Behind the Build: A Peek into My Desmos Classroom Design Process
How a TikTok guessing game inspired a Desmos Classrom screen on linear equations
I recently created this one-screen interaction in Desmos Classroom where students try to guess a hidden linear equation by adjusting the slope and y-intercept.
It’s a quick task, but behind that simplicity is a design process rooted in curiosity, visuals, and intentional decision-making. Here’s a peek into my thinking as I built this screen.
✨ Inspiration: A TikTok Guessing Game
Some of my best math ideas typically don’t come from textbooks, they come from trends, experiences, games or puzzles that I find intriguing.
In this case, I was scrolling through TikTok and came across a filter where people were guessing a number between 1 and 100. That “guess > feedback > adjust > repeat” format instantly reminded me of what we want students doing in math.
So I thought: Why not have students guess a line? One defined by slope and y-intercept—where they tweak values and see how close they can get.
🧠 Making It Mathematical
I anchored the screen in the familiar linear form: y = mx + b.
But even that involved decisions. Should I use the term “slope” or just label it m? Do I let students adjust the steepness using the line, or use actual values?
Originally, I explored using the absolute value of m or the “steepness” to spark some discussion about what “steepness” means versus the numeric value of m. (You might still see a leftover absolute value computation of slope in the graph.) But I ended up sticking with numeric values for both m and b for simplicity.
👀 Design for Visual Learning
One of my core design beliefs: math should be visual.
Visuals help students make sense of math intuitively. Visuals reduce language barriers and they highlight the dynamic nature of math as something you can see unfold.
In this screen, as students adjust the slope or y-intercept, the line shifts immediately. I love how activity builder can capture student responses visually and provide responsive feedback. Responsive visual feedback helps build conceptual understanding in ways a static worksheet simply can’t.
🔄 Representations in Sync
NCTM’s Principles to Actions (2014) reminds us that connecting multiple representations is a cornerstone of great math instruction.
With this interaction, I wanted students to see the equation and the graph update together, two representations of the same mathematical idea, dynamically linked by student input.
It’s one of the superpowers of building in Desmos Classroom: students get to interact with math, not just consume it.
🧩 Cognitive Demand Through Choice
Even a simple screen can invite rich thinking. This one prompts students to test, reflect, and revise.
Students have to make decisions. Get feedback. Try again. And that makes it more than a guessing game, it becomes a space for developing problem solving and estimation.
♻️ Replayable and Unique
Another key goal: make the screen replayable.
Thanks to using a random number generator, each time a student tries the task, they get a different target line to find. It’s not a one-and-done screen—it’s an open invitation to keep exploring.
🖱️ Interface Matters
One final lesson from this build: user experience matters.
My first version used a table for input, but it felt clunky. It interrupted the flow. So I replaced it with clickable buttons, tools that make it feel more like play instead inputting numbers.
Now, when students click to adjust m or b, the line changes instantly. That tight feedback loop encourages experimentation and builds intuition.
🔧 Final Thoughts
All of this thought—for one screen.
But that’s the beauty of Desmos Classroom. With the right design principles, even a short interaction can become a rich, replayable, and visually meaningful learning experience.
I hope this behind-the-scenes look gives you a spark for your next Desmos Classroom build. Whether you’re designing for slope, solving, or shapes, keep asking:
“What would make this mathematical, visual, and worth doing again?”