I have this file and I am attempting to do the same thing.
On slide 1 I have 4 points that are draggable. Students drag on slide 1
On slide 2 The graph displays but not with the labels. I want the new graph with labels but the labels do not transfer over. I have CL commands but they are not copying the labels.
Any suggestions would be much appreciated. Thank you.
This looks like a fairly quick fix. The pointLabel() sink can only define the label of a point that is defined in the graph. This does not include the background. The solution is to define your “new” points in terms of the number() sinks you’ve already entered:
You can define the coordinate variables if the errors bother you, but isn’t necessary because of the number() sinks.
Amazing! Thank you for the tip. Very much appreciated! Makes total sense!!! I am still learning where all the different coding needs to go.
Just an FYI - I have those four points color coded so I had to define the coordinate variables in order to select the color for the point.
Oh yes! I hadn’t considered that. Generally I prefer to define anything for debugging while in the graph anyway, but good catch!
I am curious if I can accomplish the same goal using a sketch instead of a graph so I can annotate in the space. Is that possible?
If you mean carry a graph forward to a sketch, yes. It’s exactly the same.
Thank you. I copied the CL code that placed the four points into a new graph into a sketch CL and that gave me the geometry. But how do I get the labels to display since it’s not actually a graph window so there are no rows to enter the code to define the points? All your help is very much appreciated.
Those are nice options! When I insert a sketch, I only have 3 options:
Are your options located under another template?
Graph should still work I think though you may need to set the bounds to those in your geometry component. (Those are my Amplify internal options. My bad!)
bounds: yourGeoName.bounds
In the sketch, I had to do a make bounds(-10,10,-10,10) to get the correct window…
I am so jealous of those options you have, hopefully a sign of what is to come to us teachers 
Still no point labels with the sketch option - I just want to confirm I’m not missing something.
Not a big deal though - It gives me an opportunity to have the kids label them manually to check for understanding.
Thanks for all the help.
I’d love to see your final activity, if you’re willing to share.
Hi Michael,
I will be finishing it up today and will post a link to it here.
Excellent. I’m looking forward to it.
Hi Mike,
Here is the link to the activity.
A little context for you…this is for my 6th grade math class. I teach in a virtual academy. We are just learning about perimeter and area of a rectangle and part of the discussion centers on why the vocabulary of “base” and “height” is more specific than “length and “width” - although that is more common for perimeter calculations. Hence, the mix of vocabulary. Slides 3-6 have copied graph components so both the points and labels set on slide 3 are transmitted through slide 6. Slides 7-8 condense the process. Slide 8 I switched to a sketch component, which only transmits geometry (not labels). I decided to go that route so I can quiz my students on labeling the points as an informal formative assessment of their skill level with coordinates. Everything is color coded as instructional scaffolding for students still struggling with graphing coordinates.
Let me know if you have any questions.
Hi Leslie,
This looks great. Thank you for the context. Not sure I would’ve understood the first screen if you hadn’t mentioned you are at a virtual academy. Very cool. I was initially intrigued by your question about the labels on the copied graph, but I love how you put this activity together and how there are multiple actions students are engaged in (dragging, sketching, entering solutions in a table (with feedback), and explaining). I’m excited to share this with teachers in the districts I work with - with some minor changes to the first and last screens - all credit for your hard work, for sure.
Thank you!
Mike
Hi Mike,
Thank you for the accolades! As is the case with much of lesson planning, I could not have done any of these types of things without the unconditional support of people like Daniel Grubbs and the countless efforts of other teachers in the community willing to share their lessons and coding. So, please be sure to emphasize that my activities are more of a compilation from those wonderful people as well.
Being at a public charter virtual academy my activities need to be self paced so that students can complete them and check their own work in case they cant make it to class. If you are interested in my weekly activities, here are the links to each semester. Semester 1, Semester 2
You can define them in graph as you did in your first screen instead of using the CL. I usually take a different approach, but was running with your naming.
You can avoid background altogether:
This way all your parameters are the same (i.e. sizing of points, lines, etc. and colors). Still keep the bounds as you mentioned.
Oh, thank you! I will play around with that.
