Instructional Software Lesson Idea

Lesson Title
Desmos Graphing Matching Activity

Content Area
Algebra Concepts and Connections 9th grade

Content Standards Provide the standard identifier and descriptive text for each Georgia standard
addressed in the lesson.

AA.FGR.3.1
Find the inverse of exponential and logarithmic functions using equations,
tables, and graphs, limiting the domain of inverses where necessary to
maintain functionality, and prove by composition or verify by inspection that
one function is the inverse of another.

Technology Standards
1.1a Students use technology to seek feedback that informs and improves
their practice and to demonstrate their learning in a variety of ways.

Integrated Technology
Using desmos matching graph activity

Type of Instructional
Software Drill and practice/instructional game students will match graphs to equations
along with trying to create equations that match the graphs.

Software Feature

Reporting of student assessment. Given feedback of what a student did

incorrectly. Students will also be able to practice outside the class they wish.
Students can collaborate with others if they choose to when completing the
activity.

Reference or No supporting resources were used to generate this lesson idea. No source
Supporting Resources materials were needed.

Bloom’s Taxonomy
Levels Remembering how to graph equations, understanding the connection
between the graph and the equation, applying the knowledge to create an
equation to match the graph are all using the Bloom’s Taxonomy Levels.

Integration Level
 Level 1 Awareness:
Students use technology for central, content-related activities that are
monitored and assessed by the teacher.

Level 2 Exploration:
Students asked to think at higher levels on Bloom’s Taxonomy.

Universal Design
Rationale The technology tool I selected allows for multiple means for representation
and expression. Students can see the equation in different ways whether it be
in slope form, on a graph, or as a word problem. This gives the student a
chance to understand all representations of the equation. Having multiple
means for expression looks like showing their expressive skills to show the
how of their understanding. Students can show their understanding in multiple
ways.

Lesson Idea

Students will write the learning target of the lesson in their daily notebook.
The learning target comes from the standards being applied towards the
lesson so in this case they would write I can find the inverse of exponential
and logarithmic functions using equations, tables, and graphs. The students
will use the classroom computers to play the matching graphs game on
desmos after the warmup. The students will take about 20 to 25 minutes to
complete the activity. Student learning will be assessed by looking at the
feedback of the game. I can assess where the students struggled whether it
be converting equations to graphs or graphs to equations, I can then address
the commonly missed questions as a group.

The final product will be used to inform learning by having students practice
working with the different representations of equations. I will extend the
learning to a higher level by including a question where the students have to
create a question in the form of a word problem, equation, and graph to solve
it as well. This will demonstrate that the students have not only understand
the content but can apply and evaluate what they have learned. The lesson
will be concluded with questions along with a short review as a class.
Students will get to have worked with a partner and as a class by the end. I
will provide feedback to students by addressing the class towards the end on
misconceptions I observed from the assessment of the game.

Design Reflection
I feel this activity gives the students an opportunity to make connections they
normally would not. The activity incorporates multiple representations of the
content which may not be something they always can see. To extend this
lesson, you could have the students create the problems and then have them
translate them into different representations. A technology tool that could
further enhance this project could be GeoGebra where students could use the
graphing calculator to assist them while they are working in the desmos
game. Students could check their answers while completing the game.