"My Favorite" CL

• Maggie Weinreb

  My favorite thing to create using CL is escape rooms. I use coverText for the whole next page and it only uncovers when all previous pages answers are correct AND they have pressed the check button. This way they find out if their answers are right and they get a piece of a final puzzle. It also takes time off my hands, since students don't have to ask me if they got the right answer. Students beg for it!

• Expressions Escape Room

• Melissa Hesterman

  I love to use the "hidden" sink to build in layers of support. Whether that's giving students options of clicking to see specific review topics, pop ups that let them know when they have gotten an answer right or wrong (with built in help), or layering in specific videos based on what they did, it's a powerful tool, especially when designing for asynchronous learning experiences.

• Secondary Math III Unit 5 Lesson 4: Solving with Rational Expressions

• Jenn Vadnais

  My new favorite sink is "hidden". I've used it two ways. 1. To hide components until a specific button is pressed 2. To hide a graph I needed for computation but didn't want to display

• Fraction Splat! Version 1

• Tim Calford

  The correct sink. It is so handy to view the class and instantly know which students need some timely formative feedback (grey x). Also simpleFunction, to check if students have inputted a correct equation into a math field. Rather than do a string (text) comparison, I parse their value as a function and check that it evaluates to the correct output for some chosen inputs (as a check). While not impermeable, it eliminates many false-wrong answer flags inevitable with a string comparison.

• Slope, y-Intercept, and Graphing Lines

• Kevin Hall

  I like to use CL have a "check my work" button, but I want the button disabled when the student has not changed their answer, and enabled when they have changed their answer. That way I can track the submitCount and change the hints based on how many different answers they've tried so far. See

• Picturing the meaning of exponents

• Todd Feitelson

  I made an activity for T/F and Multiple Choice questions, meant to be done as a group in class. Each student answers the question, then shares their thinking. Once they do that, they see other students' responses and a bar graph of the class responses, using the aggregate feature. As a class, I ask whether anyone wants to change their answer. So, we are hearing from a student who has refined their thinking rather than someone who knew the answer all along. My link is to a template.

• T/F MC for Newsletter

• Jared Schulz

  Using CL has been a challenge for me with limited computer programming knowledge. The community support form is full of great ideas and helpful people who make CL accessible. In the remote learning environment CL has allowed me to create activities where students can make sure their answers are correct instantly. Some favorites include students being able to check their sketches of graphs are correct, and the card sort feedback where students can't just guess and check to get it right.

• Unit 2 - Linear Equations (Final Review)

• Javier Cabezas

  My favorite thing about CL changes based on what I'm working on because of CL's versatility. One CL function that I find very useful is parseOrderedPair, and I like to combine it with an errorMessage or cellErrorMessage sink to nudge students into conventional notation. I also like to call on the x- and y-coordinates, much like a point can be parsed in the graphing calculator, in order to feed information to variables in the graphing calculator.

• parseOrderedPair with cellErrorMessage - CL Newsletter

• Mr. G. Laursen

  I can pull sketches students made on a previous slide for them to analyze or add to in the next ones. Students look at a turning Ferris Wheel and sketch the height as the basket moves around in my linked activity. I made use of the source sketch, and the function sketchLayer to grab the previous slides' sketches and put them into the background (sink) of the current sketch. To my joy I found that you can superimpose layers using layerStack, so I built that up through several screens.

• Trig Tour 3 - Connecting the Unit Circle with a Graph

• Craig Winske

  The more I create activities, I'm realizing the power of the graphing calculator. I've been trying to give feedback to the students more often with animations in the calculator. To do this, I love pairing the ability to create random numbers and the capture sink.

• Reflecting Points and Finding Distances in the Coordinate Plane

• Jeremy Knight

  It is great to give students immediate feedback in a safe environment and create interactive slides that can give students a sense of mystery and a curiosity. In this "Virtual Escape Room", students are trapped inside a sporting goods store and they need to find the clues to escape. Students can work as individuals or groups to solve problems and puzzles. If a problem is not answered correctly, the door is not opened and they have to try again until they emerge victorious!

• Virtual Escape Room - Trapped in Trigonometry

• Katie Bookbinder

  My favorite thing about CL is being able to have students enter their thoughts into a variety of components (math input, table, sketch) and have a graph pull in those thoughts. When students are able to see if their thinking matches reality, they are more able to make changes based on a mathematical reason than by guessing.

• UPDATE: Graphing Transformations of Quadratic Functions

• Kurt Salisbury

  I love being able to make patterns or visuals move with buttons or animations. Math should come to life for students.

• Growing Blocks - Lesson A.06.03

• Erick Lee

  I like the ability to let students find and measure quantities in a problem and then use those quantities to perform calculations. Textbook questions almost always give students exactly the values they need to solve a problem instead of allowing students to determine this for themselves. Ken Clarkson does this so well

• Measure Twice, Cut Once!

• Jessica Balli

  I love the option to have student work carried from one slide to another! I have adapted a MARS task where this is built in for both a drawing and a written response. In this activity I have tried to incorporate two of the Math Language Routines as well. I also break the activity up into synchronous and asynchronous parts.

• Reflect and Rotate

• Elizabeth Provencal

  I love so many things about the various CL features, but my new favorite is number(`t_{0}`): button.timeSincePress()

• Checking Student Answer VISUALLY

• Stein Lee Schreiber

  How I can pull student input and have it affect a graph that includes animation.

• Painting the Road with Trig (share)