Web 2.

0 Tools for Communication and Collaboration

Lesson Idea Name: Quadratic Characteristics
Grade Level/Content Area: 9th

Content Standard Addressed:

MGSE9-12.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.

ISTE Technology Standard Addressed:  What would you like students to know and be
1.6.c – Students communicate complex ideas able to do by the end of this lesson: 
clearly and effectively by creating or using a Students should be able to see how changing a
variety of digital objects such as visualizations, quadratic equation changes a parabola on a graph.
models, or simulations.
What is the student learning goal(s) for this lesson idea?
“I can describe the relationship between a parabola’s characteristics and the quadratic equation”  

Bloom’s Taxonomy Level(s):

☐ Remembering ☒ Understanding ☒ Applying ☒ Analyzing ☐ Evaluating ☐ Creating

How do you plan to implement this lesson and integrate the technology? Check all that apply:
 
☐ 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. 
    
X 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 via an outside source.) 

Lesson idea implementation: This lesson is self-paced with students in pairs to discuss and question
as they move through the Desmos lesson on quadratic equations. During this time, I will be walking
the room to assist with questions or confusion about the activity at hand. I will avoid telling students
how to do the activity as they move through the lesson on graphing so to avoid giving away all the
learning opportunities for the students. However, if students are confused by the tool or task, I will
support them appropriately and scaffold for students with special needs.
Managing student learning: This lesson is built for student to collaborate in pairs as well as discuss
as a class. I will be keeping track of time aloud with the students. Although this lesson is self-paced, I
SBooker, 2022
 Web 2.0 Tools for Communication and Collaboration
will still guide the students to know when they should be on what part of the lesson. Of course, this
will be flexible just to simply create a sense of structure and unity in the class overall. The end of the
class period will be time for metacognition as students discuss what they noticed, what they are
wondering, and what they believe is mathematically true.
Universal Design for Learning (UDL): The PearDeck lesson has such a frequent amount of feedback
and student survey that I can help students with their understanding or possible confusion. Although
I wouldn’t suggest telling students what they do or do not understand, I can certainly ask deep
questions to support their journey to understanding the topic at hand. However, this would be less
likely while students are in groups.
Reflective Practice:
Although this lesson could be taught sufficiently without any technology at hand, Desmos allows
students to truly dive into math at their own accord, which allows more autonomy and a stronger
mathematical identity. PearDeck allows students to practice giving feedback and understanding how
much they are or are not confident in. Without PearDeck, students would not be able to practice
metacognition in a novel topic.

SBooker, 2022