Lesson Plan for Implementing

NETSSTemplate I
(More Directed Learning Activities)
Template with guiding questions
Teacher(s)
Name
Anthony Strickland
Position

Math Teacher

School/District

Portales

E-mail

something@gmail.com

Phone

575-XXX-XXXX

Grade Level(s)

8th-10th

Content Area
Title for
Lesson

Algebra/Calculus

Time line

1 class period + 2 weeks time outside class

Desmos Graphing Project

Essential Questions:
https://www.desmos.com/calculator/1gcpifdlcm - My example
How many of you enjoy drawing or have a natural affinity for art? Did you know that math is frequently exhibited in
art much more often than people realize? For this project we are going to create a work of art using the tools we
have learned so far this semester.

Standards
I expect students to create an original work of personal expression using the students existing knowledge of
graphing. Students will combine a variety of equations to do so. All while practicing digital citizenship. While you
want your students to be expressive being a model digital citizen means that the student will not intentionally seek
to offend by way of their art.

ISTE*S Standards
5. a. Advocate and practice safe, legal, and responsible use of information and technology
1. a. Apply existing knowledge to generate new ideas, products, or processes
1. b. Create original works as a means of personal or group expression

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Overview or Project Sketch

Students will create a work of art that is meaningful to them using each type of equation we have learned so far
this semester. Students will follow the minimum requirements on the rubric and will have ample opportunity for
extra credit for exemplary products.

Assessment
This piece of art is part of the assessment of what they have learned so far in the semester. Was each equation
utilized correctly and efficiently to achieve the desired effect? I will assess the work they put into the project by
grading according to the rubric that I passed out with the assignment. Each work of art will be shown to the class.

Resources
https://www.desmos.com/
Rubric of minimum requirements

Instructional Plan
Preparation
This lesson will be given whenever the students have had ample practice graphing linear, quadratic, cubic,
exponential, 3D and any other types of graphs the teacher wishes for the students to learn. Students may have
difficulty coming up with ideas or even how one would begin connecting various graphs together to form art. Thats
what your personal example is for as well as the numerous examples available on the internet.

Management
The students will have one day to be shown how to do the project in class and may start if they wish. Everything
else will be completed at home or anywhere there is an internet connection, on a computer, over the course of the
next two weeks.

Instruction and Activities

The role of the teacher is to motivate and guide students into the creative process. Ask leading questions about
known interests that the students have. Encourage them to take advantage of the extra credit available. The
students will be working on their own and will show that they have a firm understanding of graphing by creating
their own personal work of art.

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Differentiation
This project is an example of differentiating learning as opposed to taking a boring test that students arent ever
motivated to do anyways. If a student is so terrified of being creative a test may be administered at the teachers
discretion. This project links mathematics with art.

Closure and Reflection

This lesson has worked well for me but will it motivate every student in the public school system?

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