## Lesson Plan Ideas

**Algebra 1**

**Interpreting Parts of Linear Expressions**

Common Core Standard **A.SSE.1** – Seeing Structure in Expressions.

**Lesson Plan**

Using “EditingMode”, get a new line. Make sure that the equation is showing. Have the student move their right and left hands independently to determine how the graph changes with each movement and how this subsequently impacts the linear equation. Through investigation, students should ultimately be able to identify what part of the equation determines the slope and what part of the equation determines the y-intercept.

**Linear Transformations**

Common Core Standard Algebra **A.REI.11 – **Represent and solve equations graphically and explain why the x-coordinates of the points where the graphs of the equations y = f(x) and y = g(x) intersect are the solutions of the equation f(x) = g(x); Find the solutions approximately by graphing the functions and using a table of values.

**Lesson Plan**

Using ‘EditingMode”, get a new line and move the line around and then freeze the line by saying “kinect stop”. Then get a new line without clearing the screen and move that line around, freezing the new line by saying “kinect stop”. Utilize the table of values found in “Curves Table” tab to estimate where the two lines intersect. Discuss how this point is the solution the the equation f(x) = g(x).

*Constructing Linear Functions*

Common Core Standard Algebra 1 **F.LE.2**: Construct linear functions given a graph.

**Lesson Plan**

Using “EditingMode”, get a new line and then move the line to a new position. Make sure the equation for the line is hidden. Using the whiteboard draw the rise/run and have students estimate the slope and the y-intercept of the line in order to find the equation for the line in y-intercept form. Once students have derived their equations, show the equation in KinectMath to verify accuracy. Have a discussion about why the KinectMath equation and the derived equations might be different.

* Interpreting Linear Functions* Common Core Standard

**F.IF.4**– Interpret functions that arise in applications in terms of context.

**Lesson Plan**

Using “EditingMode”, get a new line. Make sure that the equation is hidden. Give the students a key feature of a linear functions (ie. intercepts and slopes) and have the students move the equation to match the given feature. When the student thinks that they have successfully created the line, freeze it and show the equation to verify accuracy.

**Algebra 2**

**Interpreting Parts of Quadratic Expressions**

Common Core Standard **A.SSE.1** – Seeing Structure in Expressions.

**Lesson Plan**

Using “EditingMode”, get a new parabola. Make sure that the equation is showing. Have the student move their right and left hands independently to determine how the graph changes with each movement and how this subsequently impacts the quadratic equation. Through investigation, students should ultimately be able to identify what part of the equation determines the y-intercept.

**Parabolic Transformations**

Common Core Standard Algebra 2 **F.BF.3**: Build new functions from existing functions

**Lesson Plan:**

Using “EditingMode”, get a new parabola. Have students investigate the following actions and how they impact the equation for the parabola: Moving parabola up and down, Moving parabola left and right, shrinking and expanding the parabola. Specifically, ask students what part of the equation changes and does the value increase or decrease. Finally, give students parabolic functions and have them graph them using what they now know about transformations.

**Estimating the Rate of Change for a Quadratic Function**

Common Core Standard Algebra 2 **F.IF.6:** Calculate and interpret the average rate of change of a function over a specified interval from a graph.

**Lesson Plan:**

Using “EditingMode”, get a new parabola and move the parabola to a new position. Specify an interval for the students to investigate and then utilizing the whiteboard, have them estimate the rate of change for that interval by drawing the rise/run.

**Geometry**

**Geometric Transformations in a Plane**

Common Core Standard Geometry **G.CO.5** Given a geometric figure and translation, draw the transformed figure using geometry software. Specify a sequence of transformations that will carry a given figure onto another.

**Lesson Plan:**

Using “GeometryMode”, have the student draw a shape. Using the tools>whiteboard window, have the student trace the shape and then move the window elsewhere on the plane. Then, have the student describe the transformations necessary to move the original shape to the copied shape’s location.

**Trigonomtry**

*Model Trigonometric Functions*

Common Core Standard Trigonometry **F.TF.5**: Choose trigonometric functions to model periodic phenomena with specified amplitude and frequency.

**Lesson Plan:**

Using “EditingMode”, get a new sine and have students move their right and left hands independently to identify how the movement changes the equation. Then have the students move the sine curve to match a specific amplitude and period.

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