Lesson Idea Focus

Lesson Title Quadratics and Transformations on Desmos

Content Area Honors Algebra 1
Topic: Solving Quadratic Equations

Content Standards MGSE9-12.F.BF.3: Identify the effect on the graph of replacing f(x) by f(x) + k, k f(x),
f(kx), and f(x + k) for specific values of k (both positive and negative); find the value of
k given the graphs. Experiment with cases and illustrate an explanation of the effects
on the graph using technology. Include recognizing even and odd functions from
their graphs and algebraic expressions for them.
Technology 1.1c Students Use technology to seek feedback that informs and improves their
Standards practice and to demonstrate their learning in a variety of ways.
1.4d Students exhibit a tolerance for ambiguity, perseverance and the capacity to
work with open-ended problems.
1.6.a Students choose the appropriate platforms and tools for meeting the desired
objectives of their creation or communication

Integrated Desmos Activity:

Technology https://teacher.desmos.com/activitybuilder/custom/631e7cb59b5003063bf68f96
Mobile Device, Tablet, Laptop, or Desk Top
Reference or This lesson was created with Desmos custom activities. I created the
Supporting questions, equations, transformations, screens and templates that are used
Resources

Bloom’s Taxonomy Remembering: Do students remember the different transformation that can be
Levels applied to a quadratic?
Applying: Can students apply the given transformations to the equation?
Analyzing: Can students look at a transformed quadric and name the
transformation?
Evaluating: Can students use their knowledge to explain why or why not the
order of transformations matter?
Creating: Can students create their own example?
Integration Level Level 4: Integration

Universal Design The activity that is planned for students can support all students. This lesson is
Rationale easily adaptable and can be accessed and complete in many different ways. If
a student does better with paper and pencil, these questions can be printed. If
a student wishes to view questions on computer but respond on paper, that can
also be done. Many different devices and text-to-talk, talk-to-text, or translation
software can also be used to accommodate students. This lesson allows for
students to assess their knowledge on transformations and interact with them.
All students can interact and participate in this activity as it can be altered
based on needed accommodations.
Lesson Idea The students will complete the assigned questions and task in order to view
and practice the teacher. The teacher will walk around and provide guided
questions as needed. These questions will not give students answers but help
point them in the right direction or lead them to sources that can help. This
project will be introduced verbally. After a few days of working with
transformations, students will be ready to participate with this activity. The
teacher will verbally explain expectations and task directions as an introduction.
A short review will also take place before the task is completed. This task will
take students 15 to 25 minutes to complete and learning will be assessed
 through answers to task questions.
The final project will be used to inform students of potential quiz questions in
the future. This will be a great tool for students and teacher to assess
knowledge on materials and know what to go over. After this task, learning will
be differentiated based on what the students answer is to last question.
Different types of tasks will be used after completion of this task to help
students feel confident in material. For example, if a student said they felt
confident on most materials, they will complete a certain set of questions that
differ from students who said they did not feel confident. In addition, if a student
answers that they felt confident with all questions, they will move on to a
discovery task that allows them to explore material for the next unit. Student
learning will be extended based on how confident they were with material on
task.
Lesson will conclude with assigning students to their next review task. In
addition, most missed questions will be gone over in a whole class discussion.
Students will receive individual feedback that states what they missed and what
misconceptions appear based on answers. This will be given in the “feedback”
area of assignment grade on d2l, canvas or other learning software.
Design Reflection The activities that I created allow students to see what information they need to
work on and allow for differentiation for students with different confidence
levels. This will also allow for students to practice with graphing software that is
used in standardized tests. This lesson could be further extended with the
addition of an exploration unit on why the order of transformations matters. In
addition, other technologies like GeoGebra and wolfram alpha could be used to
allow students to explore the math more.