INSTRUCTIONAL DESIGN PROJECT TEMPLATE

Content. It is about the main ideas of the lesson

Pedagogy. Pedagogy includes both what the teacher

does and what the student does. It includes where,
what, and how learning takes place. It is about what
works best for a particular content with the needs of
the learner.

Technology.

Describe: content here. (COMMON CORE STANDARDS)

CCSS.Math.Content.HSF.BF.B.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.
CCSS.Math.Content.HSF.LE.B.5
Interpret the parameters in a linear or exponential function in terms of a context.
Describe: Standards of mathematical Practice (common core)
CCSS.Math.Practice.MP1 Make sense of problems and persevere in solving them.
CCSS.Math.Practice.MP3 Construct viable arguments and critique the reasoning of others.
CCSS.Math.Practice.MP5 Use appropriate tools strategically.
1. Describe instructional strategy (method) appropriate for the content, the learning environment, and
students. This is what the teacher will plan and implement.
The method appropriate for the content and learning environment is to allow the students to do an
investigation and come up with conjectures on their own. They should think about what is happening as
they explore using the TI-Inspire software. Students will be able to explain their conjectures and use their
exploration to support their reasoning.
2. Describe what learner will be able to do, say, write, calculate, or solve as the learning objective. This
is what the student does.
Students will be able to enter functions and see the resulting graph of that function. Students will be able
to put multiple functions on one graph to be able to see the changes from one function to another. They
will be able to create sliders to manipulate the graphs to see how the parameters affect the graph. Students
will be able to make conjectures about what happens to a graph when the parameters, a, b, or c are
different values.
3. Describe the 21st century skill you will address in your lesson
Using technology to discover how the parameters of a function affects the graph.
1. Describe the technology: What is the technology and what are the different functionalities of the
technology you will use for the lesson
Students will be using the dynamic software, TI-Inspire, to assist them in the exploration of functions and
their graphs. TI-Inspire allows the students to see multiple graphs on one grid. The can manipulate the
graphs and drag them. TI-Inspire also has the slider feature. The students can make a slider for each
parameter. They will be able to change each parameter to see the changes in the graph as the parameter
changes.
2. Describe how you will use the technology as a tool to enhance the lesson, transform the content,
and/or supports pedagogy (NCTM, 2003).

I will use the technology to enhance the lesson by using the TI-Inspire features that will help the students
understand conceptually. They will be able to see things about the function and their graph that they could
not see without it. Students will be able to investigate and come up with conjectures on the effects of
parameters using the technology.
3. Describe how the technology will affect students thinking processes (NCTM, 2000)
The technology will allow students to think about the function and graph in a way that they could not
have with paper and pencil. They will be able to think about what it really mean when you say that a=0,
the graph is just a line. Without being able to manipulate the graphs and see multiple functions to see the
changes, the students will not be able to fully understand the idea. As the students investigate using the
sliders, they are able to identify exactly what each parameter does to the graph. They see what happens
when each or multiple parameters are negative, zero, or positive.
Representations.

1. Describe the different representations you will use in your lesson

One representation that is being used is a symbolic representation. Students will be entering many
different power functions. They will be looking at the parameters of a, b, and c. Another representation
that is used in the lesson is a graphical representation. Students will be looking at many graphs of
functions. They will also be manipulating graphs of functions using sliders. I also use a pictorial
representation in the lesson. At the beginning and end of each class, I show pictures of different functions.
2. Describe how you will use the different functions of multiple representations in your lesson to
enhance the lesson
Allowing students to go from one representation to another allows them to get a conceptual understanding
of the functions and its related graph. Without the multiple representations, students would have a very
hard time knowing what a function looks like on a graph. They would have a hard time knowing how
each parameter affects the graph without seeing both the symbolic and graphical representation of the
function.