Instructional Software

Lesson Idea Name: What is a function?

Content Area: Algebra 1
Grade Level(s): 8th, 9th

Content Standard Addressed: MGSE9-12.F.IF.2 use function notation, evaluate functions for inputs in their
domains, and interpret statements that use functions notation in terms of a context

MGSE9-12.F.IF.7 graph functions expressed algebraically and show key features of the graph both by hand
and using technology

Technology Standard Addressed:

ISTE Standard for Teachers
2C Model for colleagues the identification, exploration, evaluation, curation and adoption of new digital
resources and tools for learning.
3C Mentor students in safe, legal and ethical practices with digital tools and the protection of intellectual
rights and property.
5B Design authentic learning activities that align with content area standards and use digital tools and
resources to maximize active, deep learning.
6B Manage the use of technology and student learning strategies in digital platforms, virtual environments,
hands-on makerspaces or in the field.
7A Provide alternative ways for students to demonstrate competency and reflect on their learning using
technology.
7B Use technology to design and implement a variety of formative and summative assessments that
accommodate learner needs, provide timely feedback to students and inform instruction.
7C Use assessment data to guide progress and communicate with students, parents and education
stakeholders to build student self-direction.
ISTE Standard for Students
1C Students use technology to seek feedback that informs and improves their practice and to demonstrate
their learning in a variety of ways.
2B Students engage in positive, safe, legal and ethical behavior when using technology, including social
interactions online or when using networked devices.
4D Students exhibit a tolerance for ambiguity, perseverance and the capacity to work with open-ended
problems.
5A Students formulate problem definitions suited for technology-assisted methods such as data analysis,
abstract models and algorithmic thinking in exploring and finding solutions.
5C Students break problems into component parts, extract key information, and develop descriptive
models to understand complex systems or facilitate problem-solving.
7B Students use collaborative technologies to work with others, including peers, experts or community
members, to examine issues and problems from multiple viewpoints.

Selected Technology Tool:

Desmos
URL(s) to support the lesson (if applicable):
https://teacher.desmos.com/activitybuilder/custom/579b87d30a4f3e351289293

Type of Instructional Software:

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

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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

Universal Design for Learning (UDL): This lesson plan for my students is planned for them to participate in an
activity that will allow them to learn about what is a function and how finding a function can sometimes be
difficult. By using this form of technology, it allows for my students that might need extra assistance to be
able to access this outside of class. Desmos also would allow my students that might not understand
something, a way for them to demonstrate what they do know to the teacher and have immediate feedback
to the students. There is assistance within the activity to help guide students through the process if needed.
While some of the questions they will be able to receive immediate feedback, it also allows open-ended
questions for the teacher to be able to understand who is meeting the standard and who still needs
additional work on the topic. Even though I can see all the questions, the open ended questions are a great
way for me to really measure where the students are in their knowledge of the topic. This form of technology
also allows students that might struggle with writing because of minor physical disabilities to be able to
respond to the questions through typing or the speakit! application. Since this technology is used on a phone,
we can also adjust the accessibility features on their phone to help complete the activity. Desmos also always
for students to practice graphing much easier than it would have been if it were done on paper.
Lesson idea implementation: In the lesson I would include an activity that allows for students to answer
questions that are related to functions. The standards that are associated with this topic focus on how to see
what a function is and includes graphing functions. The standard that mentions graphing must provide to the
students the difference between graphing digitally versus graphing by hand. To meet the criteria of the
standards, I plan to allow the students to start off by answering the first question which will show their prior
knowledge of whether or not something is a function. This question is strictly just the remembering level of
Bloom’s Taxonomy because it is only calling on previous knowledge that a student might have. After they
answer the question, I can look at the feedback from the students and their responses to determine how
detailed I need to go when discussing the specifics about functions. I would then provide notes for our
students and reference back to some of the examples that it gave from the Desmos activity. After going over
the topic of functions itself, I would then transition the students to go back to the Desmos activity and finish
answering the remaining questions. This lesson can be completed in one day, but it also can be referenced
again by my students outside of class as long as they are added to my Desmos class. All of the Desmos
activities will be stored in the class feature so they can use the activities for study as well.

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I can provide feedback to the students because I would have their results immediately and be able to read
their responses. I will be able to demonstrate learning because I will be able to see what the students
originally knew before the lesson and see where the students are at after you have went over the material
that relates to functions. It is important to extend the learning to a higher learning level only by having
questions that are not only just drill and practice questions. I will accomplish this by allowing for open ended
questions and my final question dealt with thinking about an example that would be harder for students to
identify whether it is a function. By providing this question, we are forcing the students to extend beyond just
understanding the concept but thinking about ways that could easily make it harder for other students so that
if they ever came across a similar problem they would be able to solve it. I will conclude this lesson by having
students rework the first question so that they can demonstrate how the standards are addressed and that
they have mastered them.

Reflective Practice:
In reflection, the tool, Desmos, could allow the students to better be able to recognize what they previously
knew along with allowing them to see what they still might need to work on. This activity would be more of
an introductory activity to this unit. Using the Desmos classroom application is useful because it is a great way
to provide instant feedback to not only the students but for the teachers as well. This is a great way to take a
break from traditional note taking that is found in many high school math classes. While there are benefits
about using the Desmos classroom, I do think it doesn’t go that deep into critical thinking since it is more of a
question and answer type of software. There is an opportunity for a Desmos to be created at the end of the
unit that involves more critical thinking.

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