Lesson Idea Online Projects, Collaboration Sites, and Publishing Opportunities

Lesson Title Transforming the graph

Content Area Algebra 1
Content Standards A.FGR.9.3 Identify the effect on the graph generated by an exponential
function when replacing f(x) with f(x) + k, and k f(x), for specific values of k
(both positive and negative); find the value of k given the graphs.
Technology Standards 1.1d Technology Operations - Students understand the fundamental concepts
of technology operations; demonstrate the ability to choose, use and
troubleshoot current technologies; and are able to transfer their knowledge to
explore emerging technologies.
1.2.a Digital Footprint - Students cultivate and manage their digital identity
and reputation, and are aware of the permanence of their actions in the digital
world.
1.2.b Online Behavior - Students engage in positive, safe, legal and ethical
behavior when using technology, including in social interactions online or
when using networked devices.
1.2.d Digital Privacy - Students manage their personal data to maintain digital
privacy and security, and are aware of data-collection technology used to
track their navigation online.
Integrated Technology Word processing tool, presentation tool
Reference or https://case.georgiastandards.org/e9dd7229-3558-4df2-85c6-
Supporting Resources 57b8938f6180/e9dd7229-3558-4df2-85c6-57b8938f6180 - content standard
Bloom’s Taxonomy Remembering, Understanding, Applying, Analyzing, Evaluating, Creating
Levels
Integration Level Level 3: Infusion
Usage Plan Describe how you would incorporate an Online Project/Collaboration
Site/Publishing Opportunity in your classroom. Minimum 2-paragraph
overview.
Design Features The group of students will turn in what everyone has worked on and learned
throughout the exploration of class. The students will be broken into 5 groups,
one for a * f(x), one for f(b * x), one for f(x + c), one for f(x) + d, and one for -
f(x) and f(-x). Each group will be assigned a Google Doc form with some
questions about each transformation and what should be put into their
PowerPoint slides. The teacher will be walking around the class to make sure
that everyone is on task and to provide guide questions if the students finish
early or need help to get started.

After some time the class explored how the function changed after changing
their variable, each group will present what they discovered from exploration.
As the students are presenting, the teacher will reiterate the important
information that the group has found, and if they are missing some important
information will ask leading questions to get them to see what was missed.
The lesson will be concluded by having the students complete a ticket out the
door on what they learned about transformations from a different group.
Universal Design Multiple Means of Expression: The students will be able to hand sketch graph
Rationale transformations and will be able to see how Desmos transforms the original
graph into the new graph.

Multiple Means of Engagement: Students will be able to experiment with

different values to see how each value changes the graph.
Lesson Idea This activity will take about 90 minutes to complete. The group of students will
turn in what everyone has worked on and learned throughout the exploration
 of class. The students will be broken into 5 groups, one for a * f(x), one for f(b
* x), one for f(x + c), one for f(x) + d, and one for -f(x) and f(-x). Each group
will be assigned a Google Doc form with some questions about each
transformation and what should be put into their PowerPoint slides. The
teacher will be walking around the class to make sure that everyone is on
task and to provide guide questions if the students finish early or need help to
get started.

After some time the class explored how the function changed after changing
their variable, each group will present what they discovered from exploration.
As the students are presenting, the teacher will reiterate the important
information that the group has found, and if they are missing some important
information will ask leading questions to get them to see what was missed.
The lesson will be concluded by having the students complete a ticket out the
door on what they learned about transformations from a different group.
Internet Safety The students will be using Google Docs, Google Slides, and Desmos to
complete their projects. No student will be allowed to leave the approved
sites; Google Docs, Google Slides, and Desmos.
Design Reflection The students will have explored how each of the transformations changes the
graph instead of just being told how they change they learned it for
themselves. This can be extended by having each function have multiple
transformations. Desmos can be another technology that can enhance this
project.