Instructional Software Lesson Idea

Lesson Idea Name: Interpreting Functions

Grade Level/Content Area: 9-10th grade – Algebra I
Content Standard Addressed: MGSE9-12.F.IF.1 – Interpreting Functions

ISTE Technology Standard Addressed: What would you like students to know and be
able to do by the end of this lesson:
1.1 Empowered Learner I want the students to understand that a function
1.3 Knowledge Constructor from one set, the input (called the domain), to
1.5 Computational Thinker another set, the output (called the range), assigns to
1.7 Global Collaborator each element of the domain exactly one element of
the range. By the end, the students can state what
the input is, and what the output is of a function.
They will be able to provide at least one visual
representation of a function.

What is the student learning goal for this lesson idea?

The goal is for the students to be able to model a function and be able to connect it to other
representations. They can see these representations from using an instructional program.

Selected Instructional Software Tool: Desmos

Description of Software: Desmos is best known for the function of a graphing calculator, but
software also provides engaging activities, and extra content to help the students.

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

Type of Instructional Software:

☐ Drill and Practice ☐ Tutorial ☒ Simulation ☐ Instructional Game ☐ e-books/e-references

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
☒ Multi-user or collaborative with others outside 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 ☒ Analyzing ☒ Evaluating ☒ Creating

How do you plan to implement this lesson and integrate the technology? Check all that apply:

LRitzert, 2022
 Instructional Software Lesson Idea
☐ Teacher-led: There is no student voice and choice in the activities. Students are guided by the teacher's
direction and expectations. Learning activities are assigned to the student and mostly practice based.

☒ Student-Led: Students are given voice and choice in the activities. They may select the topic of learning
and/or determine the tool they will use to meet the learning goal. The teacher facilitates the learning as
the students direct their own learning processes.

☐ Problem-based and/or Publishable: Students are solving problems and completing projects to
demonstrate their learning. Additionally, the projects can be shared outside of the classroom. (Note: This
objective could be reached by displaying the project on the school’s morning newscast, posting the project
to the classroom blog, presenting it to another class, or publishing it via an outside source.)
How will you connect this topic to students’ prior knowledge as you teach?
To be able to use Desmos, I’ll first get them to write out all the different types of functions that they
know and put them into the software. Here they will be able to see what each function looks like
and can manipulate the function how every they like to see what happens to the graph.

Lesson idea implementation:

For the first part of the activity, I will provide students with a list of functions. They will get to work
with partners or small groups and to choose at least five functions to graph on Desmos. I want them
to look at what each of the function looks like and tell me some key details they notice about the
line. I would like them to write down their thoughts. After everyone has started looking at their
graphs, I’ll bring everyone one in to explain what the purpose of what they were doing and what I’d
like for them to do. The goal would be to identify what functions look like symbolically and then
graphically. And by the end of class, they will be able to find ordered pairs on the graph.

As the class is working in the groups, I’ll be looking at what they are doing and listen in on
conversations. Here I’ll be able to see what the students are noticing about the graphs and give
them comments, or I can ask questions to expand on what they were thinking. Once there’s ten
minutes left of class, I’ll bring everyone back in and have a discussion on what they noticed about
the graphs. This will give students the opportunity to talk to other groups and discover what their
thoughts were.
Universal Design for Learning (UDL) Reflection:
I believe after this activity; it will get the students to thinking about what the other functions would
have looked like if they graphed them. Desmos can support all the students because they can change
the language if they want to, they can view everything visually, and they can collaborate with others
in the class. I look forward to coming up with functions for the students to get them curious about
each and everyone of them. The key to success in math is making sure you stay engaged, so I think
having them get curious about them is the step in the right direction.

LRitzert, 2022