Name of Lesson: Mobile Math Apps

Grade Level: Secondary education Subject: Mathematics Prepared by: Nathanael Cannon Overview and Purpose: The purpose of this lesson is to have the students download at least one math application or program to their device that they will use in class throughout the school year in class. Also, the students will be required to demonstrate their knowledge of the app, graph a quadratic function and make four changes to this parent function. Finally, they will have to submit these five graphs to me digitally, along with a clear and concise way explanation of each change.

Educational Standards Common Core State Standards Math F-IF.1. Understand that a function from one set (called the domain) to another set (called the range) assigns to each element of the domain exactly one element of the range. If f is a function and x is an element of its domain, then f(x) denotes the output of f corresponding to the input x. The graph of f is the graph of the equation y = f(x). F-BF.3. Identify the effect on the graph of replacing f(x) by f(x) + k, k f(x), f(kx), and f(x + k) for specific values of k (both positive and negative); find the value of k given the graphs. Experiment with cases and illustrate an explanation of the effects on the graph using technology. Include recognizing even and odd functions from their graphs and algebraic expressions for them.

AECT Standards AECT 2.3 Computer-based technologies Computer-based technologies are ways to produce or deliver materials using microprocessor-based resources. AECT 2.4 Integrated technologies Integrated technologies are ways to produce and deliver materials which encompass several forms of media under the control of a computer. AECT 3.1 Media utilization Media utilization is the systematic use of resources for learning.

Objectives: At the end of this lesson, you will be able to:

Use at least one math mobile application on your device. (Application Level) Modify several functions from the parent function. (Application Level) Compare several graphs to the parent graph and describe their similarities and differences. (Comprehension Level)

Materials Needed: Students own electronic device with at least one math application/program device installed. The Internet Email or Cloud access.

Information: 1. I will be giving them a quadratic equation in the form f(x) = ax2 + bx + c where a = 1, b = 0 and c = 0 on the SMARTBoard. 2. Students will have to make four separate changes (positive or negative), one of them being to their a-value, one to their b-value, one to their c-value, and the final one being to whichever value they want. 3. After each change, save a screenshot of the graph onto their device. Notice the difference of each graph in comparison to the parent function. 4. Digitally submit the parent graph, four adjusted graphs and observations to the teacher by the end of the hour. Verification: 1. Observe if everyone has an appropriate math app or program on their device. 2. Verify that everyone has the parent function entered (and graphed) correctly. 3. Review the digital submissions from the students. Activity: At the beginning of the hour, the students will get out their electronic device (mobile or laptop) out with their appropriate math app or program ready to go. I will place the quadratic function of f(x) = 1x2 + 0x + 0 on the SMARTBoard and talk to them about this being the parent graph for quadratic equations. The students will have the rest of the hour to duplicate this graph on their computer program. Additionally, they will be required to make four new graphs from the quadratic equation in the standard form f(x) = ax2 + bx + c. The first new graph will come from making either a positive or negative number change to their a-value. Their second new graph will come from making either a positive or negative number change to their b-value. Their third new graph will result from making either a positive or negative number change to their c-value. Finally, their final new graph will come from making a positive or negative number change to whichever value they want (but not one they have done already.)

Students should save or take screenshots of their parent graph and the four that they changed. They should also compare all four graphs to the parent graph and notice their similarities and differences. Finally, in an appropriately digital way, the students should submit (via email or the Cloud) their graphs and observations for each graph in one electronic file by the end of the hour. Formal Assessment: The entire assignment is worth 20 points. Each graph will be worth 2 points each. The other 10 points will come from the observations comparing changed graphs to the parent function. Notes The assessment total can be whatever point amount (or percentage) that you want. Graphs are worth half of the assignment, where the other half will come from the description of what is happening with all the changes in the quadratic function. Here is a quick rubric for the writing section but feel free to use whatever rubric works best for your situation. Rubric for the writing section Is it organized? 0.0 points: There appears to be no organization. 1.0 points: Organization of the essay is difficult to follow. 2.0 points: The essay can be easily followed. How are the mechanics and grammar? 0.0 points: Poor use of grammar or mechanics. 1.25 points: Numerous grammatical and mechanical errors. 2.5 points: Minimal to none grammatical or mechanical errors. How is my content? 0.0 points: Most facts are wrong. 1.25 points: Some facts are wrong. 2.5 points: All facts are correct. How complete is my writing? 0.0 points: Did not address some of the questions. 1.25 points: Addressed the question, but provided few details. 2.5 points: Addressed all the questions completely.