Grade/Age: 12 - 16[br][br]Topic/Subject area: Mathematics[br][br]Duration: 1x 50 min. (upper sec.) ; 2x 50 min. (lower sec.)[br][br]Number of the students: 25[br][br]Single work/Team work: single- or partner-work

Students should develop a function to create a Logifaces piece, with which points (coordinates) on the top surface can be determined. Only Logifaces pieces which are not prismatic should be used for this. This function is a function from R2 to the R1 - graph of the function is three-dimensional. The function of the top surface coordinates shall then be embedded and examined in GeoGebra.[br] Only one template[br][br]1) Each student gets a LF piece (no prisms)[br]2) Each student has his or her own computer[br]3) Each student should record in writing how the height of the LF piece changes when the (x,y) coordinates change.[br]4) This change in height shall be described by means of a function [f(x,y)=...].[br]5) This function [f(x,y)=...] shall be displayed in GeoGebra[br]6) The definition set of the function [f(x,y)=...] is to be determined = conditions for (x,y) coordinates[br]

By simultaneously rotating the Logifaces piece (real and 3D model) the students should be facilitated to examine the object.

Liitle mathematical knowledge is required. Should be possible from a mathematical perspective from the 6th grade on. High technological knowledge (use of GeoGebra 3D) required.[br][br]Note Eva: other existing GeoGebra exercises of Logifaces can be copied and investigated.

The lesson should be conducted in the computer lab. It would be nice if (some) students have an AR-capable mobile phone, so the 3D model of the Logiface piece could be projected into reality.

ID of the exercise: 2019-1-HU01-KA201-0612722019-1