Marbleslides

Math II
Mathematics Learning Objectives:
By the end of this lesson, students will be able to:
● Describe how a series of transformations effects the equation and graph of a quadratic function
● Interpret key features of a graph such as domain and range, rate of change, and end behavior

Language Demands:
1. Language function: identify one language function (e.g., compare/contrast, conjecture, describe, explain,
prove) Students will be asked to make conjectures about how changing specific values within a quadratic
function will affect the graph of that function. Students will also be asked to describe the graph of a function
after a series of transformations.
2. Vocabulary/Symbols: Vertical compression, vertical stretch, intercepts, maximum/minimum,
increase/decrease, function, function notation, vertex form
3. Mathematical Precision: This lesson addresses mathematical precision by using clear definitions related to
the vocabulary terms listed above.
4. Discourse and/or Syntax: Our lesson addresses discourse through class discussion and the questions asked
throughout the Desmos activity.
5. Language supports: There will be multiple chances to reflect as individuals and as a class. Teacher will
facilitate class discussions and circulate the room as needed.

Essential Question:
How can I transform a quadratic to fit a given context?
What effect do transformations have on the equation and graph of a quadratic function?

NC Math Standards:
Building Functions: Build new functions from existing functions.
NC.M2.F-BF.3 Understand the effects of the graphical and tabular representations of a linear, quadratic, square root,
and inverse variation function f with 𝑘 ∙ 𝑓(𝑥), 𝑓(𝑥) + 𝑘, 𝑓(𝑥 + 𝑘) for specific values of 𝑘 (both positive and negative).

Interpreting Functions: Interpret functions that arise in applications in terms of the context.
NC.M2.F-IF.4 Interpret key features of graphs, tables, and verbal descriptions in context to describe functions that
arise in applications relating two quantities, including: domain and range, rate of change, symmetries, and end
behavior.

Standards for Mathematical Practice:

2 – Reason abstractly and quantitatively
4 – Model with mathematics
7 – Look for and make sense of structure

Materials and Technology:

Marbleslides: Parabolas - Desmos Activity - Mathematical Action Tool and Conveyance Tool
Slide Deck - Launch, Lecture, Wrap-Up Slides - Conveyance Tool

Differentiation:
- From Desmos: “For students using adaptive technologies such as screen readers, we have added keyboard
shortcuts to enable them to fully participate in the lesson.”
- The Marbleslides activity can be translated into Spanish (and other languages) for English Language Learners.
- Using clear and precise language utilizing both audio and visual representations (with large and readable font) of
the material (launch, lecture, wrap-up).

Notes to the reader:

Prior to this lesson, students will have already experienced the following topics/standards:
● Interpret key features of graphs, tables and verbal descriptions (NC.M1.F-IF.4): Intercepts,
increasing/decreasing, positive/negative, maximum/minimum
● Interpret parts of an expression in context (NC.M2.A-SSE.1a, NC.M2.A-SSE.1b): Students should be
able to explain how an expression relates to a given context
● Extend the use of function notation to geometric transformations (NC.M2.F-IF.2): Transformations
include translations, reflections, rotations, and dilations
● Operations with polynomials (NC.M2.A-APR.1): Using addition, subtraction, and multiplication to
rewrite polynomials into equivalent forms

Detailed Plan for Instructional Time

Time: 90 minutes
Time What is the teacher doing? (Be sure to include questions the What are students doing? If they are interacting
teacher will ask and academic language supports and details with a technology tool or other materials, please
of technologies or other materials used) describe.
10-15 Launch: Students should be able to identify the equation to be
min Teacher will display the Launch slides from the Slide the vertex form of a quadratic. Students should be
Deck during this portion of the lesson. Teacher will able to identify that the a is the same coefficient
display the vertex form equation and ask students: 2
from Standard form ( 𝑦 = 𝑎𝑥 + 𝑏𝑥 + 𝑐 ), the h
What do you notice? and k represent the x and y coordinates of the vertex
What do you wonder? of the parabola.
What do you remember?
45 - 60 Marbleslides: During this time, students will open the Desmos
min (10-11 min) Initial Exploration (Desmos Slides 1-6) activity Marbleslides: Parabolas and begin exploring
the activity. The first 6 slides allow them to get
During this time, the teacher will be monitoring familiar with what marbleslides is and how to
student progress using the Desmos Teacher feature. manipulate the functions given on the left-hand side
They will also be circulating the classroom to answer of the screen. Clicking the “launch” button releases a
questions students may have. The lesson will be set of marbles that follow the curve of the function.
specifically coded to stop students before they move Alongside the graphed function is a set of stars. Prior
onto Slide 7 in order to get students on the same page. to manipulating the equation, the stars will not be in
line with the function. The goal is for the marbles to
If students are stuck on the Marbleslides, the teacher pass through each star.
may ask:
- What would happen if you tried to change ___ Slide 1: What is marbleslides? What does it look like
value? (domain/coefficient/value added inside to launch marbleslides?
parentheses/value added outside the Slide 2: Changing the sign of one number in the
parentheses) function to fix the marbleslide
- What does the parabola need to look like in Slide 4: Changing the function however necessary to
order to catch all of the stars? fix the marbleslide
Slide 5: Changing two numbers in the function to fix
the marbleslide
Slide 6: Changing one number in the function to fix
the marbleslide
(5-8 min) For Slides 7 - 8, students will be making a prediction
Topics Covered: about how changing the “a” of the given equation
a - vertical stretch or compression (Desmos Slide 7-8) will affect the graph. This will be through a text box
a - reflection across a horizontal axis ( - ) (Desmos on the right side of the graph and equation. After
Slide 7-8) making their prediction, they will check their answer
by changing that specific piece of the equation and
Students will be unable to access Slide 7 until the observing the graph. A misconception students could
teacher allows them to move forward using the have is that a only affects the vertical
Desmos Teacher features. After students are wrapping stretch/compression of the function. They may not
up with the Initial Exploration, the teacher will realize that a also determines what direction the
announce the prediction section. For Slide 7, the parabola opens. Seeing a as a whole is important but
teacher will read the question aloud and then instruct recognizing the sign in front of a is too.
students to think of a prediction and write it down. At
this point in time, Slide 8 will be locked. As responses Slide 7: If we changed the 0.2 to a –4 in the
are rolling in, the teacher will be monitoring what equation, what would happen to the graph?
students are saying and selecting & sequencing
responses to engage in a mini-discussion. Slide 8: Change the equation below to see if your
After Slide 8 is unlocked by the teacher, the teacher prediction from the last screen was correct.
will give students time to verify their claims.

The teacher will ask students what they notice.

Then, they will display the lecture slides to formally

solidify what happens when a is modified in vertex
2
form 𝑦 = 𝑎(𝑥 − ℎ) + 𝑘
(5-8 min) For Slides 9-10, students will be making a prediction
Topic Covered: about how changing the h of the given equation will
h - horizontal shift (Desmos Slide 9-10) affect the graph. This will be through a text box on
the right side of the graph and equation. After
Same instructions as the previous section, this time the making their prediction, they will check their answer
teacher restricts Slides 9 and 10. by changing that specific piece of the equation and
observing the graph. There are two possible
The teacher will ask students what they notice. misconceptions students could have here. One,
students may think “- h” moves the function to the
Then, they will display the lecture slides to formally left and “+ h” moves the function to the right. When
solidify what happens when h is modified in vertex working with h, the effects will be opposite of the
form signs. Two, students may confuse h with k, both in
𝑦 = 𝑎(𝑥 − ℎ) + 𝑘
2 placement in the equation and how they move the
function.

Slide 9: If we changed the –3 to a 2 in the equation,

what would happen to the graph?

Slide 10: Change the equation below to see if your

prediction from the last screen was correct.
(5-8 min) For Slides 11-12, students will be making a
k - vertical shift (Desmos Slide 11-12) prediction about how changing the “k” of the given
equation will affect the graph. This will be through a
Same instructions as the previous section, this time the text box on the right side of the graph and equation.
teacher restricts Slides 11 and 12. After making their prediction, they will check their
answer by changing that specific piece of the
The teacher will ask students what they notice. equation and observing the graph. A misconception
students could have about k is confusing it with h.
Then, they will display the lecture slides to formally They could think that k moves the graph horizontally
solidify what happens when k is modified in vertex and has the opposite sign instead of k just moving
form the graph vertically.
2
𝑦 = 𝑎(𝑥 − ℎ) + 𝑘
Slide 11: If we changed the 1 to a –2 in the equation,
what would happen to the graph?
Slide 12: Change the equation below to see if your
 prediction from the last screen was correct.
(10 min) For Slides 13-14, students will be analyzing an
Tie it Together (Desmos Slide 13-14) equation that takes into account all previous
transformations (vertical stretch/compression,
Same instructions as the previous section, this time the horizontal shift, vertical shift). Instead of changing
teacher restricts Slides 13 and 14. one of these numbers, students will choose a series
of numbers that help the function go through each
The teacher will ask students what they notice. star. After making their prediction, students will
input their numbers and see if they are correct. Some
Then, they will have a discussion to formally solidify misconceptions students may have include confusing
a summary of the different ways manipulating the what each a, h, and k do. This may be a time for trial
vertex form of a quadratic equation changes the and error since students are having to combine the
appearance of the parabola. ideas learned earlier. Students could also think that
𝑦 = 𝑎(𝑥 − ℎ) + 𝑘
2 you can only change one number at a time rather
than multiple.
The teacher will ask the students:
What methods did you try? Why? Slide 13: Your friend won't get many stars like this!
What changes would you make to the equation to
help your friend collect all the stars? Why are those
changes going to work?

Slide 14: Use your own advice from the last screen.
Did it help?

(10-15 min) Slides 16 - 22 allow students to further explore

Challenge Slides (Desmos Slides 16 - 22) transformations through marbleslides. There are no
guiding questions here so it’s completely up to the
After the Prediction Section, the teacher will transition student to form their equations! A few slides give an
the students to the Challenge Section. During this equation but claim that students are free to delete it
time, the teacher will be monitoring student progress and create their own. Students also aren’t limited to
using the Desmos Teacher feature. They will also be the number of parabolas they can create, as long as
circulating the classroom to answer questions students they collect the stars. Some misconceptions students
may have. may have is that multiple parabolas are needed or
only one parabola is needed. Rather than notice the
If students are stuck on the Challenge Slides, the stars they need to hit, students may begin putting in
teacher may ask: functions without considering the stars.
- What would happen if you tried to change ___ Mathematically, students could try to apply these
value? (domain/coefficient/value added inside transformations to other functions but they aren’t
parentheses/value added outside the universal.
parentheses)
- What does the parabola need to look like in Slides 16-22: In the rows below, type as many
order to catch all of the stars? equations of parabolas as you need to collect all the
- Did you try adding another parabola to the stars.
graph?
~15 Wrap-up During the group discussion where students are
min The wrap-up will consist of a group discussion to tie asked to summarize what they learned, they will turn
the main ideas together. Teacher will ask students if and talk to their tablemates to come up with the main
they can summarize what they learned and instruct takeaways from the lesson. Then, after the
them to turn and talk to their tables to see if they can discussion, students will have time to finish up the
come up with a summary. The teacher will then go slides they did not complete from earlier.
over what is on the Wrap-up Slide on the Slide Deck.
Student work example and answer key:
This is an example of completely correct student work sped through for efficiency’s sake. For most slides, there are
multiple correct solutions as the goal is to manipulate parabolas to collect stars. (i.e. some students may have
different values in their equations).
Desmos Activity Solutions (video that shows all solutions)

Instructional Support:
*to restrict slides on Desmos, first select the “Pace” button, then select the range of slides students will be allowed to
access. When finished, click “Stop.” Click “Edit” to edit the range.

Task Reference:
Desmos Classroom. (n.d.). Marbleslides: Parabolas [Desmos Lesson]. Desmos.
https://teacher.desmos.com/activitybuilder/custom/566b31784e38e1e21a10aade?collections=651ca31cf69ee
59aa9e3818a,5e73b204d560367270838c4b