Instructional Software

Lesson Idea Name: Is it a Function?

Content Area: Algebra 1
Grade Level(s): 7th, 8th, 9th, 10th

Content Standard Addressed: MGSE9-12.F.IF.1 Understand that a function from one set (the input, called the
domain) to another set (the output, called the range) assigns to each element of the domain exactly one
element of the range, i.e. each input value maps to exactly one output value. If f is a function, x is the input
(an element of the domain), and f(x) is the output (an element of the range). Graphically, the graph is y = f(x).

MGSE9-12.F.IF.2 Use function notation, evaluate functions for inputs in their domains, and interpret
statements that use function notation in terms of a context

MGSE9-12.F.IF.7 Graph functions expressed algebraically and show key features of the graph both by hand
and by using technology.
Technology Standard Addressed: ISTE Standard for Teachers
2C Model for colleagues the identification, exploration, evaluation, curation and adoption of new digital
resources and tools for learning.
3C Mentor students in safe, legal and ethical practices with digital tools and the protection of intellectual
rights and property.
5B Design authentic learning activities that align with content area standards and use digital tools and
resources to maximize active, deep learning.
6B Manage the use of technology and student learning strategies in digital platforms, virtual environments,
hands-on makerspaces or in the field.
7A Provide alternative ways for students to demonstrate competency and reflect on their learning using
technology.
7B Use technology to design and implement a variety of formative and summative assessments that
accommodate learner needs, provide timely feedback to students and inform instruction.
7C Use assessment data to guide progress and communicate with students, parents and education
stakeholders to build student self-direction.
ISTE Standard for Students
1C Students use technology to seek feedback that informs and improves their practice and to demonstrate
their learning in a variety of ways.
2B Students engage in positive, safe, legal and ethical behavior when using technology, including social
interactions online or when using networked devices.
4D Students exhibit a tolerance for ambiguity, perseverance and the capacity to work with open-ended
problems.
5A Students formulate problem definitions suited for technology-assisted methods such as data analysis,
abstract models and algorithmic thinking in exploring and finding solutions.
5C Students break problems into component parts, extract key information, and develop descriptive
models to understand complex systems or facilitate problem-solving.
7B Students use collaborative technologies to work with others, including peers, experts or community
members, to examine issues and problems from multiple viewpoints.

Selected Technology Tool: Desmos Activity Builder

URL(s) to support the lesson (if applicable):

https://teacher.desmos.com/activitybuilder/custom/579b87d30a4f3e3512892937

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Type of Instructional Software:
● Tutorial
● Instructional Game
Features of this software (check all that apply):
☐ Assessment Monitoring/Reporting
☐ Allows teacher to create customized lessons for students
☐ Multi-user or collaborative functions with others in the class
☐ Accessible to students beyond the school day
☐ Accessible via mobile devices
☐ Multiple languages
☐ Safety, security and/or privacy features

Bloom’s Taxonomy Level(s):

☐ Remembering
☐ Understanding
☐ Applying
Levels of Technology Integration (LoTi Level):
☐ Level 2: Exploration
Universal Design for Learning (UDL): I have planned for my students to participate in an activity that will
allow them to learn about what is a function and how finding a function can sometimes be difficult. By using
this form of technology, it allows for my students that might need extra assistance to be able to access this
outside of class. Desmos also would allow my students that might not understand something, a way for them
to demonstrate what they do know to the teacher and have immediate feedback to the students. While some
of the questions they will be able to receive immediate feedback, it also allows open-ended questions for the
teacher to be able to understand who is meeting the standard and who still needs additional work on the
topic. This form of technology also allows students that might struggle with writing because of minor physical
disabilities to be able to respond to the questions through typing or the speakit! application.

Lesson idea implementation: In the lesson we would include an activity that allows for students to answer
questions that are related to functions. The standards that are associated with this topic focus on how to see
what is a function and also deals with graphing functions. The standard in particular that deals with graphing
must provide to the students the difference between graphing digitally versus graphing by hand. To
accomplish the understanding of the standards, I plan to allow the students to start off by answering the first
question which will show their prior knowledge of whether or not something is a function. This question is
strictly just the remembering level of Bloom’s Taxonomy because it is only calling on previous knowledge that
a student might have. After they answer the question I can easily look at the feedback from the students and
their responses to determine how detailed I need to go when discussing the specifics about functions. I would
then provide notes for our students and reference back to some of the examples that it gave from the
Desmos activity. After going over the topic of functions itself, I would then transition the students to go back
to the Desmos activity and finish answering the remaining questions. This lesson can be completed in one day
but it also can be referenced again by my students outside of class as long as the URL is posted for everyone
to have access to it.

I can then easily provide feedback to the students because I would have their results immediately and be
able to read their responses. I will be able to demonstrate learning because I will be able to see what the
students originally knew before the lesson and see where the students are at after you have went over the
material that relates to functions. I think it is important to extend the learning to a higher learning level only

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by having questions that are not only just drill and practice questions. I will accomplish this by allowing for
open ended questions and my final question dealt with thinking about an example that would be harder for
students to identify whether or not it is a function. By providing this question, we are forcing the students to
extend beyond just understanding the concept but thinking about ways that could easily make it harder for
other students so that if they ever came across a similar problem they would be able to solve it. I will
conclude this lesson by having students rework the first question so that they can demonstrate how the
standards are addressed and that they have mastered them.

Reflective Practice: I feel like the activity of using Desmos classroom could allow the students to better be
able to recognize what they previously knew along with allowing them to see what they still might need to
work on. I think this activity would be more of an introductory activity to this unit. I think we could use Khan
academy when we are providing notes for the students so that it would allow those that learn better through
videos to be able to reach those learners. I do think that using the Desmos classroom application is useful
because it is a great way to provide instant feedback to not only the students but for the teachers as well.
While there are benefits about using the Desmos classroom, I do think it doesn’t go that deep into critical
thinking since it is more of a question and answer type of software.

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