GeoGebra Workshop Colombo Sec25102010

Passion for Learning
Effective Use of GeoGebra

in the Classroom:
A Workshop for GeoGebra Users
25 & 26 October 2010

at
Math Lab 1
SEAMEO RECSAM,Penang
by
Dr. Leong Chee Kin
Mathematics Education Specialist (TPD)
SEAMEO RECSAM
and Chair of GeoGebra Institute of Malaysia
Organised by:
Southeast Asian Ministers of Education Organisation
Regional Centre for Education in Science and Mathematics
Jalan Sultan Azlan Shah, 11700 Gelugor, Penang, Malaysia
Tel: 6 04 6522700
Website: www.recsam.edu.my
GeoGebra Institute of Malaysia
Introduction
We, as mathematics educators, need to teach our students to think critically and to do
mathematics as mathematicians do. We need to let them construct their mathematical
knowledge themselves. Students need mathematical abilities to solve problem. These
abilities include being able to detect patterns, make conjectures, make generalizations,
perform inductive and deductive reasoning, and make analogies. These skills can be nurture
through tasks that require them to solve problems, engage in exploratory investigation,
experience classroom discourse and using the information and communication technology.
The multi-platform, open-source dynamic mathematics software GeoGebra (Hohenwarter &
Preiner 2007) is one of the mathematics software that can be used to encourage
investigation, discovery and experimentation in classrooms and their visualization features
can be effectively employed in teaching to generate conjectures (Lavicza 2006, Kreis, 2004).
By utilizing GeoGebra in our teaching, students learn through exploring, investigating and
discovering. GeoGebra enhances students’ higher order thinking skills in mathematics. It is
and effective tool for both teacher and students.
Geogebra combines geometry, algebra, calculus, and statistics into a single easy-to-use
package for learning and teaching mathematics from elementary through university level. It
is available free of charge on the internet and has been translated into 36 languages and is
estimated that more than 100 000 educators use this software for teaching and learning in
more than 192 countries (Hohenwarter, M., Hohenwarter, J., Kreis & Lavicza, 2008). The
open-source nature of the software has important implications both for educators and
students. Unlike with commercial products, students are certainly not constrained to use
the software only in schools or universities allowed by site licenses, but they can download
and install GeoGebra on their private computers.
About the Creator: Markus Hohenwarter
Markus Hohenwarter created GeoGebra in 2001/2 during his master's

thesis project and later PhD thesis in Mathematics Education at the
University of Salzburg, Austria. From 2006-2008, his work was
supported by an NSF Math & Science Partnership project of Florida
Atlantic University and Broward County Schools in Florida. At present, he is leading the
GeoGebra project at the Florida Center for Research in Science, Technology, Engineering,
and Mathematics Education (FCR-STEM) at Florida State University in Tallahassee, USA.
Effective Use of GeoGebra in the Classroom: A Workshop for GeoGebra Users

by Dr. Daniel Leong, GeoGebra Institute of Malaysia, SEAMEO RECSAM on 25 & 26 October 2010 1
Table of Contents
1. Installation of GeoGebra .............................................................................................................. 5

Activity 1: Installing GeoGebra .................................................................................................................... 5
Installation WITH Internet access ................................................................................................................. 5
Installation WITHOUT Internet access ......................................................................................................... 5
2. GeoGebra’s User Interface .......................................................................................................... 5
3. Basic Use of Tools ....................................................................................................................... 6

Activity 2: Familiarising with some of the Menu/Tools ............................................................................... 7
Menu ............................................................................................................................................................. 7
Construction Tools ........................................................................................................................................ 8
4. Drawing with GeoGebra ............................................................................................................... 9

Activity 3: Drawing Geometric Figures and Other Objects .......................................................................... 9
Activity 4: What to practice ........................................................................................................................ 10
5. Saving Files ................................................................................................................................. 11

Activity 5: Saving GeoGebra files .............................................................................................................. 11
Activity 6: Opening GeoGebra Files ........................................................................................................... 11
6. Drawings, Constructions, and Drag Test ................................................................................. 11

Discussion ................................................................................................................................................... 11
7. Rectangle Construction ............................................................................................................. 12

Activity 7: Constructing a Rectangle .......................................................................................................... 12
8. Navigation Bar and Construction Protocol ............................................................................. 13

Activity 8: Checking your construction ...................................................................................................... 13
Discussion ................................................................................................................................................... 13
9. GeoGebra’s Properties Dialog .................................................................................................. 13

How to access the Properties Dialog ........................................................................................................... 13
Activity 9: What to practice ........................................................................................................................ 13
10. Square Construction .................................................................................................................. 14

Activity 10: Constructing squares ............................................................................................................... 14
11. Create Custom Tool ................................................................................................................... 14

Activity 11: Creating a Square tool ............................................................................................................. 14
Discussion ................................................................................................................................................... 15
12. Measuring Length, Area and Angles ........................................................................................ 15
13. Equilateral Triangle Construction............................................................................................. 16

Activity 12: Constructing an Equilateral Triangle ...................................................................................... 16
14. Circumscribed Circle of a Triangle ........................................................................................... 17

Activity 13: Constructing a Circumscribed Circle of a Triangle ................................................................. 17
Discussion ................................................................................................................................................... 17

15. Theorem of Thales...................................................................................................................... 17

Activity 14: Visualising the Theorem of Thales ......................................................................................... 17
16. Export of Pictures to the Clipboard .......................................................................................... 18

Activity 15: Exporting Pictures to the Clipboard ........................................................................................ 18
17. Inserting Pictures into a Text Processing Document ............................................................. 19
18. Inserting Pictures into the Graphics Window ......................................................................... 19

Activity 16: Drawing Tools for Symmetric Figures.................................................................................... 19
19. Resizing, Reflecting, Distorting and Translating a Picture .................................................... 20

Activity 17: Resizing and Reflecting a Picture ........................................................................................... 20
Discussion ................................................................................................................................................... 20
Activity 18: Distorting a Picture ................................................................................................................. 21
Discussion ................................................................................................................................................... 21
Activity 19: Exploring the Properties of Reflection .................................................................................... 21
Discussion ................................................................................................................................................... 22
Activity 20: Translating a Picture ............................................................................................................... 22
20. Rotation ....................................................................................................................................... 23

Activity 21: Rotating Polygons ................................................................................................................... 23
Activity 22: Hiding Auxiliary Objects ........................................................................................................ 24
21. Basic Algebraic Input, Commands, and Functions ................................................................ 24

Activity 23: Tips and Tricks ....................................................................................................................... 25
Activity 24: Parameters of a Linear Equation ............................................................................................. 26
Discussion ................................................................................................................................................... 26
Activity 25: Exploring Quadratic Functions ............................................................................................... 27
Discussion ................................................................................................................................................... 27
22. Library of Functions ................................................................................................................... 27

Activity 26: Visualising Absolute Values ................................................................................................... 27
Discussion ................................................................................................................................................... 28
Activity 27: Introducing Derivatives – The Slope Function ...................................................................... 28
Discussion ................................................................................................................................................... 29
Activity 28: Determining the Roots, Extremum Points and Inflection Points of Polynomials ................... 30
23. Visualising Integer Addition on the Number Line ................................................................... 30

Activity 29: Constructing a model for visualizing Addition on the Number Line ...................................... 30
24. Static and Dynamic Text ............................................................................................................ 32

Activity 30: Inserting Static Text ................................................................................................................ 32
Activity 31: Inserting Dynamic Text .......................................................................................................... 32
25. Conditional Formatting .............................................................................................................. 33

Activity 32: Conditional Formatting – Inserting Checkboxes................................................................... 33
26. Visualising Multiplication of Natural Numbers ........................................................................ 34

Enrichment Activity 1: Constructing a Model for Visualising Multiplication ............................................ 34
Discussion ................................................................................................................................................... 35
27. Reconstruct ggb Files ................................................................................................................ 36

Enrichment Activity 2: Reconstructing “Thumb-up.ggb” ........................................................................... 36
28. Creating Dynamic Worksheets ................................................................................................. 36

Activity 33: Exporting a Dynamic Worksheet ............................................................................................ 36
Activity 34: Enhancing Dynamic Worksheets ............................................................................................ 37
29. Providing Dynamic Worksheets to Students .......................................................................... 38

Discussion ................................................................................................................................................... 38
30. GeoGebra’s Spreadsheet View ................................................................................................. 38

Activity 35: Recording to Spreadsheet Feature ........................................................................................... 38
Discussion ................................................................................................................................................... 40
Activity 36: Relative Copy and Linear Equations ....................................................................................... 40
Discussion ................................................................................................................................................... 41
Activity 37: Creating a Scatter Plot and Determining the Best Fit Line ..................................................... 41
Enrichment Activity 3: Investigating Number Patterns .............................................................................. 43
Discussion ................................................................................................................................................... 44
31. Useful Web Links........................................................................................................................ 45

GeoGebra Homepage .................................................................................................................................. 45
GeoGebraWiki ............................................................................................................................................ 45
GeoGebra User Forum ................................................................................................................................ 45
GeoGebra Documentation ........................................................................................................................... 45
GeoGebra Institute of Malaysia .................................................................................................................. 45

1. Installation of GeoGebra
Activity 1: Installing GeoGebra

Preparations
Create a new folder called “GeoGebra_your name” on your desktop.
Hint: During the session, save all files into this folder so they are easy to find later on.
Installation WITH Internet access

Install GeoGebra WebStart
• Open your Internet browser and go to http://www.geogebra.org/cms/en/download
• Click on the button called GeoGebra WebStart.
Note: The software is automatically installed on your computer. You only need to confirm all
messages that might appear with OK or YES.
Hint: Using GeoGebra WebStart has several advantages for you provided that you have an
Internet connection available for the initial installation:
 You don’t need to have special user permissions in order to use GeoGebra WebStart,
which is especially useful for computer labs and laptop computers in schools.
 Once GeoGebra WebStart was installed you can use the software off-line as well.
 Provided you have Internet connection after the initial installation, GeoGebra WebStart
frequently checks for available updates and installs them automatically. Thus, you are
always working with the newest version of GeoGebra.
Installation WITHOUT Internet access

• Your workshop presenter will provide the GeoGebra installer files via USB drives or CDs.
• Copy the installer file from the storage device into the created “GeoGebra_your name”
folder on your computer.
Hint: Make sure you have the correct version for your operating system
Examples: MS Windows: GeoGebra_3_0_0_0.exe
MacOS: GeoGebra_3_0_0_0.zip
• Double-click the GeoGebra installer file and follow the instructions of the installer
assistant.
2. GeoGebra’s User Interface

The GeoGebra’s basic interface is divided into four sections: a graphics view, an algebra view,
an input bar and a spreadsheet view. On the one hand you can operate the provided
geometry tools with the mouse in order to create geometric constructions on the drawing pad
of the graphics window. On the other hand, you can directly enter algebraic input, commands,
and functions into the input field by using the keyboard or data into the spreadsheet view.
While the graphical representation of all objects is displayed in the graphics window, their
algebraic numeric representation is shown in the algebra window.
The user interface of GeoGebra is flexible and can be adapted to the needs of your students. If
you want to use GeoGebra in the elementary or early middle school, you might want to hide
the algebra window, input field, worksheet view and coordinate axes and just work with the
drawing pad and geometry tools. Later on, you might want to introduce the coordinate
system using a grid to facilitate working with integer coordinates.

ALGEBRA VIEW: Show and GRAPHIC VIEW:

edit all the created objects Show and construct
and functions. Just double objects and the
click on equation to edit it. graphs of the
function.
SPREADSHEET VIEW
INPUT BAR: Create new objects,
equations and functions
3. Basic Use of Tools

• Activate a tool by clicking on the button showing the corresponding icon.
• Open a toolbox by clicking on the lower part of a button and select another tool from this
toolbox.
Hint: You don’t have to open the toolbox every time you want to select a tool. If the icon of the
desired tool is already shown on the button it can be activated directly.
Hint: Toolboxes contain similar tools or tools that generate the same type of new object.
• Check the toolbar help in order to find out which tool is currently activated and how to
operate it.

Activity 2: Familiarising with some of the Menu/Tools

Explore some of the tools on your own.
Menu

Construction Tools

4. Drawing with GeoGebra
Activity 3: Drawing Geometric Figures and Other Objects

• Hide the algebra and spreadsheet window, and coordinate axes (View menu).
• Show the coordinate grid (View menu).
Use the mouse and the following selection of tools in order to draw figures on the drawing
pad (e.g. square, rectangle, house, tree, human figure…).

Introduction of new tools

New point
Hint: Click on the drawing pad or an already existing object to create a new
point.
Move
Hint: Drag a free object with the mouse.
Line through two points
Hint: Click on the drawing pad twice or on two already existing points.
Segment between two points
Hint: Click on the drawing pad twice or on two already existing points.
Delete object
Hint: Click on an object to delete it.
Undo / Redo
Hint: Undo / redo a construction step by step.
Move drawing pad
Hint: Click and drag the drawing pad to change the visible part.
Zoom in / Zoom out

Hint: Click on the drawing pad to zoom in / out.
Hint: Don’t forget to read the toolbar help if you don’t know how to use a tool
Activity 4: What to practice

• How to select an already existing object.
Hint: When the pointer hovers above an object, it highlights and the pointer changes its shape
from a cross to an arrow. Clicking selects the corresponding object.
• How to create a point that lies on and object.
Hint: The point is displayed in a light blue color. Always check if the point really lies on the
object by dragging it with the mouse.
• How to correct mistakes step-by-step using the Undo (Ctrl-Z) and Redo (Ctrl-Y)buttons.
Tip: Several tools allow the creation of points “on the fly”. Therefore, no existing objects are
required in order to use the tool.
Example: The tool Segment between two points can be applied to two already existing points
or to the empty drawing pad. By clicking on the drawing pad the corresponding points are
created and a segment is drawn in between them.

5. Saving Files
Activity 5: Saving GeoGebra files

• Open the File menu and select Save.
• Select the folder “GeoGebra_your name” in the appearing dialog window.
• Type in a name for your GeoGebra file.
• Click Save in order to finish this process.
Hint: A file with the extension ‘.ggb’ is created. This extension identifies GeoGebra files and
indicates that they can only be opened with GeoGebra.
Hint: Name your files properly: Avoid using spaces or special symbols in a file name since they
can cause unnecessary problems when transferred to other computers. Instead you can use
underscores or upper case letters within the file name (e.g. First_Drawing.ggb or Act3.ggb).
Activity 6: Opening GeoGebra Files

• Open a new GeoGebra window (menu File – New window).
• Open a blank GeoGebra interface within the same window (menu File – New)
Hint: If you didn’t save the existing construction yet GeoGebra will ask you to do so before the
blank screen is opened.
• Open an already existing GeoGebra file (menu File – Open).
• Navigate through the folder structure in the appearing window.
• Select a GeoGebra file (extension ‘.ggb’) and Click Open.
6. Drawings, Constructions, and Drag Test

Open the dynamic worksheet 01_Drawing_Construction_Squares.html. You can find this file
in the folder named “01_Drawing_Construction_Squares”. The dynamic figure shows several
squares constructed in different ways. Examine the squares by dragging ALL their vertices
with the mouse.
Discussion
Q1. Find out which of the quadrilaterals are real squares and which ones just happen to
look like squares.
……………………………………………………………………………………………………………………………………..........
Q2. Try to come up with a conjecture about how each square was created. Write down
your conjectures.
……………………………………………………………………………………………………………………………………..........
Q3. What is the difference between a drawing and a construction?
………………………………………………………………………………………………………………………………………………
Q4. What is the “drag test” and why is it important?
………………………………………………………………………………………………………………………………………………
Q5. Why is it important to construct figures instead of just drawing them in interactive
geometry software?
………………………………………………………………………………………………………………………………………………

Q5. What do we have to know about the geometric figure before we are able to construct it
using dynamic mathematics software?
………………………………………………………………………………………………………………………………………………
7. Rectangle Construction
Activity 7: Constructing a Rectangle

Preparations
• Summarize the properties of a rectangle before you start the construction.
• Open new GeoGebra file.
• Hide algebra window, input field and coordinate axes (View menu).
• Change the labeling setting to New points only (menu Options – Labeling).

• Perpendicular line and Parallel line tools
Hint: Click on an already existing line and a point in order to create a perpendicular line /
parallel line through this point.
• Intersect two objects tool
Hint: Click on the intersection point of two objects to get this one intersection point.
Successively click on both objects to get all intersection points.
• Polygon tool
Hint: Click on the drawing pad or already existing points in order to create the vertices of a
polygon. Connect the last and first vertex to close the polygon!
Hint: Don’t forget to read the toolbar help if you don’t know how to use a tool.
Hint: Try out all new tools before you start the construction.
Construction Steps:
1 Segment AB
2 Perpendicular line to segment AB through point B
3 New point C on perpendicular line
4 Parallel line to segment AB through point C
5 Perpendicular line to segment AB through point A
6 Intersection point D
Polygon ABCD
7
Hint: To close the polygon click on the first vertex again.
8 Save the construction.

8. Navigation Bar and Construction Protocol
Activity 8: Checking your construction

Apply the drag test to check if the construction
is correct.
Show the Navigation bar (View menu) to review
your construction step-by step using the
buttons.
Show the construction protocol (View menu)
and use it to review your rectangle construction
step-by-step. Try to change the order of some
construction steps by dragging a line with the mouse.
Discussion
Q1. Why does this NOT always work?
………………………………………………………………………………………………………………………………………………
Q2. Use the navigation bar to review the construction step-by-step.
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
9. GeoGebra’s Properties Dialog
How to access the Properties Dialog

Right-click an object OR
Select Properties… from the Edit menu
OR
Double click an object in Move mode
and click on button “Properties…” in the
appearing Redefine dialog window.
Activity 9: What to practice

Select different objects from the list on the left hand side and explore the available
properties tabs for different types of objects
Select several objects in order to change a certain property for all of them at the same
time
Hint: Hold the Ctrl-key (MacOS: Open Apple-click) pressed and select all desired objects.
Select all objects of one type by clicking on the corresponding heading.
Show the value of different objects and try out different label styles.
Change the properties of certain objects (e.g. color, style,…)

10. Square Construction
Activity 10: Constructing squares

Construct a square using the above approach.
Think of another way to construct a square. Describe it.
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
Construct the square using the approach you have just described.
An alternative construction process
11. Create Custom Tool
Activity 11: Creating a Square tool

Construction Steps
1 Create your square tool (menu Tools - Create new tool…).
Output objects: square, sides of the square, points C and D
Input objects: point A and B
Name: Square
Toolbar help: Click on two points
2 Save your square tool as file Square_Tool.ggt
Hint: Menu Tools - Manage tools… - Save as…

Discussion
Q1. How can you use this Square Tool to guide your students to find the formula for the
area of a square?
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
12. Measuring Length, Area and Angles
Introduction of New Tools

Distance or Length Tool
Hint: Click on two points, segment, polygon, or circle to measure the length.
Area Tool and
Hint: Click on the polygon, circle or conic to measure the area
Angle Tool
Hint: Click on three points or two lines to determine the angle
Construction steps
1 Use your custom tool that you have created to construct a square.
2 Select the Distance or Length tool

3 Click one side of the square to measure its length
Using the same tool, click the other three sides to measure the length of each
side
4 Click on the square to measure the perimeter.
5 Select the Area Tool

6 Click on the square to measure the area of the square.
7 Select the angle tool
8 Measure all the angles
9 Save the file

13. Equilateral Triangle Construction
Activity 12: Constructing an Equilateral Triangle

Preparations
• Summarize the properties of an equilateral triangle before you start the construction.
• Use the buttons of the navigation bar in order to replay the construction process.
• Open new GeoGebra file.
• Change the labeling setting to New points only (menu Options – Labeling).

• Circle with center through point tool
Hint: First click creates center, second click determines radius of the circle.
• Show / hide object tool
Hints: Highlight all objects that should be hidden, then switch to another tool in order to
apply the visibility changes!
Hint: Don’t forget to read the toolbar help if you don’t know how to use a tool.
Hint: Try out all new tools before you start the construction.
Construction Steps:
1 Segment AB
Circle with center A through B
2
Hint: Drag points A and B to check if circle is connected to them.
Circle with center B through A
3
Hint: Drag points to check if circle is connected to them.
4 Intersect both circles to get point C
5 Polygon ABC in counterclockwise direction
6 Hide circles
Show interior angles of triangle
7
Hint: Counterclockwise creation of the polygon gives the exterior angles!
8 Save the construction
Check your construction

Apply the drag test to check if the construction is
correct.
Show the navigation bar or use the construction
protocol to review your construction step-by-step.

14. Circumscribed Circle of a Triangle
Activity 13: Constructing a Circumscribed Circle of a Triangle

Preparations
• Continue from the previous activity.
• Explain how you would construct a circumscribed circle (circumcircle) i.e. a circle which
passes through all the vertices of the triangle.

• Perpendicular Bisector tool
Hint: Select two points or one segment
Construction Steps:
1 Perpendicular line bisector for each side of the triangle.
2 Intersect two of the perpendicular bisectors to get intersection point E
3 Circle with center E through one of the vertices of triangle ABC

Apply the drag test to check if the construction is
correct.
Discussion
Q1. Can the circumcenter of a triangle lie outside the
triangle? If yes, for which types of triangles is this true?
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
15. Theorem of Thales
Activity 14: Visualising the Theorem of Thales

Preparations
• Open a new file.
• Describe the Theorem of Thales (discovered by Thales of Miletus- 2600 years ago)

• Semicircle through Two Points tool
Hint: Select two ends point

Construction Steps:
1 Segment AB
2 Semicircle through points A and B

A new point C on the semicircle
3
Hint: Check if point C really lies on the arc
4 Polygon/Triangle ABC
5 Measure all the interior angles of the triangle ABC

Try to come with a graphical proof for this
theorem.
16. Export of Pictures to the Clipboard

GeoGebra’s drawing pad can be exported as a picture to your computer’s clipboard. Thus,
they can be easily inserted into text processing or presentation documents allowing you to
create appealing sketches for tests, quizzes, notes, or mathematical games.
Activity 15: Exporting Pictures to the Clipboard

Create your sketch: Open a saved GeoGebra document. GeoGebra will export the whole
graphics window into the clipboard. Thus, you need to make the GeoGebra window smaller
in order to reduce unnecessary space on the drawing pad:
• Move your figure (or the relevant section) to the upper left corner of the drawing pad
using the Move drawing pad tool. You might want to use tools Zoom in and Zoom out
or use the mouse’s wheel in order to prepare your figure for the export process.
• Reduce the size of the GeoGebra window by dragging its lower right corner with the
mouse. The pointer will change its shape when hovering above an edges or corner of the
GeoGebra window.
Use the File menu to export the drawing pad to the clipboard:
 Export – Drawing Pad to Clipboard. You could also use the key combination Ctrl –
Shift – C.
 Your figure is now stored in your computer’s clipboard and can be inserted into any
word processing or presentation document.

17. Inserting Pictures into a Text Processing Document

After exporting a figure from GeoGebra into your computer’s clipboard you can now paste it
into a word processing document (e.g. MS Word)
Open a new text processing document
From the Edit menu select Paste. The picture is inserted at the position of the cursor
Hint: You can use the key combination Ctrl-V instead.
18. Inserting Pictures into the Graphics Window
Activity 16: Drawing Tools for Symmetric Figures

Trace
Hint: Select the point to be traced and right-click. Select from the menu Trace on
Reflect object in line
Hint: Select object to reflect then line of reflection
Insert Image
Hint: Click on the drawing pad or on point to specify the location
Construction process
1 New point A
2 Show the label of point A
3 Line of reflection through two points
4 Mirror point at line to get image A’
5 Segment between point A and its image A’

Turn the Trace on for points A and A’
6 Hint: Right Click the point and select Trace On from the menu. Whenever
point A is moved it leaves a trace on the drawing pad.
7 Move point A to draw a dynamic figure
Insert image “flower.jpg” into the drawing pad
8 Hint: Click in the lower left corner of the drawing pad to insert the picture at
this position
9 Adjust the position of the inserted image
10 Set the image as background image (Properties dialog, Tab Basic)
Reduce the filling of the image (Properties dialog, Tab Style).
Hint: After specifying the picture as a background image you need to open
11
the Properties dialog using the Edit menu. You can’t select a background
image in the graphics window any more.

Note: The Trace feature has the following characteristics:

A temporary phenomenon. Whenever the graphics are
refreshed, the trace disappears.
The trace can’t be saved and is not shown in the Algebra
View.
To delete the trace you need to refresh the views: Select
menu View - Refresh views (Ctrl-F).
19. Resizing, Reflecting, Distorting and Translating a Picture
Activity 17: Resizing and Reflecting a Picture

In this activity you will to learn how to resize an inserted picture to a certain size and how to
apply transformations to the picture in GeoGebra.
Preparations
Open a new GeoGebra file.
Close the algebra window and hide the coordinate axes (View menu).
Construction Steps
1 Insert picture twintower.jpg into the left part of the drawing pad
2 Point A at the lower left corner of the picture
3 Set point A as the FIRST corner point of your picture.

Hint: Open the Properties dialog and select the picture in the list of
objects. Click on tab ‘Position’ and select point A from the drop-down list
next to Corner 1.
4 Set Point B along the length of the side of the picture.
Set point B as the SECOND corner point of the picture.
5 Hint: You can now resize the image by moving point B. You just changed
the width of the picture.
6 Line through two points in the middle of the drawing pad
7 Mirror the picture at the line

Discussion
Q1. Move point A with the mouse. How does this
affect the picture?
…………………………………………………………………………………
Q2. Move the picture with the mouse and observe

how this affects its image.
…………………………………………………………………………………

Q3. Move the line of reflection by dragging the two points with the mouse. How does this
affect the image?
……………………………………………………………………………………………………………………………………….…
Activity 18: Distorting a Picture

Construction Steps
Hint: You might want to reduce the filling of the image in order to be able
1
to better distinguish it from the original (Properties dialog).
Create a new point D at the upper left corner of the original picture.
Hint: GeoGebra offers a ‘fast-renaming’ option. Activate Move mode and
2
select the object. When you start typing the new name GeoGebra opens
the Rename dialog window.
3 Set the new point D as the FOURTH corner point of your picture
Discussion
Q1. How does moving point D affect the picture and its image?
……………………………………………………………………………………………………………………………………….…
……………………………………………………………………………………………………………………………………….…
Q2. Which geometric shape do the picture and the image form at any time?
……………………………………………………………………………………………………………………………………….…
……………………………………………………………………………………………………………………………………….…
Activity 19: Exploring the Properties of Reflection

Preparations
In this activity you will create a dynamic figure that
allows your students to explore the properties of
reflection. You will now modify the construction created
in the previous activity.
Construction Steps
Open the file you created in the previous activity which contains the
1
distorted picture of the palm trees and its reflection at a line.
2 Segment between points A and B
3 Segment between points A and D
4 Parallel line to segment AB through point D
5 Parallel line to segment AD through point B
6 Intersect the two lines to get intersection point C
7 Hide auxiliary objects

Reflect all four corner points A, B, C, and D at the line to get their images
8
A’, B’, C’, and D’.
9 Connect corresponding points with segments (e.g. points A and A’)
10 Create angles between the line of reflection and the segments

Discussion
Q1. Move the corner points A, B, C, and D of the original picture. Are you able to drag all
these points with the mouse? If no, which one can’t be dragged and why?
……………………………………………………………………………………………………………………………………….…
Q2. Move the line of reflection. What do you notice about the angles between the
segments connecting the corresponding corner points and the line of reflection?
……………………………………………………………………………………………………………………………………….…
……………………………………………………………………………………………………………………………………….…
Activity 20: Translating a Picture

Preparations
Show the algebra window, input field,
coordinate axes, and grid (View menu).
In the Options menu set the point
capturing to on (Grid).

Vector between two points
Hint: Select starting point then end points
Vector from point
Hint: Select starting point and vector
Construction Steps
1 Insert picture upin_ipin.jpg into the first quadrant.
2 Points A = (1, 1), B = (3, 1), and D = (1, 4)

Set point A as the FIRST, B as the SECOND, and D as the FOURTH corner
3
point of the picture.
Hint: Properties dialog – tab Position
4 Triangle ABD
5 Points O = (0, 0) and P = (3, -2)
6 Vector u = Vector[O, P]
Hint: You could also use tool Vector between two points.

7 Translate the picture by vector u.
Hint: You might want to reduce the filling of the image.
8 Translate the three corner points A, B, and D by vector u.
9 Triangle A’B’D’
10 Hide point O so it can’t be moved accidentally.
11 Change the color and size of objects to enhance your construction.
20. Rotation
Activity 21: Rotating Polygons

Preparations
Hide algebra window and input field (View menu).
Show the coordinate axes and the grid (View menu).
Open the Properties dialog for drawing pad by right clicking the drawing pad
(MacOS: Ctrl – click).
o On tab Axes – xAxis change the Distance for x-Axis to 1
o On tab Axes – yAxis change the Distance for y-Axis to 1
Introduction of new tool

Slider
Hint: Click on the Graphics View to specify position
Rotate Object around Point by Angle
Hint: Select object to rotate, then center point, and enter angle
Construction Steps
Create an arbitrary triangle ABC in the second quadrant placing the
1
vertices on grid points.
2 New point D at the origin of the coordinate system
3 Rename the new point to O
4 Slider for angle α

Hint: In the slider dialog window check Angle and set the increment to
90˚. Make sure you don’t delete the ˚ symbol.
5 Rotate triangle ABC around point O by angle α
Hint: Check counter clockwise rotation.

7 Segments AO and A’O
8 Angle AOA’
Hint: Select the points in counter clockwise order. Hide the label of this
angle.
Activity 22: Hiding Auxiliary Objects

You will now learn how to ‘tidy up’ the algebra window by defining some objects as
‘Auxiliary objects’ and hiding their algebraic representation from view.
Show the Algebra window.
Open the Properties dialog.
Select all segments in the Properties dialog and check Auxiliary object on tab ‘Basic’.
Hint: Click on the heading ‘Segment’ in order to select all segments.

Repeat this step for the triangles, angles, and point O at the origin.
Hint: The algebra window now only contains points A, B, and C as well as their
images A’, B’, and C’.
Make sure the item Auxiliary objects is unchecked in the View menu.
Note: Your students can now check out the coordinates of the initial points and their images
in the algebra window without being distracted by the algebraic representation of the other
objects used in this construction.
21. Basic Algebraic Input, Commands, and Functions

Using the Input bar you can directly enter algebraic expressions in GeoGebra. After hitting
the Enter-key your algebraic input appears in the Algebra view while its graphical
representation is automatically displayed in the Graphics view.
For example, the input f(x) = x^2 gives you the function f in the Algebra view and its function
graph in the Graphics view.
In the Algebra view, mathematical objects are organized as free or dependent objects. If
you create a new object without using any other existing objects, it is classified as a free

object. If your newly created object was created by using other existing objects, it is
classified as a dependent object.
Hint: If you want to hide the algebraic representation of an object in the Algebra view, you
can specify the object as an auxiliary object: Right click (MacOS: Ctrl-click) on the
corresponding object in the Algebra view and select ‘Auxiliary Object’ from the appearing
context menu. By default, auxiliary objects are not shown in the Algebra view, but you can
change this setting by selecting the item ‘Auxiliary Objects’ from the View menu.
GeoGebra also offers a wide range of commands that can be entered into the Input bar. You
can open the list of commands in the right corner of the Input bar by clicking on the button
Command. After selecting a command from this list (or typing its name directly into the
Input bar) you can press the F1-key to get information about the syntax and arguments
required to apply the corresponding command.
Activity 23: Tips and Tricks

Name a new object by typing in name = in front of its algebraic representation.
Example : P = (3, 2) creates point P.
Multiplication needs to be entered using an asterisk or space between the factors.
Example : a*x or a x
• GeoGebra is case sensitive! Thus, upper and lower case letters must not be mixed up.
 Note : Points are always named with upper case letters
Example : A = (1, 2)
 Segments, lines, circles, functions… are always named with lower case letters.
Example : circle c: (x – 2)^2 + (y – 1)^2 = 16
 The variable x within a function and the variables x and y in the equation of a conic
section always need to be lower case.
Example : f(x) = 3*x + 2
 If you want to use an object within an algebraic expression or command you need to
create the object prior to using its name in the input field.
Examples : y = m x + b creates a line whose parameters are already existing values m and b
(e.g. numbers / sliders).
 Line[A, B] creates a line through existing points A and B.
• Confirm an expression you entered into the input field by pressing the Enter key.
• Open the help window for using the input field and commands by clicking the question
mark to the left of the input field.
• Error messages: Always read the messages – they could possibly help to fix the problem!
• Commands can be typed in or selected from the list next to the input field.
Hint : If you don’t know which parameters are required within the brackets of a certain
command, type in the full command name and press key F1. A pop-up window appears
explaining the syntax and necessary parameters of the command.
• Automatic completion of commands: After typing in the first two letters of a command
into the input field, GeoGebra tries to complete the command.
If GeoGebra suggests the desired command, hit the Enter key in order to place the cursor
within the brackets.
If the suggested command is not the one you wanted to enter, just keep typing until the
suggestion matches.

Activity 24: Parameters of a Linear Equation

Preparations
Open new GeoGebra file.
Show the Algebra View, Input Bar, and coordinate axes (View menu).
Discussion
Enter: line: y = 0.8*x + 3.2
Q1. Move the line in the Algebra View using the arrow keys. Which parameter are you able to
change in this way?
……………………………………………………………………………………………………………………………………….…
Q2. Move the line in the Graphics View with the mouse. Which transformation can you apply
to the line in this way?
……………………………………………………………………………………………………………………………………….…
Construction Steps
1 Delete the line created in Activity 1
2 Create sliders m and b using the default settings of sliders

Enter the line: y=m x+b
3
Hint: Don’t forget to use asterisk or space to indicate multiplication!
Intersection point A between the line and the y-axis
4
Hint: You may also use the command Intersect [line, yAxis]
5 Point B at the origin
Segment between two points A and B
6 Hint: You may want to increase the line thickness in order to make the
segment visible on top of the y-axis.
7 Determine Slope (triangle) of the line
8 Hide unnecessary objects
9 Enhance the appearance of the file using the Properties Dialog

Q3. Write down instructions for your students that guide them through examining the
influence of the equation’s parameters on the line by using the sliders. These instructions
could be provided on paper along with the GeoGebra file.
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
Activity 25: Exploring Quadratic Functions

Preparations
Show the Algebra View, Input Bar, and coordinate axes.
Construction Steps
1 Create sliders a, b and c using the default settings of sliders .
2 Enter into Input bar the function: f(x)= a x^2+b x+c

Discussion
Q1. Explain how you would use this file to teach your students the characteristics of graphs
of functions with different values of constants.
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
22. Library of Functions
Activity 26: Visualising Absolute Values

Preparations
Apart from polynomials there are other types of functions available in GeoGebra (e.g.
trigonometric functions, absolute value function, exponential function). Functions are treated
as objects and can be used in combination with geometric constructions.
Note: Some of the functions available can be selected from the menu next to the Input Bar.
Please find a complete list of functions
supported by GeoGebra in the GeoGebra
online help document
(http://www.geogebra.org/help/docuen).

Show the Algebra View,
Input Bar, and coordinate axes.

Construction Steps
1 Enter the absolute value function f(x)=abs(x) in the Input Bar
2 Enter the constant function g(x)=3
3 Intersect both functions
Hint: You might want to close the Algebra View and show the names and values as labels of
the objects.
Discussion
Q1. Move the constant function with the mouse or using the arrow keys. What is the relation
between the y-coordinate and the x-coordinate of each intersection point?
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
Q2. Move the absolute value function up and down either using the mouse or the arrow keys.
In which way does the function’s equation change ?
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
Q3. How could this construction be used in order to familiarize students with the concept of
absolute value?
………………………………………………………………………………………………………………………………………………
Activity 27: Introducing Derivatives – The Slope Function

Preparations
Introduction of new tool

Tangents
Hint: Click on a point on a function and then on the function itself
Construction Steps
1 Enter the polynomial f(x)=x^2/2+1
Create new point A on the function f
2
Hint: Move point A to check if it is really restricted to the function graph.
3 Create tangent t to the function f through point A

Create point S: S=(x(A), slope)

4
Hint: x(A) gives you the x-coordinate of point A
5 Connects points A and S using Segment Tool
Discussion
Q1. Move point A along the function graph and make a conjecture about the shape of its
path, which corresponds to the slope function.
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
Q2. Find the equation of the slope function. Turn on the trace of point S. Move point A to
check your conjecture.
Hint: Right click point S (MacOS: Ctrl-click) and select Trace On.
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
Q3. Find the equation of the resulting slope function. Enter the function and move point A.
If it is correct the trace of point S will match the graph.
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
Q4. Change the equation of the initial polynomial f to produce a new problem.

Activity 28: Determining the Roots, Extremum Points and Inflection Points of Polynomials
Preparations
Open a new GeoGebra document.
Construction Steps
1 Enter the cubic polynomial f(x)=0.5 x^3+2 x^2+0.2 x-1
Create the roots of polynomial f : R=Root[f]
2 Hint: IF there are more than one roots, GeoGebra will produce indices for
their names if you type in R=(e.g., R1, R2, R3)
Create the extrema of polynomial f: E=Extremum[f]
3 Create the tangents to f in E1 and E2
4 Create the inflection point of polynomial f : I=InflectionPoint[f]
5 Connects points A and S using Segment Tool
Hint: You might want to change properties of objects (e.g. color of points, style of the
tangents, show name and value of the function).
23. Visualising Integer Addition on the Number Line
Activity 29: Constructing a model for visualizing Addition on the Number Line
Preparations
Hide the Algebra View (View menu).
In the Options menu set the Labeling to All new objects.

• Slider
Hint: Click on drawing pad to specify position.
• Vector between two points
Hints: Select starting point, then end point.

Construction Steps
Open the Properties Dialog for Graphics View
1
Hint: Right Click in the Graphics View and select Drawing Pad.
On tab xAxis set the distance of tick marks to 1 by checking the box
2
Distance and entering 1 into the text field.
3 Set the minimum of the x-Axis to -21 and the maximum to 21.
4 On tap yAxis uncheck Show yAxis.
5 Close the Drawing Pad dialog for the Graphic View.
6 Create Sliders a and b with interval -10 to 10 and increment 1.

Show the value of the sliders instead of their names.
7
Hint: Properties Dialog - tab Basic - Show label
8 Point A = (0,1)
Point B=A+(a,0)
9
Hint: The distance of point B to point A is determine by slider a.
10 Vector u=Vector[A,B] which has the length a.
11 Point C=B+(0,1)
12 Point D=C+(b,0)
13 Vector v=Vector[C,D] which has the length b.

Point R=(x(D),0).
14 Hint: x(D) gives you the coordinate of point D. Thus, point R shows the
results of the addition on the number line.
15 Point Z=(0,0)
16 Segment g=Segment[Z,A]
17 Segment h=Segment[B,C]
18 Segment i=Segment[D,R]
Use the Properties Dialog to enhance your construction (e.g. match the
19
colour of sliders and vectors, line style, fix sliders, hide labels).

24. Static and Dynamic Text

• Insert Text
Hint: Click on the Graphics View or on point to specify position of text to be inserted. Enter
the desired text into the appearing window and click Apply.
Activity 30: Inserting Static Text

Insert a heading/title into the Graphic View.
Activate the Text Tool and click on the upper part of the Graphic View.
Type the following text into the appearing window:
Visualizing Integer Addition on the Number Line
You can change the properties of the text in the Properties dialog
Click Apply
Adjust the position of the text using the Move tool.
Fix the position of the text so it cannot be moved accidentally. (Properties dialog – tab
Basic – Fix object).
Activity 31: Inserting Dynamic Text

Enhance your interactive figure by inserting dynamic text that displays the corresponding
addition problem. Dynamic text refers to existing objects and adapts automatically to
modifications. In order to display the parts of the addition problem in different colors you
need to insert the dynamic text step by step.
Construction Process
1 Calculate the result of the addition problem: r=a+b
2 Insert dynamic text1: a
3 Insert dynamic text2: ”+”
4 Insert dynamic text3: b
5 Insert dynamic text4: “=”
6 Insert dynamic text5: r

Match the colour of text1, text3, and text5 with the colour of the
7
corresponding sliders, vectors, and point R.
8 Line up the text in the Graphics View.
9 Hide the labels of the sliders and fix the text (Properties Dialog)

25. Conditional Formatting
Activity 32: Conditional Formatting – Inserting Checkboxes

Preparations
Customizing your toolbar.
Insert checkbox
• Check Box to Show/Hide objects
Hint: Click on the drawing pad to specify position.
Insert a checkbox into the Graphics View that allows you to show or hide the result of the
addition problem.
Construction Steps
1 Activate tool Checkbox to Show/Hide Objects.
Click in the Graphics View next to the result of the addition problem to
2
open the checkbox dialog window.
3 Enter Show result into the Caption text field.
From the drop down menu select text5. The visibility of this object will be
controlled by the checkbook.
4
Hint: You can also click on text5 in the Graphics View to insert it into the
list of objects influenced by the checkbox.
5 Click Apply to create the checkbox.
In Move mode check and uncheck the checkbox to try out if text5 can be
6
hidden / shown.
Fix the checkbox so it cannot be moved accidently anymore (Properties
7
Dialog).

26. Visualising Multiplication of Natural Numbers
Enrichment Activity 1: Constructing a Model for Visualising Multiplication

Preparations
 Hide the Algebra View and coordinate axes
(View menu).
 Show the Input Bar (View
Options menu set the Labeling to All New
Objects.
Construction Steps
Horizontal slider Columns for number with interval from 1 to 18, increment
1
1, and width 300
2 New point A
3 Segment a with given length Columns from point A
4 Move slider Columns to check the segment with given length.
5 Perpendicular line b to segment a through point A
6 Perpendicular line c to segment a through point B

Vertical slider Rows for number with interval from 1 to 15, increment 1,
7
and width 300
8 Circle d with center A and given radius Rows
9 Move slider Rows to check the circle with given radius
10 Intersect circle d with line b to get intersection point C
11 Parallel line e to segment a through intersection point C
12 Intersect lines c and e to get intersection point D
13 Create polygon ABDC
14 Hide all lines, circle d, and segment a
15 Hide labels of segments
16 Set both sliders Columns and Rows to their maximum value

Create a list of vertical segments

17
Sequence[Segment[A+i*(1, 0), C+i*(1, 0)], i, 1, Columns]
Note:
A + i(1, 0) specifies a series of points starting at point A with distance 1
from each other
C + i(1, 0) specifies a series of points starting at point C with distance 1
from each other
Segment[A + i(1, 0), C + i(1, 0)] creates a list of segments between pairs of
these points. Note, that the endpoints of the segments are not shown in
the graphics window.
Slider Column determines the number of segments created.
Create a list of horizontal segments
18
Sequence[Segment[A+i*(0, 1), B+i*(0, 1)], i, 1, Rows]
19 Move sliders Columns and Rows to check the construction.
Insert static and dynamic text that state the multiplication problem using
the values of sliders Columns and Rows as the factors:
text1: Columns
20
text2: *
text3: Rows
text4: =
Calculate the result of the multiplication: Input
21
result = Columns * Rows
22 Insert dynamic text5: result
23 Hide points A, B, C, and D
24 Enhance your construction using the Properties dialog.
Discussion
Q1. Describe how you would use this file to enable your students learn multiplication.
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
Q2. What other topics that you can enable the students to learn using this file?
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………

27. Reconstruct ggb Files
Enrichment Activity 2: Reconstructing “Thumb-up.ggb”

Preparations
Open the ggb file named “Thumb-up”.
Arrange the pictures in the correct drawing sequence by dragging the blue dot to the
correct box in the table.
When it is arranged correctly, the “thumb-up” picture will appear.
Click on the View menu and select Construction Protocol.
On the Construction Protocol window click View.
Make sure the following are selected: Name, Definition, Command, and Algebra.
Try to reconstruct the “Thumb-up” GeoGebra file by following the construction
processes/steps displayed.
28. Creating Dynamic Worksheets
Dynamic Worksheets
GeoGebra allows you to create your own interactive instructional materials, so called
dynamic worksheets, by exporting dynamic figures into web pages. Usually, a dynamic
worksheet consists of a heading, short explanation, interactive applet, as well as tasks and
directions for your students. In order to work with dynamic worksheets your students
don’t need to know how to operate GeoGebra at all. The interactive web pages are
independent of the software and can be provided either online or on a local storage
device.
Reducing the size of the GeoGebra window
GeoGebra will export the algebra and graphics window into the dynamic figure of the
worksheet. In order to save space for explanations and tasks on the dynamic worksheet
you need to make the GeoGebra window smaller prior to the export.
o If you don’t want to include the algebra window you need to hide it prior to the
export.
o Move your figure (or the relevant section) to the upper left corner of the drawing pad
using the Move drawing pad tool (see left figure below).
Hint : You might want to use tools Zoom in and Zoom out in order to prepare your figure
for the export process.
o Reduce the size of the GeoGebra window by dragging its lower right corner with the
mouse (see right figure below).
Hint : The pointer will change its shape when hovering above an edge or corner of the
GeoGebra window.
Note: Although the interactive applet should fit on one screen and even leave some space
for text on the worksheet you need to make sure that it is big enough to allow students
manipulations and experiments.
Activity 33: Exporting a Dynamic Worksheet

Preparations
Open any gbb file that you have created. Reduce the size of the GeoGebra window as
mentioned above. After adjusting the size of the GeoGebra window, you are now ready to

export t h e f i g u r e a s a d y n a m i c w o r k s h e e t u s i n g t h e F i l e m e n u .
Export – Dynamic Worksheet as Webpage
Hint : You could also use the key combination Ctrl – Shift – W.
Fill in the text fields in the appearing window (title of the worksheet, name of the author,
and date).
Type a short explanation of the dynamic figure into the text field Text above the
construction.
Enter tasks and directions for students into the text field Text after the construction.
Click Export and save your dynamic worksheet.
Hint : GeoGebra will create several files which always need to stay together in order to
maintain the functionality of the dynamic worksheet. We recommend creation of a new folder
(e.g. Dynamic_Worksheets) within the GeoGebra_Introduction folder prior to saving your
dynamic worksheet.
Activity 34: Enhancing Dynamic Worksheets

The export dialog window for dynamic worksheets consists of two tabs: General and
Advanced. In the last activity you used tab General in order to add explanations, tasks, and
directions to the dynamic figure prior to the export. You will now learn how to enhance your
dynamic worksheet by including different features in the interactive figure using the tab
Advanced.
Functionality
Right click enabled: Your students will be able to right click objects or the drawing pad in
order to access the features of the context menu (e.g. show / hide object or label, trace
on / off, Properties dialog).
Show icon to reset construction: A reset icon is displayed in the upper right corner of the
interactive applet allowing your students to reset the interactive figure to its initial state.
Double click opens application window: Your students will be able to open a full
GeoGebra window by double clicking the interactive applet.
User interface
Show menu bar: The menu bar is displayed within the interactive applet.
Show toolbar: The toolbar is displayed
within the interactive applet allowing
your students to use the geometry tools.
Show toolbar help: In combination with
the toolbar, you can also display the
toolbar help within the interactive
applet. If you want your students to use
geometry tools they can use the toolbar
help in order to find out how to operate
the different tools on their own.
Show input field: The input field is
displayed at the bottom of the
interactive applet allowing your students
to use algebraic input and commands for
their explorations.

• Width and height of the interactive applet : You can modify the width and height of the
interactive applet.
Note : If you reduce the size of the applet important parts of the dynamic worksheets might
be invisible for your students.
Hint : If you include the menubar, toolbar, or input field you might want to adjust the height
of the interactive applet.
29. Providing Dynamic Worksheets to Students

You can provide your dynamic worksheets in several
ways to your students. However, in all cases it is very
important to keep all the files together which were
created during the export process.
Note: The files created have different file name
extensions (.ggb, .html, .jar). If one of these files is
missing your dynamic worksheet won’t function any
more.
Discussion
Use the dynamic figure you have created and export it
as an enhanced dynamic worksheet. Use the
Advanced tab to try out different options and check
how the applet of your dynamic worksheet is changed accordingly.
30. GeoGebra’s Spreadsheet View
Activity 35: Recording to Spreadsheet Feature

Preparations
Show the Spreadsheet view (View menu).
Hide the Algebra view (View menu).
Construction Steps
Create a slider with default interval and increment 1.
Hint: Select tool Slider and click in the Graphics view to set the position for
1
the slider. In the appearing dialog window change the increment to 1 and
click the Apply button.
Create point A by entering A = (a, 2a) into the Input bar.
2 Hint: The value of slider a determines the x-coordinate of point A while the
y-coordinate is a multiple of this value.
3 Show the label of point A in the Graphics view.
4 Change the value of slider a to examine different positions of point A.

Use tools Move Graphics View, as well as Zoom In and Zoom Out to adjust
5 the visible part of the Graphics view and make point A visible in all
positions.
Turn on the trace of point A.

6 Hint: Right click (MacOS: Ctrl-click) on point A and select ‘Trace On’ from
the appearing context menu.
Change the value of slider a to examine the trace point A leaves for every
7
slider position.
8 Set the value of slider a to -5.
Record the coordinates for different positions of point A to the

spreadsheet:
(1) Select tool Record to Spreadsheet. Then, click on point A in order to
highlight it.
Note: The coordinates for the actual position of point A are immediately
9 entered into cells A1 (x-coordinate) and B1 (y-coordinate) of the
spreadsheet.
(2) Now, change the value of slider a in order to record the
coordinates of all other possible positions of point A to the spreadsheet
as well.
Note: Do not switch to another tool before moving the slider.

Discussion
Explore the pattern in column B, which is created by the y-coordinates of different positions
of point A.
Q1. Suggest a prediction about a function graph that runs through all different positions of
point A.
………………………………………………………………………………………………………………………………………………
Enter the corresponding function into the Input bar to check if your prediction is correct
(e.g., enter f(x) = 2x to create a line through all points).
Q2. Change the y-coordinate of point A in order to create a new problem. Again, predict the
function that runs through all the points.
………………………………………………………………………………………………………………………………………………
Activity 36: Relative Copy and Linear Equations
Preparations
Construction Steps
Activate tool Move Graphics View and drag the origin of the
1
coordinate system close to the lower left corner of the Graphics view.
In the Spreadsheet view, click on cell A1 enter the point coordinates
2 (0, 0)
(0, 0).
In the Spreadsheet view, click on cell A2 enter the point coordinates
3 (1, 1)
(1, 1).
4 Show the labels of both points in the Graphics view.
Relative copy the inserted point coordinates to other cells in column

A:
Hint:
Highlight both cells A1 and A2 by using the mouse.
5
Click on the little square at the lower right corner of the
highlighted cell range.
Hold the mouse button down and drag the pointer down to
cell A11.
Use tools Move Graphics View, as well as Zoom In and Zoom Out to
6 adjust the visible part of the Graphics view and make all points
visible.

Discussion
Explore the pattern in column B, which is created by the y-coordinates of different positions
of point A.
Q1. What sequence of numbers is created if you apply the ‘relative copy’ feature of the
GeoGebra spreadsheet the way it is described above?
………………………………………………………………………………………………………………………………………………
Q2. Suggest an equation that would create a graph going through all points of this
sequence. Write down the equation and Enter this equation into the Input bar in order to
check your prediction.
………………………………………………………………………………………………………………………………………………
Q3. What will happen if you change the coordinates of the initial points?
………………………………………………………………………………………………………………………………………………
Activity 37: Creating a Scatter Plot and Determining the Best Fit Line
Preparations
In the Options menu set the Labeling to New Points Only.

Construction Steps
Enter the following numbers into the spreadsheet cells of column A:
1
A1: 1 A2: 5 A3: 2 A4: 8 A5: -2
Enter the following numbers into the spreadsheet cells of column B:
2
B1: -1 B2: 2 B3: 3 B4: 4 B5: 1
Create a Scatter Plot from this data:
Hint:
Use the mouse to highlight all cells of columns A and B that
3
contain numbers.
Right click (MacOS: Ctrl-click) on one of the highlighted cells and
select ‘Create List of Points’ from the appearing context menu.
Use tool Best Fit Line in order to create the line that best fits your data
4
points.
Hint: Activate tool Best Fit Line and select all data points using a selection
rectangle: Click in the upper left corner of the Graphics view. Hold the
mouse key down while moving the pointer to the lower right corner of the
Graphics view in order to specify the selection rectangle.
5 Change color and thickness of the line using the Properties dialog.
Using this construction you can easily demonstrate how outliers impact
6
the best fit line of a data set:
Drag one of the points with the mouse and explore how this modification
influences the best fit line.
Note: You can easily change the initial data in the Spreadsheet view as
well.

Enrichment Activity 3: Investigating Number Patterns
Let’s investigate how the surface of a cube changes depending on the length of its edges.
Preparations with Paper and Pencil
Calculate the surface of a cube for the given length e of its edges.
Edge Surface Edge Surface
1 6
2 7
3 8
4 9
5 10
Preparations in GeoGebra
In the Options menu set the Labeling to New Points Only.
Construction Steps
Enter the following numbers into the spreadsheet cells of column A:
1
A1: 1 A2: 2
Highlight cells A1 and A2. Relative copy the values to cell A10 in order to
2 create a sequence of different edge lengths.
Hint: This creates the integers from 1 to 10.
In column B, enter the surface values you calculated earlier next to the
3
corresponding edge length of the cube.
Create a Scatter Plot from this data:
Hint:
Use the mouse to highlight all cells of columns A and B that contain
numbers.
Right click (MacOS: Ctrl-click) on one of the highlighted cells and
5
select ‘Create List of Points’ from the appearing context menu.
The points created from the data are displayed in the Algebra view as a
list of points. By default, GeoGebra calls this list L1.
Select tool Move Graphics View. Click on the y-axis and drag it down
until you can see the 600 tick mark.

(Investigate the Number Pattern in Column B)

In cell C2, enter the formula =B2-B1 to compute the difference of the two
6
successive surface values.
Hint: After entering the equal sign, you can click on cell B2 in order to enter
its name into the active cell C2.
7 Select cell C2 and relative copy the formula down to cell C10.
In cell D3, enter the formula =C3-C2 to compute the difference of the two
8
successive differences.
9 Select cell D3 and relative copy the formula down to cell D10.
Discussion
Examine the number sequences in columns C and D. Make a conjecture about the
polynomial function that runs through all points plotted in the Graphics view and allows you
to compute the surface of a cube for any given edge length e.
Q1. Is it possible to determine the degree of this polynomial by investigating the sequences
of differences you generated in columns C and D?
………………………………………………………………………………………………………………………………………………
Q2. Explain to your neighbor why we were repeatedly calculating differences of successive
values and what they actually mean.
………………………………………………………………………………………………………………………………………………

Q3. Is it possible to determine the coefficient of the polynomial by investigating the

sequences of differences you generated in columns C and D?
………………………………………………………………………………………………………………………………………………
Q4. Would this also work if the values in column A are not successive integers (e.g., 1, 3,
5,…)? Give a reason for your answer.
………………………………………………………………………………………………………………………………………………
(Check your Conjecture about the Polynomial)
Create a slider n with interval from 0 to 5 and increment 1. Change the
11
orientation of the slider from ‘Horizontal’ to ‘Vertical’.
Create a slider a with interval from -5 to 10 and increment 1. Change the
12
orientation of the slider from ‘Horizontal’ to ‘Vertical’.
Enter the polynomial f(x) = a * x^n in order to create a polynomial of
13
degree n with coefficient a.
Note: Both the degree n as well as the coefficient a can be changed by
using the corresponding sliders.
Change the values of sliders a and n to match your conjecture. Does the
14
polynomial run through all points plotted in the Graphics view?
31. Useful Web Links
GeoGebra Homepage
http://www.geogebra.org/cms/
Get the software as well as information about the GeoGebra project
GeoGebraWiki
http://www.geogebra.org/en/wiki/index.php/Main_Page
Pool of free instructional materials created with GeoGebra
GeoGebra User Forum
http://www.geogebra.org/forum/
Search for answers or post your own questions. Teachers from all over the world will try to
help you.
GeoGebra Documentation
http://www.geogebra.org/cms/en/help
GeoGebra Help Document - the Official Manual
GeoGebra Book
GeoGebra Quickstart
GeoGebra Video Tutorials
http://www.recsam.edu.my/geogebra/
http://www.geogebra.org/en/wiki/index.php/GeoGebra_Institute_of_Malaysia


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Passion for Learning

Effective Use of GeoGebra

25 & 26 October 2010

About the Creator: Markus Hohenwarter

Markus Hohenwarter created GeoGebra in 2001/2 during his master's

Effective Use of GeoGebra in the Classroom: A Workshop for GeoGebra Users

1. Installation of GeoGebra .............................................................................................................. 5

2. GeoGebra’s User Interface .......................................................................................................... 5

3. Basic Use of Tools ....................................................................................................................... 6

4. Drawing with GeoGebra ............................................................................................................... 9

5. Saving Files ................................................................................................................................. 11

6. Drawings, Constructions, and Drag Test ................................................................................. 11

7. Rectangle Construction ............................................................................................................. 12

8. Navigation Bar and Construction Protocol ............................................................................. 13

9. GeoGebra’s Properties Dialog .................................................................................................. 13

10. Square Construction .................................................................................................................. 14

11. Create Custom Tool ................................................................................................................... 14

12. Measuring Length, Area and Angles ........................................................................................ 15

13. Equilateral Triangle Construction............................................................................................. 16

14. Circumscribed Circle of a Triangle ........................................................................................... 17

Effective Use of GeoGebra in the Classroom: A Workshop for GeoGebra Users

15. Theorem of Thales...................................................................................................................... 17

16. Export of Pictures to the Clipboard .......................................................................................... 18

17. Inserting Pictures into a Text Processing Document ............................................................. 19

18. Inserting Pictures into the Graphics Window ......................................................................... 19

19. Resizing, Reflecting, Distorting and Translating a Picture .................................................... 20

20. Rotation ....................................................................................................................................... 23

21. Basic Algebraic Input, Commands, and Functions ................................................................ 24

22. Library of Functions ................................................................................................................... 27

23. Visualising Integer Addition on the Number Line ................................................................... 30

24. Static and Dynamic Text ............................................................................................................ 32

25. Conditional Formatting .............................................................................................................. 33

26. Visualising Multiplication of Natural Numbers ........................................................................ 34

27. Reconstruct ggb Files ................................................................................................................ 36

Effective Use of GeoGebra in the Classroom: A Workshop for GeoGebra Users

Enrichment Activity 2: Reconstructing “Thumb-up.ggb” ........................................................................... 36

28. Creating Dynamic Worksheets ................................................................................................. 36

29. Providing Dynamic Worksheets to Students .......................................................................... 38

30. GeoGebra’s Spreadsheet View ................................................................................................. 38

31. Useful Web Links........................................................................................................................ 45

Effective Use of GeoGebra in the Classroom: A Workshop for GeoGebra Users

Activity 1: Installing GeoGebra

Installation WITH Internet access

Installation WITHOUT Internet access

2. GeoGebra’s User Interface

Effective Use of GeoGebra in the Classroom: A Workshop for GeoGebra Users

ALGEBRA VIEW: Show and GRAPHIC VIEW:

3. Basic Use of Tools

Effective Use of GeoGebra in the Classroom: A Workshop for GeoGebra Users

Activity 2: Familiarising with some of the Menu/Tools

Effective Use of GeoGebra in the Classroom: A Workshop for GeoGebra Users

Effective Use of GeoGebra in the Classroom: A Workshop for GeoGebra Users

4. Drawing with GeoGebra

Activity 3: Drawing Geometric Figures and Other Objects

Effective Use of GeoGebra in the Classroom: A Workshop for GeoGebra Users

Introduction of new tools

Zoom in / Zoom out

Activity 4: What to practice

Effective Use of GeoGebra in the Classroom: A Workshop for GeoGebra Users

Activity 5: Saving GeoGebra files

Activity 6: Opening GeoGebra Files

6. Drawings, Constructions, and Drag Test

Effective Use of GeoGebra in the Classroom: A Workshop for GeoGebra Users

Activity 7: Constructing a Rectangle