Instructional Software

Lesson Idea Name: Intro to Graphing Polynomials

Content Area: Algebra 1
Grade Level(s): 9th

Content Standard Addressed: MGSE9-12.F.IF.7a Graph linear and quadratic functions and show intercepts,
maxima, and minima (as determined by the function or by context)

Technology Standard Addressed:

- Empowered Learner: “Students understand the fundamental concepts of technology operations,
demonstrate the ability to choose, use and troubleshoot current technologies and are able to transfer their
knowledge to explore emerging technologies”
- Facilitate and Inspire Student Learning and Creativity
(https://www.softchalkcloud.com/file/files/iElNGQSwkthrb0/ISTE%20Standards%20for%20Teachers%2C
%202008%20-%20Permissions%20and%20Licensing%20-%20Permitted%20Educational%20Use.pdf )

Selected Technology Tool: Phet Interactive Simulations

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

https://phet.colorado.edu/sims/html/graphing-quadratics/latest/graphing-quadratics_en.html

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

Levels of Technology Integration (LoTi Level)

☐ Level 1: Awareness ☐ Level 2: Exploration ☒ Level 3: Infusion ☐ Level 4: Integration

☐ Level 5: Expansion ☐ Level 6: Refinement

Spring 2018_SJB
 Instructional Software
Universal Design for Learning (UDL):

This lesson provides students with options for self-regulation. The activity can be completed in the order of
the students’ choice as long as they just complete the entire simulation. It is a great support for ALL students
because it provides multiple means of expression. The quadratics are given in standard form, vertex form, and
are also shown visually. This is great for multiple types of learners. The students will also have a chance to get
up and walk around the room to compare their simulation results to their classmates. This gives students the
chance to engage with their peers and also compare and contrast between their findings. There are many
options for recruiting interest because the students get to explore the simulator and manipulate the values.

Lesson idea implementation

At the beginning of class, I will introduce the topic of “Graphing Quadratic Equations” with the utilization of
fill in the blank guided notes. The guided notes will simply just be used to introduce the topic. For the
remainder of class, the students will have 40 minutes to complete the entire simulation. They will take 20
minutes to complete it on their own and write their findings on a separate sheet of paper. Individually, they
should note how the values that they inputted affect the overall quadratic. During the next 20 minutes, the
students will do think-pair-share to share their finding with another classmate. The purpose of this is to
incorporate engagement with classmates, and also to give the students a chance to find similarities and
differences in their graphs based on the values that their partner inputted.
Learning will be assessed based on their simulator findings. I will go around a grade on a 4-point scale. 4
points would equate to a student that has completed their simulation with all of their values copied to a
separate sheet of paper. They will also have a ticket out the door which will be graded for participation. The
ticket out the door will be a quadratic equation in standard form. The students will be asked to graph this on
graphing paper. This will also extend student learning to a higher level because it encourages them to retain
the information that they just found through exploration. The lesson will be concluded with the exit ticket and
assessment. I will collect their separate sheets of paper from the simulator that have their answers and
findings on it, along with their exit tickets. I will provide feedback to each student on their sheets and pass
them back the next day.

Reflective Practice:

Personally, I believe that the activities I created could impact student learning positively because students
truly need to be able to see how and why math works the way it does. I feel that guided notes and a practice
worksheet is not always enough. When students use this simulator, they will be able to manipulate variables
and values and compare/ contrast how quadratics are interchangeable.
To further extend this lesson, the students could be given a set of quadratic equations and asked to use
“Desmos” to graph all of them and take note of what the roots are of each equation based on where the
quadratic crosses the x-axis. This will help them to bridge their learning and form a connection between the
exploration and their application.

Spring 2018_SJB