[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.

[b]How did you implement your lesson plan? [/b][br][br]We first went over how to draw the graphs of the second degree equations. I asked the students to slowly move the slider that belong to [i]a[/i] in the equation [i]f(x) =[/i][i]ax[sup]2[/sup][/i] towards the right side on Geogebra. The students could see the image of the function at any point they wanted to see it. When the slider was moved towards the right side i.e. when the value of [i]a [/i]increased, I asked the students to tell me what they could observe. I listened to their answers. Similarly, I asked the students what they could observe when the slider was moved to the left side. Everybody could come up with one common conclusion. We did these on the functions of [i]f(x)= x[sup]2[/sup]+b , f(x)=x[sup]2[/sup] +b , f(x)=-x[sup]2[/sup] +b , f(x)= (x+c)[sup]2[/sup] , f(x)=-(x+c)[sup]2[/sup][/i] respectively by moving the sliders [i]b [/i]and [i]c.[/i] [br][br][br][b]Do you think you could integrate technology in class properly? [/b][br][br]We had no difficulty at all. [br][br][b]Do you think your students accomplished the outcomes of the lesson? [/b][br][br]Since everybody worked on the value they wanted in their function, they could observe the outcomes successfully. I think the class was useful for students. [br][br][b]What do your students think about the course?[/b][br][br]They stated it was more fun than a traditional math class. They added they could comprehend the content better in this way. [br][br][b]What sort of changes could be made so that your method will work better? [/b][br][br]If I had had a chance to implement the material when the students were first introduced the content, the students could have been more interested in it.  Besides, since the program failed at some point, I had to complete three activities on one single page. It could have been better if they had been on different pages.  [br]