1. FIF.7C Graph polynomial functions, identifying zeros when suitable factorizations are available and showing end behavior. Describe end behavior and x- intercepts of graphs. IMPACT SAMR Cover Sheet Task OverviewLearning Objective(s)Suggested Technology Use the Tellagami app to create an animated video explanation of polynomial functions and upload to Blackboard for peer evaluation Explain concepts of polynomial functions by making a video. Peer review other video animations. I pad Camera Tellagami App Blackboard Mobile App Use Blackboard Journal tool and post comments about others entry on the Blackboard. Create an entry with examples of anything related to polynomial functions. With real- world applications. Read other posts and make comments. Blackboard Use an online graphing calculator to create a scatter plot from a table to find a quartic regression model and predict an outcome. Create a scatter plot from a set of data. Find a linear, cubic, and quartic regression model. Graph the models Compare the three models and choose the best model. Use it to predict an outcome. Desmos online calculator Worksheet Graph linear, quadratic, and cubic equations using a graphing calculator and compare the graphs. Graph linear, quadratic, and cubic equations. Compare the graphs and describe the end behaviors and the x- intercepts. The graphing calculator Cards with the equations on them Louisiana Math Standard (include description): Keisha Lavan 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. Polynomial Functions 1.The teacher should make note cards with the following equations on them. 2. Students’ activity. A.The students will use graphing calculators to graph each equation. B. The students will sort the graphs based on their shapes. C.The students will answer the following questions: How are the graphs of the linear equations alike? How are the graphs of the quadratic equations alike? How are the graphs of the remaining equations alike? How are they different? D.The students will estimate the x-intercept of each graph. Write them on each card. Compare the number of x-intercepts of each graph and the greatest exponent found in its equation. What is the relationship? Graph linear, quadratic, and cubic equations using a graphing calculator and compare the graphs. This task uses: The graphing calculator Cards with the equations on them. Learning Objective(s): Graph linear, quadratic, and cubic equations. Compare the graphs and describe the end behaviors and the x-intercepts. S SUBSTITUTION Technology acts a direct substitute, with no functional improvement

3. Polynomial Equations 1.Complete the worksheet by creating a scatter plot using the Desmos online graphing calculator. 2.Turn in the completed worksheet. Use an online graphing calculator to create a scatter plot from a table to find a linear, cubic, and quartic regression model and predict an outcome. This task uses: Desmos online calculator Worksheet Learning Objective(s): Create a scatter plot from a set of data. Find a linear, cubic, and quartic regression model. Graph the models Compare the three models and choose the best model. Use it to predict an outcome. A AUGMENTATION Technology acts as a direct tool for substitution with some functional improvement.

4. Polynomial Functions 1.Create a Journal entry in Blackboard. 2.Your entry should be titled Polynomial Functions. Include anything that is related to Polynomial Functions. Be sure to include examples of real- world applications. You must include at least 6 examples in your Journal entry. Give an explanation how each is an example. 3.After you have posted your Journal entry, you will need to read at least two other journal postings. Provide comments to support the example or make suggestions. Create a Journal entry in Blackboard. Read at least two other postings and make comments. This task uses: Blackboard Learning Objective(s): Create a Journal entry in Blackboard that uses anything related to polynomial functions. Read at least two postings and make comments. M MODIFICATION Technology allows for significant task redesign.

5. Polynomial Functions 1.You and a partner will use the Tellagami app to create an animated video explanation (30 seconds)of one of the following: A. How the degree of a polynomial function relates to the x-intercepts and how the graph will look. B. To describe the end behaviors of polynomial functions. 2.Post the link to your Tellagami in Blackboard in the Discussion Board titled Polynomial Functions. 3.Watch two other Tellagami postings and make comment to support the video or make suggestions. Use the Tellagami app to create an animated video explanation of polynomial functions and upload to Blackboard for peer evaluation. This task uses: iPad Camera Tellagami App Blackboard Mobile App Learning Objective(s): Explain concepts of polynomial functions by making a video. Peer review other video animations. R REDEFINITION Technology allows for the creation of new tasks that were previously not conceivable.