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Personally, I first heard of it about three years ago and it seemed like an answer from a dream. Preservice
teachers weren’t using Geometer’s Sketchpad because they didn’t have it at home, and couldn’t see
themselves using it later. Schools weren’t adopting Sketchpad because of its cost. It only seemed worth
buying for computer labs, and many schools do not have that as a resource. I’ve seen much more interest
in student teachers with Geogebra and the applications to algebra seem clearer to them as well. I am not a
power user. There are people who export the
applets and then tinker with them, and I am not
there. Yet. But hopefully we can get you started.
Demonstration:
Selecting and using tools from the toolbar.
View menu and how it relates to axes, the grid and the algebra view. The labeling option.
Input bar and what kinds of information can be entered.
Text tool and dynamic text.
Undo!
What you do to get started using the program depends on whether you’re more interested in the geometry
or in the algebra potential of the program. The geometry intro starts here, the algebra intro on the next
page.
Geometry
Warm up tasks:
1) Line Tool: draw a line. Switch line tools and draw a ray and line segment. For one of them, use
an existing point as the first or second point.
2) Use the point tool option to find the midpoint of two of your points.
3) Use the perpendicular line tool and the parallel line tool to construct new lines.
4) Use the polygon tool to make a polygon with new points, and another using some existing points.
5) Construct a circle using the two point tool, and another with the circle with a center an radius tool.
6) Measure an angle and a distance.
7) If time allows, try to figure out how to use the rotation tool, the reflection tool, and/or the
translation tool.
8) Choice:
Construct your own figure.
Construct a triangle. Add a fourth point, and construct segments to the vertices. From
what location is the sum of the distances to the vertices the smallest. (This is sometimes
called the Pipeline Problem.) Is there a geometric property of the triangle that predicts the
location?
Get the sketch for Square (Not Square)
Determine the type of each quadrilateral. Make a note as to how you figured each one out.
Extension: How would you construct one of these types? Give it a go.
Algebra
Warm up tasks:
1) Make sure the axes and the grid are showing.
2) Enter an equation or function using the input bar. You can name it as you would like,
“jerry(x)=…” or use a variable, like “y=…” Equations can be entered that are not functions, like
conic sections.
3) Use the point tool to put a point on the graph of your equation. Move the point and observe the
values of the coordinates.
4) Add another equation that intersects your original. Use the point tool to find the intersection.
5) Right click on one of your curves (CTRL click on a mac) and select properties. (You can do this
from the Algebra View or the Drawing Pad.)
On the Basic tab, select Show Label: Value. On the Color and Style tab select whatever you
choose.
6) Select and drag your curve so that you can see the value (the equation) change.
7) Right click on the Drawing Pad and select Properties (or select Options > Drawing Pad from the
top menu). Customize the grid and axes to your liking.
8) Choice:
Construct your own algebraic graph and see what properties you can notice from the sketch.
Make a new sketch with a slider, and then use the value of the slider in a function. For
example, a slider with value a for the quadratic y=a x2 +2x 3.
Get the sketch Trig Visualizing.
How does this try to show the connection between trig functions and the unit circle? Is it
successful?
Conclusion:
As we come back together, let’s share:
Uses you see for this in your class
Questions you have about using the program
Where to find resources for using Geogebra to teach.