Artifact 1: Ti-Nspire
In this artifact, we looked at graphs of quadratic relations using Ti-Inspire. Part of the exploration of this artifact dealt with the effects of parameter changes on the graph of a parabola. Using Ti-Nspire, we created sliders and made conjectures about how each of the parameters affected the graph separately. Then we saw how they affected the graph when more than one parameter was changed simultaneously. The second part of the exploration involved the graphs of families of quadratic functions with a given property. We had to overlay 15 graphs on the same axes with the property that they have an x-intercept in common. we then had to create an exploratory lesson began with the teacher setting up the problem to prepare the students to do explorations on their own. Then the students would do a similar exploration to what we did in class, and work in small groups to do so. Then there would be a whole class discussion about different conjectures made in each group, and then the teacher would summarize how each groups conjectures are connected and relate to each other. In the Instructional design Plan I created for this artifact I talked about how the students would use the 21st century skills: Creativity & Innovation, Critical Thinking & Problem Solving, Communication & Collaboration, ICT Literacy, Flexibility & Adaptability, and Social & Cross-Cultural, and the 21st Century theme: Global Awareness. I also talk about how the different technologies (Ti-Nspire, and Computer) were used to transform/enhance the lesson. I also talk about how the different representations (symbolic, verbal, and graphic) enhance the lesson. To see these in depths click on the following buttons below:
Artifact 2: geometer's Sketchpad (GSP)
In this artifact, we could either choose to partition triangles or quadrilaterals. I chose triangles. we were given a scenario in which we had to partition a triangle evenly into two parts, and see if this method would work for every triangle. We then had to create a second method to partition the triangle evenly and again explain if it would work for every triangle. We then had recommend one of the methods and give a reason as to why we would recommend one method over the other. We were then given another scenario in which we would have to partition the triangle into three equal parts and explain why it works. We then had to create a task that used the same concepts but with high-cognitive demand. I used this task in my Problem Based Lesson. In the launch part of my lesson, I gave the students a review of properties of triangles and I described the scenario and gave the students instructions on what they would be doing. In the explore section of my lesson, students had to partition the triangle equally into four parts, and then they had to find a second method and and answer similar questions that I had to answer. Then on eof the four would be evenly split into three parts and explained. Students would then combine this information into one picture and each of the four original triangles would be split into a different number of triangles (2,3,4 and 6). In the summarize part of the lesson, we would discuss the different variations of methods for each scenario and what concepts relate to this activity. In the Instructional design Plan I created for this artifact I talked about how the students would use the 21st century skills: Creativity & Innovation, Critical Thinking & Problem Solving, Communication & Collaboration, Information Literacy, ICT Literacy,and Initiative & Self-Direction, and the 21st Century theme: Global Awareness. I also talk about how the different technologies (Geometer's Sketchpad, and Computer) were used to transform/enhance the lesson. I also talk about how the different representations (symbolic, verbal, visual and numerical) enhance the lesson. To see these in depths click on the following buttons below:
Artifact 3: Computer Based Ranger (CBR)
For the exploration of this artifact we had to look at the graphs given to us, and figure out a way to move with/ or have someone record the person moving with the CBR in such a way that our movements would match the graphs. We then had to discuss what we had to do in order to create our graphs, and if our graphs didn't match exactly, we had to state what was the "anomaly" in the graph we created and what could've caused this. If there were any graphs we couldn't create, we had to state why it wasn't possible to create them. We then had to find the Mathematical Practice Standards that helped us to complete the task and describe how we used each standard during the exploration. In my six point lesson plan, students were given a warm up that focused on creating graphs of racing cars on the second lap of a race on different circuit tracks. The teacher then walks students through the first two examples of the students' guided practice and explains how to work the technology, the reasoning behind how a graph connects to the movement the CBR catches, and how the students would do this assignment. Then the students would have time on work on their guided practice. The students would be given independent practice (or homework) that would have scenarios they would have to create graphs for. The teacher would then bring the class to a close, while summarizing what they did in class today and talking about what they will be doing tomorrow. In the Instructional design Plan I created for this artifact I talked about how the students would use the 21st century skills: Creativity & Innovation, Critical Thinking & Problem Solving, Communication & Collaboration, ICT Literacy, Initiative & Self-Direction, Flexibility & Adaptability, and Social & Cross-Cultural, and the 21st Century theme: Global Awareness. I also talk about how the different technologies (CBR, Ti-Nspire or Ti-84 Gaphing Calculator, and Computer) were used to transform/enhance the lesson. I also talk about how the different representations (Verbal and graphical) enhance the lesson. To see these in depths click on the following buttons below: