INSTRUCTIONAL SOFTWARE

Choose one Instructional Software title. Complete all fields in the following template to describe the
software and how you would use this product in your future classroom to help students achieve required
learning standards.
Note: This template uses the forms feature in MS Word. Select the highlighted text boxes and type over
the sample text. Simply click on the boxes to check them.
Name: Katie Jones
Software Title: Gizmos
URL: https://www.explorelearning.com/index.cfm?method=cuser.dsploginjoin
https://www.explorelearning.com/index.cfm?
method=cResource.dspView&ResourceID=154
Function(s) of Instructional Software (check all that apply):
Drill and Practice
Tutorial
Simulation
Instructional Game
ebooks/e-references
Features of the Software (check all that apply):
Assessment Monitoring/Reporting (Keeps track of student data and/or
generates reports for the teacher)
Allows teacher to create customized lessons
for students
Multi-user or collaborative functions with others in class
Multiuser or collaborative functions with others beyond local class
Accessible to
students beyond the school day
Accessible via mobile devices
Multiple
languages
Safety, security, and/or privacy features
Strengths of the Software: Gizmos is a great resource to discover concepts,
analyze data and use the activities on the site to go deeper into the content. It
allows the students to explore the relationships of the mathematics at work. It is
classroom ready with a very appealing site that is clean and organized, with a few
cute touches as accents of character. It is a good way to show new perspectives or
multiple perspectives for looking at a problem.
Suggestions for Improvement: The home page is a little indirect. The students
would have to be guided through a bunch of clicks to get to the correct activity, bu
the search bar helps. I wish each activity had an attached lesson plan idea, for
ways to use the activity with the content in the classroom.
Standards Addressed: See https://www.georgiastandards.org/Pages/Default.aspx
MGSE912.A.SSE.3a Factor any quadratic expression to reveal the zeros of the
function defined by the expression.
MGSE9-12.A.CED.2 Create linear, quadratic, and exponential equations in two or
more variables to represent relationships between quantities; graph equations on
coordinate axes with labels and scales. (The phrase in two or more variables
refers to formulas like the compound interest formula, in which A = P(1 + r/n)nt has
multiple variables.)
MGSE912.F.IF.4 Using tables, graphs, and verbal descriptions, interpret the key
characteristics of a function which models the relationship between two quantities.
Sketch a graph showing key features including: intercepts; interval where the
function is increasing, decreasing, positive, or negative; relative maximums and
minimums; symmetries; end behavior; and periodicity.
MGSE912.F.IF.8a Use the process of factoring and completing the square in a
quadratic function to show zeros, extreme values, and symmetry of the graph, and
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INSTRUCTIONAL SOFTWARE
interpret these in terms of a context. For example, compare and contrast quadratic
functions in standard, vertex, and intercept forms.
Grade Level/Content Area(s):
8th & 9th grade pre-algebra/ algebra 1 Quadratic Equation, Roots of a quadratic,
parabolic relationships.
Blooms Level of Critical Thinking Required (check all that apply). See
http://epltt.coe.uga.edu/index.php?title=Bloom%27s_Taxonomy

Remembering
Understanding
Applying
Analyzing
Evaluating
Creating
Description of how to implement in the class: I would use gizmos in this
lesson to manipulate the graph of a parabolic equation. This would be a teacher
lead class activity. Then If the students all had access to the computer at the same
time I would suggest they explore individually. The good part is that when you click
through the tabs the quadratic equation is demonstrated for you. As a Loti level
two activity I would give them a worksheet where they could use gizmos to help
enable them to solve the problem at the student own pace. I would love to do a lab
along with gizmos where students measure the path of a ball and graph it and
calculate the related quadratic units using this Gizmo activity. That part of the work
would be small group collaboration and then individual computation.
* Examples of common instructional models include whole group, teacher-led, student
self-paced, small group, or individual learning activities. Use as many of these
descriptors or other descriptors as apply.