Lesson Idea - Multimedia

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 1.3.c Students curate information from digital resources using a variety of
tools and methods to create collections of artifacts that demonstrate
meaningful connections or conclusions.
Integrated Technology Word processing tool, presentation tool, camera
Reference or https://case.georgiastandards.org/e9dd7229-3558-4df2-85c6-
Supporting Resources 57b8938f6180/e9dd7229-3558-4df2-85c6-57b8938f6180 - content standard
Bloom’s Taxonomy Analyzing, Evaluating, Creating
Levels
Integration Level Level 4: Integration
Importance of Using a multimedia authoring tool is critical to the project because it helps
Technology students create what they have learned, enhancing their knowledge. This
also prepares them to become better knowledgeable and creative
communicators. This project could be completed without this technology that
will satisfy the content standards; however, it will not accomplish the goals for
the ISTE standards. The students are given a choice to select their own type
of technology to complete the project.
Internet Safety and One of the possible issues surrounding Internet safety and student privacy is
Student Privacy that students are not taught how to become digital citizens. I would minimize
risks to students and myself by using strategies to protect students’ identities.
These strategies can include using only first names and last initials, using
pseudonyms, and avatars instead of pictures in profiles. I can alleviate any
fears of parents/administrators by informing them how I will protect students’
privacy and safety. I will educate both students and parents about Internet
safety and teach them not to give out their names or contact information to
others online.
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 along with
a video recording of what is going to be talked about on that slide. 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.
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.