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Lesson Idea Name: Graphing and Identifying Parent Functions
Grade Level/Content Area: 9-12 Mathematics

Content Standard Addressed:

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

ISTE Technology Standard Addressed:  What would you like students to know and be
able to do by the end of this lesson:
1.1 Empowered Learner
Students leverage technology to take an active By the end of this lesson, students will be able to
role in choosing, achieving, and demonstrating identify the basic parent functions both
competency in their learning goals, informed by graphically and algebraically as well as graph
the learning sciences. using technology. They will also be able to find
the inputs and corresponding outputs for each
parent function.
1.6 Creative Communicator  
Students communicate clearly and express
themselves creatively for a variety of purposes
using the platforms, tools, styles, formats and
digital media appropriate to their goals.

What is the student learning goal(s) for this lesson idea?

Students will use PearDeck to actively participate in real time to questions from the teacher to about
parent functions. They will also be able to use Desmos to graph parent functions and demonstrate
understanding of their characteristics.

Bloom’s Taxonomy Level(s):

☐ Remembering ☒ Understanding ☐ Applying ☒ Analyzing ☒ Evaluating ☒

Creating

Students will not just be identifying parent functions, but with the aid of technology such as Desmos,
they will create graphs of the parent functions on their own. They will also have to differentiate
between the different graphs of parent functions to demonstrate learning of the key characteristics.

How do you plan to implement this lesson and integrate the technology? Check all that apply: 
 
x Teacher-led: There is no student voice and choice in the activities. Students are guided by
teacher 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. 
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x 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 via an outside source.) 

Lesson idea implementation:

This lesson will be designed to be either in person or virtually. Students will join the lesson on
OneNote to follow along with the notes and presentation the teacher will be teaching from. The lesson
will launch with a linear function being given algebraically and the students must get the input and
output values from it. They will then be asked to graph those points in Desmos and see what they
notice. The students will follow along with the introduction of parent functions and explaining that for
a function, each input has exactly one output and that can be represented graphically. The students
will join PearDeck and participate in the lesson as we go along, repeating the same process as we did
with the linear equation. As we progress through the lesson, students will be asked what types of
applications each of the parents might be modeling, with prompting from the teacher as needed.

When all parent functions have been graphed/identified, there will be a check for understanding in
PearDeck for students to identify parent functions and their characteristics. The teacher will provide
real time feedback as students submit their responses. They will be asked to revise their answer if they
did not get it correct the first time. Based off the student responses, the teach will summarize and
introduce the next day’s lesson, transformations of parent functions.

Managing student learning:

Along with the teacher feedback, when some students get the problem correct and others do not, the
teacher will ask the students who were able to identify which was correct how they came to that
conclusion and if they could explain it to where other students could follow along. They will become
each other’s support system. If all students get the answer correct, the teacher will ask for a volunteer
to say how they came to their conclusion. Students will have the opportunity to engage in discourse
throughout the PearDeck activity.

Universal Design for Learning (UDL):

This activity will encourage engagement, representation, and expression. Students will have the
opportunity to demonstrate their understanding by selecting correct options from what was given,
sketching their own graph by “hand”, and using technology like an online graphing calculator to
sketch their graphs. Students will also be able to express their understanding or concerns with a
reflection at the end of the lesson. Students will be encouraged to participate but also allow for their
responses to be anonymous during the Pear Deck activity.

Reflective Practice:
I feel this will be an effective way to introduce parent functions by giving students a way to express
themselves as opposed to listening to a lecture then asked to repeat the processes demonstrated by the
professor. They will construct the graphs of parent functions and see how the inputs and outputs relate
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to the graphs of them. The technology will give them real time and accurate graphs as opposed to
potential human error of hand sketching each graph initially.

SBooker, 2022