Instructional Software

Lesson Idea Name: Polynomial Models

Content Area: Algebra - Modeling of Linear, Quadratic, and Cubic Functions
Grade Level(s): 9-12

Content Standard Addressed:

MGSE9-12.F.LE.1 Distinguish between situations that can be modeled with linear functions and with
exponential functions.
MGSE9-12.N.Q.2 Define appropriate quantities for the purpose of descriptive modeling. Given a
situation, context, or problem, students will determine, identify, and use appropriate quantities for
representing the situation.
MGSE9-12.N.Q.3 Choose a level of accuracy appropriate to limitations on measurement when reporting
quantities.

Technology Standard Addressed:

1 - Empowered Learner
 1c Students use technology to seek feedback that informs and improves their practice and to
demonstrate their learning in a variety of ways.
3 - Knowledge Constructor
 3c Students curate information from digital resources using a variety of tools and methods to
create collections of artifacts that demonstrate meaningful connections or conclusions.
 3d Students build knowledge by actively exploring real-world issues and problems, developing
ideas and theories and pursuing answers and solutions.

Selected Technology Tool: cK-12 Interactive website

URL(s) to support the lesson (if applicable): https://flexbooks.ck12.org/cbook/ck-12-interactive-

algebra-2-for-ccss/section/1.14/primary/lesson/polynomial-models-alg-2-ccss

Type of Instructional Software:

☐ Drill and Practice ☒ Tutorial ☐ Simulation ☐ Instructional Game ☐ e-books/e-references

Features of this software (check all that apply):

☐ Assessment Monitoring/Reporting
☐ Allows teacher to create customized lessons for students
☐ Multi-user or collaborative functions with others in the class
☐ Multi-user or collaborative with others outside the class
☒ Accessible to students beyond the school day
☒ Accessible via mobile devices
☒ Multiple languages
☒ Safety, security and/or privacy features

Bloom’s Taxonomy Level(s):

☒ Remembering ☒ Understanding ☒ Applying ☐ Analyzing ☐ Evaluating ☐ Creating

Levels of Technology Integration (LoTi Level):

☐ Level 1: Awareness ☐ Level 2: Exploration ☒ Level 3: Infusion ☐ Level 4: Integration
☐ Level 5: Expansion ☐ Level 6: Refinement

Spring 2018_SJB
 Instructional Software
Universal Design for Learning (UDL):
For resourceful, knowledgeable learners, there are a multitude of resources on the cK-12 website
that will help them to be successful. For students who need a way to access the website outside of
school, they are able to access it on a computer and through the Google Classroom app. Students who
need visual aids are able to increase the font size of the site as well as change the background color to
black and increase the space between each line in order to help them better distinguish each word. For
ELs who struggle making sense of the information, the website has multiple language options so they can
set the language to one that best suits their needs. For students who like taking notes and highlighting
information as they go along, there are tools that they can access that allows them to markup the
webpage.
For strategic, goal-directed learners, the activity allows students to learn the material through
multiple methods such as definitions, interactive graphs, practice problems, and explanations. It also
gives them the opportunity to test their understanding through a practice quiz that gives them
immediate feedback on their answers and continues practice until the student gets ten problems correct.
This aspect of the activity also benefits purposeful, motivated learners as they appreciate mastery-
oriented feedback as well as self-assessment and reflection.

Lesson idea implementation:

This lesson will be used as a supplement to the teacher’s direct instruction. After she introduces the
topic, the students will use the cK-12 website to aid them in further understanding the material as well
as see it used in real-world situations through definitions, practice problems, and interactive graphs.
Since the online activity includes linear, quadratic, and cubic functions, the activity will take three days
to complete, as it will be broken up into one function per day. At the end of each lesson, the teacher will
assign the review problems from that day’s lesson (found at the end of the activity) and have students
turn in their answers at the end of class. After viewing student responses, the teacher will know what
specific area she needs to review the following day from that day’s lesson.
At the end of the three day activity, students will take the practice quiz that is at the end of the
activity and submit their responses in iRespond so the teacher can see what students know and where
they struggle. With this knowledge, she will be able to break them up into small groups for remediation
the following day. For students who have a solid understanding of all three types of functions, the
teacher will give them an additional practice worksheet on real-life applications of linear, quadratic, and
cubic functions and then provide an introduction and brief practice on quartic functions to extend their
learning so they can see how this new function connects to what they already know.

Reflective Practice:
I believe that this activity will enrich student learning and provide them with a deeper understanding of
the content. It will help them see the ties to real-life situations which will help them develop a greater
appreciation and knowledge of the topic. In order to extend the lesson, I could have the students who
have a firm understanding of the content break up into the three remediation groups and act as teachers
to the different groups. Then, I could have each group become “masters” of their remediation area
(linear, quadratic, or cubic functions) and create graphical representations using Desmos and written
explanations of their topic to present to the class.

Spring 2018_SJB