1. IMPACT SAMR Cover Sheet Task OverviewLearning Objective(s)Suggested Technology Student will use the Tellagami App to explaing the fundamental elements of quadratic equations. Explain the fundamental elements of a quadratic equation and graph. Create a video animation Provide constructive review of at least one peer video. Ipad Tellagami App Blackboard Student will identify the shapes of two-dimensional cross sections of three-dimensional objects. Identify the shapes of two- dimensional cross sections of three- dimensional objects Carry out technology-assisted modeling. Computer Snipping Tool “Interactive” website Blackboard Find the vertex and axis of symmetry of a given graph. Explain the meaning of the vertex and the axis of symmetry Computer GeoGebra Students will develop an understanding for the basic parabolic shape and the affect that certain parts of the equation have on the graph. Find the vertex of a quadratic equation listed in vertex form. Graph a quadratic equation using the vertex and several points. Blackboard Youtube video saved to site Teacher provided worksheet Louisiana Math Standard (include description): G.CO.12 Make formal geometric constructions with a variety of tools and methods (compass and straightedge, string, reflective devices, paper folding, dynamic geometric software, etc.). Copying a segment; copying an angle; bisecting a segment; bisecting an angle; constructing perpendicular lines, including the perpendicular bisector of a line segment; and constructing a line parallel to a given line through a point not on the line., Teacher: Catherine Bell MODIFICATION Technology allows for significant task redesign.. REDEFINITION Technology allows for the creation of new tasks that were previously not conceivable. AUGMENTATION Technology acts as a direct tool for substitution with some functional improvement. SUBSTITUTION Technology acts as a direct tool for substitution with no real change. transformation enhancement

2. Parabolas 1.Log in to my Blackboard site using the link below https://blackboard.cpsb.org/webapps/blackboard/execute/launcher?typ e=Course&id=_5952_1&url= https://blackboard.cpsb.org/webapps/blackboard/execute/launcher?typ e=Course&id=_5952_1&url 2.If link is unavailable click the Courses tab and Search “Catherine” choose the link shown from the list provided 3.View the online video using the following path: Courses > Precalculus > “How to graph Parabolas” 4.Under “Graphing Parabolas” download the worksheet titled “Checking for Understanding How to graph parabolas.docx” 5.Following the technique introduced in the video graph the points for the given quadratic equation. 6.When you have finished save the file to your computer as FirstInitial_LastName_Parabola. EX: CBell_Parabola 7.Be sure that there are NO SPACES in your file name. Click on the “Graphing Parabolas” link to submit your file. Students will develop an understanding for the basic parabolic shape and the affect that certain parts have on the graph. This task uses: Blackboard Youtube video saved to site Teacher provided worksheet Learning Objective(s): Find the vertex of a quadratic equation listed in vertex form. Graph a quadratic equation using the vertex and several points. S SUBSTITUTION Technology acts a direct substitute, with no functional improvement

3. Parabolas 1.Go to www.geogebra.org and click Start GeoGebra, Geometry.www.geogebra.org 2.In the Input area in the upper left corner type in this quadratic function -2(x-3) +7 and enter. 3.The graph of the parabola should appear on the coordinate plane. You may need to “Move Graphics View” to see the entire graph. 4.Under the “Text” menu, select “Function Inspector”, select your function anywhere near the top. You will see a display of the Maximum and Minimum of the selected portion of the function. 5.In the Input area graph the point listed as the Maximum. Graph the vertical line that contains that point (Hint: x = #) What is the significance of this point and this line? 6.Now close the Function Inspection tool, using the “Point” tool, place several staggered points along the parabola. (If points do not show select a style in the “toggle style bar”, upper right corner) 7.Choose the “Reflect about Line” tool. Click point B and the line from #5. Continue for all points. What do you notice about the reflected points? Converse with your peer. 8.Try this again with a quadratic equation of your own. Do you reach the same results? Journal your ideas about parabolas. Find the vertex and axis of symmetry of a given graph. This task uses: Computer GeoGebra Learning Objective(s): Explain the meaning of the vertex and the axis of symmetry. A AUGMENTATION Technology acts as a direct tool for substitution with some functional improvement.

4. Cross Sections of Three-Dimensional objects 1.Download worksheet from Blackboard at Course> PreCalculus> Cross Sections Activity. Use the link inthe handout to open website: http://www.shodor.org/interactivate/activities/CrossSectionFlyer/ http://www.shodor.org/interactivate/activities/CrossSectionFlyer/ 2.You will use the online tool to investigate the different types of two- dimensional figures formed by cross sections of a cone. 3.As you manipulate the image on the screen you will use the “Snipping tool” to capture the images that match the description. To find the “Snipping tool” click on the Start button. In the Search box type “snip” and select “Snipping Tool”. You will need to Cancel the tool but do not close it. Leave it open and ready to use. 4.When you achieve the desired image, bring up the Snipping Tool and click New, then drag the cursor around the image you want to select, paste into the worksheet. 5.When complete save the file as first_initial_last_name_CrossSections – Ex: Cbell_CrossSections 6.Upload the file back to Blackboard. Student will identify the shapes of two-dimensional cross sections of three- dimensional objects. This task uses: Computer Snipping Tool “Interactive” website Blackboard Learning Objective(s): Identify the shapes of two- dimensional cross sections of three- dimensional objects. Carry out technology-assisted modeling M MODIFICATION Technology allows for significant task redesign.

5. Tell it like it is. 1.You and your partner will create a short video using the Tallagami app to explain the fundamental elements of a quadratic equation in vertex form. 2.Remember to plan what you will say, you must explain the significance of the variables a, h and k from the form y = a(x-h)^2 –k 3.Your audience is a student who “missed” today’s activity. Give them any “helpful hints” that you and your partner were able to discover. – Open the Tellagami app – Read over the “How to” if necessary – Use the Record button when you are ready – Review your video – When you are pleased with the final product click to Share and Save to the camera roll – Navigate back to my Blackboard site and upload your video in the Blog titled “Parabola video”. Click on Create new Blog and title the entry with you and your partner’s names. – Click the Attachment Icon and browse your ipad’s camera roll for your video to “use”. – Post a constructive comment on at least one other video. Student will use the Tellagami app to explain the fundamental elements of quadratic equations. This task uses: Ipad Tellagami App Blackboard Learning Objective(s): Explain the fundamental elements of a quadratic equation and graph. Create a video animation Provide constructive review of at least one peer video. R REDEFINITION Technology allows for the creation of new tasks that were previously not conceivable.