Instructional Software

Lesson Idea Name: Exploring Graphical Transformations

Content Area: Algebra 1/2
Grade Level(s): 9th/11th grade

Content Standard Addressed: GA Standard F.IF.C.7- Graph functions expressed symbolically and show key
features of the graph, by hand in simple cases and using technology in more complicated cases.

Technology Standard Addressed: ISTE Standard 3- Knowledge Constructor- Students critically curate a
variety of resources using digital tools to construct knowledge, produce creative artifacts, and make
meaningful learning experiences for themselves and others.

Selected Technology Tool: Geogebra

URL(s) to support the lesson (if applicable): geogebra.org

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

Universal Design for Learning (UDL): By using Geogebra to examine different types of graphical
transformations, students can experiment themselves how changing different parameters of a parent
function changes what the graph of that function looks like. For example, without any direct instruction the
students could discover that making the leading coefficient a negative number would reflect the graph
vertically. By putting tools for discovery in the hands of the students, they will likely make more meaningful
connections between algebraic and geometric representations of functions.
Lesson idea implementation:
The lesson will open with students being put into groups to do a short brainstorming exercise to see what
they remember about functions and graphs of functions. This would last somewhere from 3-5 minutes, and in
this time the small groups would assign themselves roles for the activity and jot down some notes on content
they remember. After this, groups would have the opportunity to share out some of the things they

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remembered, and then the groups would jump into the Geogebra activity on function transformations. The
lesson will be a series of simulations that let the students adjust sliders to change values on the algebraic
representation of a function, and simultaneously a coordinate plane window would display the current
function. This would allow students to see how adjusting different parameters on a written function would
affect the graphical representation of that same function. This segment would take up the bulk of the lesson,
as students would be encouraged to discuss their findings with their groups and make a series of conjectures
on how each parameter affects the graph of the function. There is also a built in function of Geogebra to take
in student input, so that I would have access to their thoughts and reflections after the lesson. After the main
investigation, each group would have the opportunity to present their findings and pose their conjectures.
The class would then discuss each group’s ideas and come to a consensus on what they think adjusting
parameters does to a graph of a function.
After the lesson, there are a variety of ways one could wind down, either with a reflection submission as an
exit ticket or by posing question to encourage the students to think further about the topic and provide a
connection to the next lesson. The responses that were collected during the lesson can then be reviewed so
the students can receive specific feedback based on any questions or misunderstandings they may have had.
Students will also be assessed based on their group work performance and their presentation at the end of
class.

Reflective Practice:
I feel that this activity could help students gain a more intuitive understanding of the connection between
functions and their graphical counterparts. Letting the students make these meaningful connections between
two representations of the same thing will strengthen their ability to see these connections in other areas of
the content. To further extend this lesson, I think it would be interesting to have the students create the
activity themselves, since Geogebra supports task construction. This could deepen their understanding even
more, as they would be put in a position of responsibility and would need to understand the core concept in
order to create the task.

Spring 2018_SJB