INSTRUCTIONAL

SOFTWARE

Choose one Instructional Software title. Complete all fields in the following template to describe the
software and how you would use this product in your future classroom to help students achieve required
learning standards.
Note: This template uses the “forms” feature in MS Word. Select the highlighted text boxes and type over
the sample text. Simply click on the boxes to check them.

Name: Monica Richardson

Software Title: Desmos
URL: https://www.desmos.com/calculator
Function(s) of Instructional Software (check all that apply):
Drill and Practice Tutorial Simulation Instructional Game e-books/e-references
Features of the Software (check all that apply):
Assessment Monitoring/Reporting (Keeps track of student data and/or generates reports for
the teacher) Allows teacher to create customized lessons for students Multi-user or
collaborative functions with others in class Multi-user or collaborative functions with others
beyond local class Accessible to students beyond the school day Accessible via mobile
devices Multiple languages Safety, security, and/or privacy features
Strengths of the Software: Really good for students who learn through visuals, includes examples,
easy to use
Suggestions for Improvement: The only thing I have a problem with is zooming on the graph
while using a laptop. It’s harder to get an accurate “scroll” on a trackpad and not a mouse. It’s a bit
too sensitive.
Standards Addressed: See https://www.georgiastandards.org/Pages/Default.aspx

MGSE9-12.F.IF.4 Using tables, graphs, and verbal descriptions, interpret the key characteristics of a function
which models the relationship between two quantities. Sketch a graph showing key features including: intercepts;
interval where the function is increasing, decreasing, positive, or negative; relative maximums and minimums;
symmetries; end behavior; and periodicity.

Grade Level/Content Area(s): Ninth grade
Bloom’s Level of Critical Thinking Required (check all that apply). See
http://epltt.coe.uga.edu/index.php?title=Bloom%27s_Taxonomy
Remembering Understanding Applying Analyzing Evaluating Creating
Description of how to implement in the class: The equipment needed includes computers/tablets/or
phones. As a class, we will get a laptop cart and if there aren’t enough to go around, students can use their own phones
or tablets that they had been told to bring the day before. Students will also be filling out a worksheet that includes
vocabulary and examples of equations and the different types of graphs they can make. The lesson will be introduced
by having a graph up on the SMART board and the teacher will be moving it around and manipulating it to show the
students that there are many ways to change the shape/size of a graph. The main graphing equations (y=x, y=x^2) will
be reviewed as learned in a previous lesson by having students fill out a quick review worksheet. They can either work
together or individually.

The students will use the electronics to get to Desmos and will have a few minutes to play around with equations, so
they can figure out what exactly they’re changing when they manipulate them. After having a few minutes to play
around, they will begin filling out the worksheet which guides them through changing an equation piece by piece by

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 INSTRUCTIONAL SOFTWARE

using Desmos. At the end of the lesson, students will be given a short assessment to complete individually. They can
use Desmos on one question to check their work. This assessment will be graded on accuracy.

* Examples of common instructional models include whole group, teacher-led, student self-paced, small
group, or individual learning activities. Use as many of these descriptors or other descriptors as apply.