Instructional Software Lesson Idea

Lesson Idea Name: Characteristics of Polynomials

Grade Level/Content Area: 10th and 11th Grade / Algebra 2
Content Standard Addressed: MGSE9-12.F.IF.4 (Gwinnett AKS 31.F.IF.4) using tables, graphs,
equations, 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;
intervals where the function is increasing, decreasing, positive, or negative; relative maximums and
minimums; symmetries; end behavior.
ISTE Technology Standard Addressed:  What would you like students to know and be
1.3 Knowledge Constructor: Students critically able to do by the end of this lesson: Identify
curate a variety of resources using digital tools to important characteristics of polynomial graphs
construct knowledge, produce creative artifacts and expressions. Identify the degree, leading
and make meaningful learning experiences for term, and constant term of a polynomial.
themselves and others. Identify relative minimums and relative
maximums of graphs of polynomials.
What is the student learning goal for this lesson idea? Students should be able to look at a graph
and match it with its equation based on the characteristics of the equation.

Selected Instructional Software Tool: Desmos

Description of Software: Desmos classroom activities are digital experiences that help students
learn algebra, geometry, and advanced mathematics by modeling and using multiple
representations. Desmos classroom activities help their students visualize their learning concepts.

URL(s) to support the lesson (if applicable): https://student.desmos.com/join/m9kz8m

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

How do you plan to implement this lesson and integrate the technology?

SBooker, 2022
 Instructional Software Lesson Idea
☒ Teacher-led: There is no student voice and choice in the activities. Students are guided by the teacher's
direction and expectations. Learning activities are assigned to the student and mostly practice based.

☒ Student-Led: Students are given voice and choice in the activities. They may select the topic of learning
and/or determine the tool they will use to meet the learning goal. The teacher facilitates the learning as
the students direct their own learning processes.

☐ Problem-based and/or Publishable: Students are solving problems and completing projects to
demonstrate their learning. Additionally, the projects can be shared outside of the classroom. (Note: This
objective could be reached by displaying the project on the school’s morning newscast, posting the project
to the classroom blog, presenting it to another class, or publishing it via an outside source.)
How will you connect this topic to students’ prior knowledge as you teach?

The second slide in the Desmos is a “Which Doesn’t Belong” which has several choices of equations to choose
from. Students should recall the definition of polynomials from Algebra 1 and prior Algebra 2 knowledge and
be able to group the equations that are polynomials together and find the one that is not a polynomial. Slide
10 is the first part of the exploration section, and it used a linear function to show students how the program
works. Students should be very familiar with linear functions, and introducing them as 1 st degree polynomial
functions will help student connect their knowledge of lines to higher order polynomial functions.

Lesson idea implementation:

This lesson is the introductory lesson into Unit 3 of Algebra 2 on characteristics of polynomials. The
entire lesson is run through Desmos slides and could be modified with the addition of a video or two
to become an asynchronous lesson, although it is better when done together as a class with stopping
points throughout for both small group and whole class discussion. It starts with an activating
strategy of having students sort cards in Desmos to find the polynomial on Slide 2. This should help
students remember some of their past knowledge on polynomials. Then, slides 3 to 7 go along with
5-to-10-minute teacher-led mini lesson, and give students a reference for when they move on. Slide
8 and 9 assesses student knowledge after the mini lesson. Slides 10-14 allow students to play with
polynomials in a way that would be difficult without technology, as they can explore how changing
the coefficients in a polynomial change the graph using a slider to change the numbers. These slides
really allow students to make connections and understand how graphs of polynomials change. Slides
15 and 16 have students match polynomial equations to graphs. In a class setting, students could
work with a partner to work out which slides match. Slide 17 has the students pause for a class
discussion. The discussion could be with a small group, and then shared out to a whole class or just
with the whole class, depending on time. Slides 18 to 21 check for student understanding. For the
class summary Slide 22 asks students to reflect on what they have learned.

One of the features of Desmos that makes it useful for whole class learning is the teacher dashboard.
While the students are exploring individually, I will watch the teacher dashboard to see who has
misunderstandings. I can correct the misunderstandings immediately, as I am getting feedback as I
teach, and I can tailor my teaching to who needs it, whether it be an individual, a group of students,
or the whole class. I can also follow along and see how far students have gotten in their exploration.

I choose this type of lesson, because it shows how an average, everyday lesson could be enhanced
by technology.

SBooker, 2022
 Instructional Software Lesson Idea
Universal Design for Learning (UDL) Reflection:

This lesson attends to multiple means of representation. With the combination of using the Desmos
technology with embedded slides and a teacher led mini lesson, students can either read and view
the slides on their own or listen to the mini lesson. Additionally, by providing embedded checks for
understanding in the Desmos, students can choose to answer out loud, or just choose to answer in
the Desmos which provides multiple means of engagement.

I am most excited about having the students play with the graphs of polynomials. I think often times
we teach characteristics of polynomials statically, with one function and one graph and nothing
changes. However, by using Desmos, students can see how changing coefficients changes the graph,
leading to better understanding.

SBooker, 2022