[b]Course Information[/b][br][br][list][*]Course: Mathematics[br][/*][*]Class: 10th[br][/*][*]Duration: 80 min[/*][*]Technological equipment:[i] a laptop, a tablet PC and an overhead projector[/i][/*][/list][b][br]Course Content[/b][br]Quadratic function graphs[br][br][b]Learning Outcomes[br][br][size=150].[/size][/b] During the course, students will observe and draw conclusions based on the changes after moving the sliders in the Geogebra material that I have prepared in advance. [br][br]At the end of the course, students will:[br][br][b][size=150]·[/size][/b] learn that the more the coefficient of x[sup]2 [/sup]increases, the closer a parabola gets to the [i]y[/i] axis, whereas the more the coefficient of x[sup]2 [/sup]decreases, the closer a parabola gets to the[i] x [/i]axis. [br][br][size=150][b]·[/b][/size] learn that a parabola graph changes along the [i]y[/i] axis when [i]b[/i] value in the parabola changes in a (x[sup]2[/sup]+b) form.[br][br][size=150][b]·[/b][/size] learn that a parabola graph moves along the [i]x[/i] axis when [i]c[/i] value in the parabola changes in a [i] [/i](x-c)[sup]2 [/sup]form.[br][br][size=150][b]·[/b][/size] Examining different practices, students will also have a chance to compare these three features when the coefficient of x[sup]2 [/sup]is positive and negative.[br][br][size=150][b]·[/b][/size] To make up for what students lacked on the subject, I once more went over the content that the students had already covered in class by visualizing it.[br][br][br][b]Course Objectives and Assessment:[/b][br][br]The objective of the course is to help students draw sound conclusions based on the changes in function graphs and [url=https://www.seslisozluk.net/equation-nedir-ne-demek/]equations[/url] after they move the sliders. In the assessment phase, each student is to do some sample activities and whether or not they can draw proper conclusions is observed. [br][br][b][br]Learning Strategies[/b][br][br]During the lesson, the methods of self-discovery and computer-assisted learning were used.  Since the content was covered earlier, it wasn’t as if it was my first time to introduce the topic, but it was more like a class in which we mostly had hands-on practice. I asked the students to draw[br]the graph of [i]y = x[sup]2[/sup][/i], after which I asked the students to commend on how the graph was to change in relation to [i]x[sup]2[/sup][/i]. Some students could not say anything, whereas some others stated that they could see the result when they gave a value. It was after this point that we took a look[br]at the implementation of the first Geogebra material. I asked the students to gradually increase and decrease the coefficient of [i]y=ax[sup]2[/sup][/i] in conditions in which [i]a[/i] value was positive or negative.[br][br]The students also had a chance to see the graphs of equations they wanted. In the end, everybody could draw the same conclusions. Following this, we took into consideration the [i]y=x[sup]2[/sup][/i][br]graph one more time, and I asked the students to draw the graphs of [i]y=x[sup]2[/sup] +1 y=x[sup]2[/sup]+2 y=x[sup]2[/sup]-5[/i][br]on their notebooks. I asked the difference between these graphs and [i]y=x[sup]2[/sup][/i], and after listening to[br]some answers, we moved on to Geogebra. We first stopped the slider on some particular numbers one by one, and we examined the graphs, after which I asked the students to increase the value sharply and tell me what they could see. They provided me the answers I was looking for. The more the constant number increased, the further the graph moved towards the positive side on the [i]y[/i] axis. After focusing on the possible deductions and samples, we turned back on [i]y=x[sup]2 [/sup][/i]graph. I asked the students how to draw the graph of [i]y= (x+b)[sup]2[/sup][/i][sup] [/sup]this time. Depending on the[br]previous example, some students stated that this graph was to change as much as [i]b[/i] value on the [i]x[/i] axis. I did not ask students to draw this on their notebooks. I directly increased the value of [i]b[/i] gradually via the Geogebra material. Through examples, I helped the students realize that when the [i]b[/i] value was positive, it was tangent on the [i]x[/i] axis on the negative side, and when the [i]b[/i] value was negative, it was tangent on the [i]x [/i]axis on the positive side. [br][br]When I asked it for the first time, the students who drew conclusions depending on the previous practice could realize it immediately.  We did the last two activities for [i]y=x[sup]2 [/sup][/i]and  [i]y=-x[sup]2[/sup][/i][sup] [/sup]one by one, and we realized that the symbol did not change the direction of movement. After a wrap-up, we finished the class. The students had enough time in class for the practices. [br][br][b]Resources[/b] [url=https://www.geogebra.org/book/title/id/TrKNBu9p][i]https://www.geogebra.org/book/title/id/TrKNBu9p[/i][/url] [br][br][br][br][b]Integration of Technology[/b][br][br]To prevent possible obstacles, the program could be checked in class before it is used. Technical support could be asked from school in case of a problem during the course.