of 2 is irrational? I found myself charmed by the idea that even though I, a mere undergraduate student, could not have conceived of such a novel proof myself, I could still enjoy—albeit vicariously—the cleverness of others.

My interest in math led two friends who lived in my dorm to ask for my occasional help  with homework. I still remember a particular probability question that was assigned as extra credit:

Two friends arrange for a lunch date between 12:00 and 1:00. A week later, however, neither of them remembers the exact meeting time. As a result, each person arrives at a random time between 12:00 and 1:00 and waits exactly 15 minutes for the other person. When the 15 minutes have passed, each person leaves if the other person has not come. What is the probability the friends will meet?

FiftyProblems

Before reading further, think about this question and see what progress you make in solving it. Looking back 20 years, I wish I could report that I was successful in my attempts, but truth be told, I didn’t try very hard. I remembered having seen the problem in the book Fifty Challenging Problems in Probability with Solutions and pounced on the answer.

The provided solution did not disappoint. The approach to determining the chance of the two friends meeting was a perfect example of out-of-the-box thinking. The solution hinged on a very imaginative representation of the problem in which the arrival times of the two friends were plotted as (x, y) pairs on a coordinate system.

SketchpadScreenSnapz002

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Exponential Harmony with Sketchpad

Last week was the fourth session of my spring Advanced Secondary Math Methods class at the University of Pennsylvania. Each year I assign a semester project in which groups of three students use lesson-study techniques—on a small scale—to create, test, refine, teach, evaluate, and document specific shared instructional products, composed of a (possibly multi-day) lesson and its associated assessment. (The term, and the inspiration, comes from an NCTM Research Presession talk by Anne Morris and Jim Hiebert.)

In class we brainstormed about using an interesting and motivating problem to introduce and investigate exponential functions. I imagined the math arising from a problem connecting the keys of a piano to the frequencies of the sounds they produce.

Sketchpad Piano

Press a key to hear its note, and see its ratio to the previous note.

I didn’t want to flesh out a problem in advance, nor did I want us to spend a lot of time floundering to identify an appropriate problem, so I proposed two vague problem topics: a simple one (“Why do certain combinations of notes sound better than other combinations?”) and a significantly more challenging one (“How should you tune a piano to enable as many nice-sounding combinations as possible?”). To situate our brainstorming, I prepared a sequence of ten questions that started with the concept of an octave, developed the idea that harmonious sounds result from frequencies whose ratios can be represented by small integers, and eventually led to the idea of dividing the octave into evenly-spaced steps that include as many harmonious ratios as possible.

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Teachers—Walk a Mile in their Classroom

I was lucky enough this past week to visit some classrooms and see teachers using Sketchpad in various ways. It’s been seven years since I was in the classroom myself, so for me it was like coming home. It brought back a lot of great memories, though also some reminders of some not-so-great things that teachers have to deal with on a daily basis.

whyTeachWithSketchpadI want to share some of my observations and insights to basically sing the praises of teachers. I want to shout out to those critics of teachers and public school classrooms that until you see what a teacher faces everyday—and walk a mile in their classroom—you have no idea of the hard work, dedication, and amazing things they are doing. With little thanks and little support. Test scores don’t do justice to the true work of teachers.

I visited a high school ESL geometry class with 41 students, crammed into a small classroom with not enough desks. 41 students speaking six different languages, with one energetic teacher, who spent as much time explaining simple words like “straightedge” as she did focusing on math content. No compasses were available (in a geometry class, let’s remember), so she used various lids from containers for students to draw circles. Sketchpad was used to visually demonstrate and confirm students conjectures from what they were constructing with their lids, rulers, and paper-folding.

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Beat a Path to the Museum of Math

As a New Yorker, I have no lack of museums to suit my every viewing whim. Matisse? Just head to the Metropolitan. Edvard Munch? The Scream is at the Museum of Modern Art. But where should I go when I’m itching for some Pythagoras or Euler? Why, the Museum of Mathematics of course!

Just two weeks ago, the Museum of Mathematics (MoMath) opened its doors. The largest museum of its kind in the United States, MoMath occupies 19,000 square feet along the north side of Madison Square Park in Manhattan.

DSC_0342At right is a picture of MoMath’s entrance. Unlike most museums, MoMath doesn’t have a single logo to identify itself. All of the designs in the photo were generated with Mathematica, and visitors create similar symmetric designs for themselves when they initialize their museum badge. (You can get a sense of what is involved by downloading this Sketchpad model.)

While strolling through the museum, I spotted a variety of mathematical motifs, from the door handle in the shape of π to the pattern on a bathroom wall shown in the picture below. Can you spot a hidden message in the network of segments?

Mathematical Motifs

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A Swan Song for Sweet Karen Coe

Karen CoeToday I leave for my first proper vacation in a year and a half. Last time I took such a vacation, Key sold its high school textbooks to Kendall Hunt and transformed from a publishing company to a educational technology company. This time I just hope to survive the end of the world. :-) Before I go, though, I want to tell you two recent stories in tribute to Karen Coe, who after more than 16 years leaves Key at the end of this week.

On December 1, we had our third annual Ignite event at the CMC-North Asilomar Math Conference. As usual, we had an impressive slate of speakers made up of teachers and leaders in the mathematics education community. I’ll be highlighting our dear friend Jennifer North Morris in a moment, but first back to Karen, who was once again our fantastic Ignite MC.

Karen first thought of adopting the Ignite format—5-minute talks with auto-advancing slides—for the mathematics education community. Over the last three years, Key has organized many Ignite events at national NCTM and NCSM conferences, as well as the CMC conferences here in California. These events have been vibrant and upbeat, often hilarious, and sometimes emotionally powerful. Organizing the Ignite events may have began as a marketing strategy, but what has emerged is truly a legacy.

If you have never attended one of our Ignite events, we have videotaped, edited, and uploaded all the talks to our YouTube page. This collection of roughly 60 talks represents an amazingly broad and diverse group of teachers and educational leaders addressing the issues that really matter in mathematics education today. Karen leaves behind a true treasure-trove of inspirational and motivational talks that are short, fast, and poignant. In fact, we’ve heard that both teacher education programs and professional development organizations use many of these talks as resources. Here is a great example—Jennifer’s fabulous presentation.

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Sketchpad––Yes, It Can!

Daniel, Josephine, Karen, and Scott at Chicago NCTM

Last week I ended my fall math conference touring schedule.  It’s been a fun-filled road trip—in the span of two months I’ve been to all three NCTM regionals in Dallas, TX, Hartford, CT, and Chicago, IL, not to mention AMTNYS in Rye, NY.

One of the many things I love about these conferences is that I get to play with math and technology all day and meet lots of teachers who either a) know Sketchpad, Fathom, or TinkerPlots and just want to share what they are doing or play at the booth; b) have heard of these technologies or just came from a session on them and want to see more; or c) have never heard of these technologies (hard to believe!) and are curious when they walk by and see all the moving mathematics on our interactive white board.

My favorite question to ask teachers is, “What are you teaching next week?” because I can pretty much guarantee that I can find and demonstrate an activity, whether it be a premade model or one done on the fly, that will address whatever concept they throw at me. And then they can walk away with an idea to use in class the following week to engage their students in dynamic learning. That’s powerful!

One of the most exciting things about Sketchpad is its use for whatever math topic or grade level you are teaching. An elementary teacher needing to show factoring? Sketchpad’s got that. A middle school teacher looking to introduce quadrilateral properties? Yep—Sketchpad can do that. A  calculus teacher wanting a visual to show the antiderivative? You bet! Sketchpad can do that too.

Skeptical? Well, here are three quick video clips that demonstrate my responses to teachers in Chicago who challenged me with a math concept.

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Understanding Proportional Relationships with the Proximity Data Game

In the Fall as Middle School and Algebra 1 teachers look for activities to develop students’ understandings of proportional relationships, they may turn to measuring scale diagrams or using springs. One of KCP Technologies’ new online Data Games called Proximity offers a new option for teachers to help students learn about proportional relationships.

In Proximity, you shoot a ball toward a target–the closer you get, the higher you score. Try it here! To shoot the ball: click on or touch it, drag away from the target, and release.

Most computer games generate data, but they go unexamined and disappear when the game ends. But notice when you push the ball here that the data dynamically update in the graph and the portion of the table shown. Students learn that analyzing this data is the key to success in Data Games!

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