The University of Akron The University of Akron
IdeaExchange@UAkron IdeaExchange@UAkron
Williams Honors College, Honors Research
Projects
The Dr. Gary B. and Pamela S. Williams Honors
College
Spring 2022
Analysis of the High School Math Desmos Curriculum Analysis of the High School Math Desmos Curriculum
Marlaina Kurt
[email protected]
Follow this and additional works at: https://ideaexchange.uakron.edu/honors_research_projects
Part of the Education Commons
Please take a moment to share how this work helps you through this survey. Your feedback will
be important as we plan further development of our repository.
Recommended Citation Recommended Citation
Kurt, Marlaina, "Analysis of the High School Math Desmos Curriculum" (2022).
Williams Honors
College, Honors Research Projects
. 1567.
https://ideaexchange.uakron.edu/honors_research_projects/1567
This Dissertation/Thesis is brought to you for free and open access by The Dr. Gary B. and Pamela
S. Williams Honors College at IdeaExchange@UAkron, the institutional repository of The University
of Akron in Akron, Ohio, USA. It has been accepted for inclusion in Williams Honors College,
Honors Research Projects by an authorized administrator of IdeaExchange@UAkron. For more
information, please contact [email protected], [email protected].
Running Head: HIGH SCHOOL MATH DESMOS CURRICULUM
Marlaina Kurt
Honors Research Project
The University of Akron
Analysis of the High School Math Desmos Curriculum
HIGH SCHOOL MATH DESMOS CURRICULUM 2
Abstract
In this research project, the research question of “How does the online curriculum and resources
on Desmos impact student learning and success in the classroom?” will be addressed. The goal
of this project is to analyze different activities on the Desmos website for high school students
and see how effective they would be at increasing student learning. The different Desmos
sections where these activities can be found are: Exponential Functions, Functions, Inequalities,
Linear Functions, Linear Systems, Quadratic Functions, and Modeling. There are 50 total
activities within these groups, and these selected activities will be analyzed for this project. To
reach this goal, these activities will be analyzed based on a chart that can be found in Appendix
A. There will be eight sections to rate each activity on, and these criteria come from Common
Core's Standards for Student Mathematical Practice. These eight criteria include: 1) Make sense
of problems and persevere in solving them, 2) Reason abstractly and quantitatively, 3) Construct
viable arguments and critique the reasoning of others, 4) Model with mathematics, 5) Use
appropriate tools strategically, 6) Attend to precision, 7) Look for and make use of structure, and
8) Look for and express regularity in repeated reasoning.
HIGH SCHOOL MATH DESMOS CURRICULUM 3
Table of Contents
Introduction……………………………………………………………………………………..…4
Methods……………………………………………………………………………………………5
Results……………………………………………………………………………………………..8
Discussion………………………………………………………………………………………..14
References………………………………………………………………………………………..15
Appendix A………………………………………………………………………………...…….16
Appendix B………………………………………………………………………………………18
Appendix C………………………………………………………………………………………23
Appendix D………………………………………………………………………………………29
Appendix E………………………………………………………………………………………37
Appendix F…………………………………………………………………………………….…42
Appendix G………………………………………………………………………………………49
Appendix H………………………………………………………………………………………58
Appendix I…………………………………………………………………………………….…64
Appendix J…………………………………………………………………………………….…77
Appendix K………………………………………………………………………………………84
Appendix L………………………………………………………………………………………91
HIGH SCHOOL MATH DESMOS CURRICULUM 4
Introduction
In this research project, the research question of “How does the online curriculum and resources
on Desmos impact student learning and success in the classroom?” will be addressed. The
motivation behind this research topic stems from the fact that many teachers today are starting to
use many online resources, especially Desmos. One of the reasons for this is that Ohio State
Assessments include Desmos on the test for students to use as a resource. If students do not
know how to use the tool, then it will not be beneficial for them when preparing for the state
tests. Another reason for the popularity of Desmos is because it offers a multitude of tools for
students. These tools include a graphing calculator, geometry tool, scientific calculator, as well
as many activities and lessons for students to work through. The goal of this project is to analyze
the different lessons and activities on the Desmos website for high school students and see how
effective they would be for students. The different sections on Desmos where these activities can
be found are listed: Exponential Functions (8 activities), Functions (8 activities), Inequalities (5
activities), Linear Functions (8 activities), Linear Systems (8 activities), Quadratic Functions (8
activities), and Modeling (5 activities). There are a total of 50 activities amongst these groups
and these are the activities that will be analyzed for this project. In order to reach this goal, these
activities will be analyzed based on a chart that can be found in Appendix A. There will be eight
sections in which to rate each activity, and these eight criteria come from Common Core’s
Standards for Student Mathematical Practice. These eight criteria include: 1) Make sense of
problems and persevere in solving them, 2) Reason abstractly and quantitatively, 3) Construct
viable arguments and critique the reasoning of others, 4) Model with mathematics, 5) Use
appropriate tools strategically, 6) Attend to precision, 7) Look for and make use of structure, and
8) Look for and express regularity in repeated reasoning. If this research is successful, then the
HIGH SCHOOL MATH DESMOS CURRICULUM 5
benefits would be that it shows teachers whether Desmos is effective or not, as well as how
effective each activity is.
Methods
Expert Reviewer Participants
For this project, a group of eleven individuals were asked to analyze the activities in Desmos
based on the Standards for Student Mathematical Practice. This wide range of individuals were
chosen to evaluate these activities so that these analyses were not biased. Below, is a table
comprising of each reviewer’s backgrounds.
Reviewer Backgrounds
Reviewer #1
- Math Teacher (Honors Algebra, Algebra 1, and Algebra 2)
- Years in the Profession: 10 years
Reviewer #2
- Math Teacher (Algebra 2 and Applied Math)
- Years in the Profession: 27 years
Reviewer #3
- Math Teacher (Honors Pre-Calc and Honors Geometry)
- Years in the Profession: 33 years
Reviewer #4
- Math Teacher (Algebra 2 and Geometry)
- Years in the Profession: 35 years
Reviewer #5
- Math Teacher (Honors Geometry and Honors Algebra)
- Years in the Profession: 29 years
HIGH SCHOOL MATH DESMOS CURRICULUM 6
- Mathematics Department Chair
- Family Member
Reviewer #6
- Math Teacher (Algebra 1)
- Years in the Profession: 2 years
Reviewer #7
- Bachelor of Science in Biology
- Not in the math field. Has been a Research Assistant at Cleveland Clinic
for one year.
Reviewer #8
- College Student
- Majoring in Exercise Science
- Not in the math field.
Reviewer #9
- College Student
- Majoring in Accounting
- Has some math experience with accounting, but no experience with
Desmos.
Reviewer #10
- College Student
- Majoring in Marketing
- Not in the math field.
Reviewer #11
- College Student
- Majoring in AYA Integrated Mathematics Education
- Currently a Student Teacher in an Algebra 2 class.
The Review Process
HIGH SCHOOL MATH DESMOS CURRICULUM 7
Once the analyzers were chosen, a group of four or five activities were assigned to each for them
to review. They were given a chart to fill out that had all of the Standards for Student
Mathematical Practice, and they had to rate each practice on a scale of 1-5. If the reviewer gave
the activity a one on the scale, that meant that the lesson did not reach that criterion, whereas a
five would have meant the lesson hit the criterion very well. This chart that was distributed can
be viewed in Appendix A. There was also a link included for the reviewers that would give a
description of what each Mathematical Practice meant, if they were unsure.
Data Analysis
Then, once all of the analyses were returned, the activities were grouped based on whether they
would be effective in a classroom for student learning or not. These mathematical practices
helped determine how effective each activity was and then that also helped decide whether it
would be good to use in a classroom setting. These analyses, using the chart in Appendix A, will
help to answer the research question, as stated in the above section, of how Desmos impacts
student learning and success. This answer will be determined based on the ratings for each
activity. This work could build upon research previously conducted on how the use of online
tools and resources impact students in the classroom. One example of previous research comes
from the National Council of Teachers of Mathematics (NCTM), in which they discuss the
importance of having teaching practices within the classroom (Bartell et al., 2017). Another
example of previous research is an article titled “Transforming the mathematical practices of
learners and teachers through digital technology” which argues that technology in the classroom
transforms the way mathematical knowledge is received by students (Hoyles, 2018). This is very
prevalent due to the fact that technology in the classroom is becoming more and more common,
especially since COVID-19. Technology allows teachers to add more depth to their own
HIGH SCHOOL MATH DESMOS CURRICULUM 8
classroom to help improve their students’ understanding of concepts. Since it was helpful during
COVID-19 times, a lot of teachers are deciding to continue using these resources to help their
students succeed as much as possible.
Results
After all of the analyses were completed and returned, they were able to be reviewed and the
effectiveness of each Desmos activity could be determined. Each reviewer received different
lessons, and there was a total of fifty lessons overall. The lessons were assigned to the reviewers
randomly, and since there were eleven reviewers some received four lessons to analyze while
others received five. All analyses can be viewed in Appendices B-L. Below is a table of which
lessons were given to each reviewer, as well as the overall scores that each lesson received (out
of 40 total points).
Lesson 1
Lesson 3
Lesson 4
Lesson 5
Reviewer
#1
Title: Circles
Rating: 38
Title: What
Comes Next?
Rating: 36
Title:
Marbleslides:
Exponentials
Rating: 38
N/A
Reviewer
#2
Title: Card
Sort:
Exponentials
Rating: 40
Title:
Predicting
Movie Ticket
Prices
Rating: 32
Title: Game,
Set, Flat
Rating: 36
N/A
Reviewer
#3
Title: Turtle
Crossing
Title: Guess
my Rule
Title:
Commuting
Times
N/A
HIGH SCHOOL MATH DESMOS CURRICULUM 9
Rating: 40
Rating: 32
Rating: 29
Reviewer
#4
Title: Card
Sort: Functions
Rating: 34
Title: Free-
Range
Functions
Rating: 40
Title:
Marbleslides:
Lines
Rating: 40
N/A
Reviewer
#5
Title:
Inequalities on
the Number
Line
Rating: 37
Title:
Absolute
Value
Inequalities
on the
Number Line
Rating: 36
Title: Point
Collector
Rating: 39
Title: Burning
Daylight
Rating: 40
Reviewer
#6
Title: Point
Collector:
Lines
Rating: 34
Title: Put the
Point on the
Line
Rating: 32
Title: Match
My Line
Rating: 35
N/A
Reviewer
#7
Title: Land the
Plane
Rating: 36
Title: LEGO
Prices
Rating: 40
Title: Card
Sort: Linear
Functions
Rating: 36
Title: Card
Sort:
Modeling
Rating: 38
Reviewer
#8
Title: Two
Truths and a
Lie: Lines
Rating: 25
Title:
Solutions to
Systems of
Linear
Equations
Rating: 29
Title: Make
Them
Balance
Rating: 34
Title: Mocha
Modeling:
Starbucks
Locations
Rating: 27
Reviewer
#9
Title: Card
Sort: Linear
Systems
Rating: 38
Title: Playing
Catch-Up
Rating: 40
Title: Racing
Cars
Rating: 30
Title: iPhone
6s Opening
Weekend
Sales
HIGH SCHOOL MATH DESMOS CURRICULUM 10
Rating: 40
Reviewer
#10
Title: Wafers
and Creme
Rating: 39
Title: Match
My Parabola
Rating: 39
Title:
Marbleslides:
Parabolas
Rating: 39
Title: Dapper
Cats
Rating: 40
Reviewer
#11
Title: Will It
Hit the Hoop?
Rating: 31
Title: Penny
Circle
Rating: 34
Title: Card
Sort:
Parabolas
Rating: 31
Title: Two
Truths and a
Lie: Parabolas
Rating: 35
Since each activity was assessed by using the eight Mathematical Practices on a scale of 1-5, the
overall score that each activity received was able to be determined. This score was simply
calculated by taking the number of points each activity received and dividing that by the total
number of points possible (40 in this case, since there were eight categories that were scored up
to 5 points each). Then, to get this number as a percent, these decimals get multiplied by 100.
Then, if the overall score was at an 80% or higher, it was classified as being effective for the
classroom setting and for student learning success. Below, there are charts showing each lessons
points received, overall score, and effectiveness. Separate charts were created for each reviewer
to keep all of the information organized.
Reviewer #1
(Appendix B)
Points Received
Total Points
Possible
Overall Score
Effective?
(Yes or No)
Lesson 1
38
40
95%
Yes
Lesson 2
37
40
92.5%
Yes
Lesson 3
36
40
90%
Yes
Lesson 4
38
40
95%
Yes
HIGH SCHOOL MATH DESMOS CURRICULUM 11
Reviewer #2
(Appendix C)
Points Received
Total Points
Possible
Overall Score
Effective?
(Yes or No)
Lesson 1
40
40
100%
Yes
Lesson 2
35
40
87.5%
Yes
Lesson 3
32
40
80%
Yes
Lesson 4
36
40
90%
Yes
Reviewer #3
(Appendix D)
Points Received
Total Points
Possible
Overall Score
Effective?
(Yes or No)
Lesson 1
40
40
100%
Yes
Lesson 2
40
40
100%
Yes
Lesson 3
32
40
80%
Yes
Lesson 4
29
40
72.5%
No
Reviewer #4
(Appendix E)
Points Received
Total Points
Possible
Overall Score
Effective?
(Yes or No)
Lesson 1
34
40
85%
Yes
Lesson 2
40
40
100%
Yes
Lesson 3
40
40
100%
Yes
Lesson 4
40
40
100%
Yes
Reviewer #5
(Appendix F)
Points Received
Total Points
Possible
Overall Score
Effective?
(Yes or No)
Lesson 1
37
40
92.5%
Yes
HIGH SCHOOL MATH DESMOS CURRICULUM 12
Lesson 2
37
40
92.5%
Yes
Lesson 3
36
40
90%
Yes
Lesson 4
39
40
97.5%
Yes
Lesson 5
40
40
100%
Yes
Reviewer #6
(Appendix G)
Points Received
Total Points
Possible
Overall Score
Effective?
(Yes or No)
Lesson 1
34
40
85%
Yes
Lesson 2
39
40
97.5%
Yes
Lesson 3
32
40
80%
Yes
Lesson 4
35
40
87.5%
Yes
Reviewer #7
(Appendix H)
Points Received
Total Points
Possible
Overall Score
Effective?
(Yes or No)
Lesson 1
36
40
90%
Yes
Lesson 2
40
40
100%
Yes
Lesson 3
40
40
100%
Yes
Lesson 4
36
40
90%
Yes
Lesson 5
38
40
95%
Yes
Reviewer #8
(Appendix I)
Points Received
Total Points
Possible
Overall Score
Effective?
(Yes or No)
Lesson 1
25
40
62.5%
No
Lesson 2
31
40
77.5%
No
HIGH SCHOOL MATH DESMOS CURRICULUM 13
Lesson 3
29
40
72.5%
No
Lesson 4
34
40
85%
Yes
Lesson 5
27
40
67.5%
No
Reviewer #9
(Appendix J)
Points Received
Total Points
Possible
Overall Score
Effective?
(Yes or No)
Lesson 1
38
40
95%
Yes
Lesson 2
39
40
97.5%
Yes
Lesson 3
40
40
100%
Yes
Lesson 4
30
40
75%
No
Lesson 5
40
40
100%
Yes
Reviewer #10
(Appendix K)
Points Received
Total Points
Possible
Overall Score
Effective?
(Yes or No)
Lesson 1
39
40
97.5%
Yes
Lesson 2
40
40
100%
Yes
Lesson 3
39
40
97.5%
Yes
Lesson 4
39
40
97.5%
Yes
Lesson 5
40
40
100%
Yes
Reviewer #11
(Appendix L)
Points Received
Total Points
Possible
Overall Score
Effective?
(Yes or No)
Lesson 1
31
40
77.5%
No
Lesson 2
31
40
77.5%
No
HIGH SCHOOL MATH DESMOS CURRICULUM 14
Lesson 3
34
40
85%
Yes
Lesson 4
31
40
77.5%
No
Lesson 5
35
40
87.5%
Yes
After calculating all of the overall scores, there were only nine activities that were not effective
out of the fifty activities analyzed. That is only 18% of the total lessons that were not very
effective, but their overall scores were still in the 70’s meaning that they are still somewhat
effective. Overall, 82% of the lessons that were analyzed were shown to be effective in a
classroom and for student learning. This shows that Desmos is a great tool and resource overall
for students to improve their learning. It is a great tool for teachers to use in the classroom as
well to help deepen their students’ understanding as well.
Discussion
Based on this research project, it shows that Desmos is a great resource to use in classrooms to
help develop and deepen student learning. Also, from previous experience in the classroom,
students enjoy using Desmos whether it is for the graphing calculator or for different activities. It
engages the students and makes them excited to learn. More teachers should be encouraged to
use this tool, because it allows students to discover mathematical concepts on their own first
without the teacher explicitly telling them. It allows them to problem-solve more and dive deeper
into concepts so that they are not just gaining a surface level understanding. These analyses show
that most of these Desmos activities are very effective for students, and teachers can pick and
choose which activities they would like to use for their classroom. By incorporating technology
into the students’ education, they are learning important skills for their future careers.
Technology can be very impactful on students, especially during this generation when everything
HIGH SCHOOL MATH DESMOS CURRICULUM 15
is online now. This is the reason we should use all of these amazing resources and tools to help
impact and benefit our students in their educational journey.
References
Bartell, Tonya, Anita Wager, Ann Edwards, Dan Battey, Mary Foote, and Joi Spencer. " Toward
a Framework for Research Linking Equitable Teaching With the Standards for
Mathematical Practice". Journal for Research in Mathematics Education JRME 48.1
(2017): 7-21. < https://doi.org/10.5951/jresematheduc.48.1.0007>. Web. 27 Apr. 2022.
Celia Hoyles (2018) Transforming the mathematical practices of learners and teachers through
digital technology, Research in Mathematics Education, 20:3, 209-
228, DOI: 10.1080/14794802.2018.1484799
Let’s Learn Together. (2022, April 22). Desmos. Retrieved April 22, 2022, from
https://www.desmos.com/
Standards for Mathematical Practice. (2022, April 22). Common Core State Standards Initiative.
Retrieved October 13, 2021, from http://www.corestandards.org/Math/Practice/
HIGH SCHOOL MATH DESMOS CURRICULUM 16
Appendix A
After looking at each Desmos lesson, rank them in each category from 1-5, with 1 being the
lowest rating and 5 being the highest. Complete this chart for each lesson you analyze. In each
rating box, also provide a short explanation as to why you gave it that rating.
If you don’t completely understand each of these criteria, you can follow this link to have some
explanation on each: http://www.corestandards.org/Math/Practice/
Desmos Lesson 1:
Does this
lesson allow
students to...
1
(Lowest)
Lesson didn’t
really hit this
criteria at all
2
3
(Middle)
4
5
(Highest)
Lesson hit this
criteria very
well
Make sense of
problems and
persevere in
solving them.
Reason
abstractly and
quantitatively.
Construct
viable
arguments and
critique the
reasoning of
others.
Model with
mathematics.
Use
appropriate
tools
strategically.
HIGH SCHOOL MATH DESMOS CURRICULUM 17
Attend to
precision.
Look for and
make use of
structure.
Look for and
express
regularity in
repeated
reasoning.
HIGH SCHOOL MATH DESMOS CURRICULUM 18
Appendix B
Reviewer #1
Desmos Lesson 1: Circles
Does this lesson allow
students to...
1
(Lowest)
Lesson didn’t
really hit this
criteria at all
2
3
(Middle)
4
5
(Highest)
Lesson hit this criteria
very well
Make sense of
problems and
persevere in solving
them.
5
Have students answer “I
notice” and “I wonder”
questions in stage 1.
Reason abstractly and
quantitatively.
5
Manipulative shows
circles ÷ in 2. Can
pause/start and replay
motion.
Construct viable
arguments and critique
the reasoning of others.
5
Each stage of the activity
build upon the previous
stage making students
think about how 1 builds
from the previous and
then think further about
what will happen next.
Model with
mathematics.
3
Does not make
students think
about how this
applies to real-
life situations.
It does have
students find
the
pattern/write
an equation for
the given data.
Use appropriate tools
strategically.
5
Students are using online
manipulative and also a
calculator.
HIGH SCHOOL MATH DESMOS CURRICULUM 19
Attend to precision.
5
Accurate calculations
required.
Look for and make use
of structure.
5
Students look for a pattern
and use that pattern to
solve for other exponents
of 2.
Look for and express
regularity in repeated
reasoning.
5
Same as above reasoning.
Reviewer #1
Desmos Lesson 2: Avi and Benita’s Repair Shop
Does this lesson allow
students to...
1
(Lowest)
Lesson didn’t
really hit this
criteria at all
2
3
(Middle)
4
5
(Highest)
Lesson hit this criteria
very well
Make sense of
problems and
persevere in solving
them.
5
Reason abstractly and
quantitatively.
2
No
manipulatives
used.
Construct viable
arguments and critique
the reasoning of others.
5
Ask “what advice would
you give Cal and Dee.”
“Is there anything you
need to know before you
can give sound and
helpful advice?”
Model with
mathematics.
5
Real-life example. Uses
tables and graphs to model
data.
HIGH SCHOOL MATH DESMOS CURRICULUM 20
Use appropriate tools
strategically.
5
Use of calculator and
online manipulative to
analyze and compare data.
Attend to precision.
5
Look for and make use
of structure.
5
Looking for patterns in 2
sets of data. Linear vs.
Exponential
Look for and express
regularity in repeated
reasoning.
5
Reviewer #1
Desmos Lesson 3: What Comes Next?
Does this lesson allow
students to...
1
(Lowest)
Lesson didn’t
really hit this
criteria at all
2
3
(Middle)
4
5
(Highest)
Lesson hit this criteria
very well
Make sense of
problems and
persevere in solving
them.
5
Analyze patterns of linear
and exponential to find
other values. Tell
difference between linear
and exponential.
Reason abstractly and
quantitatively.
2
Uses online
graph but not
really using
manipulatives.
Construct viable
arguments and critique
the reasoning of
others.
5
Asks students to explain
their reasoning.
HIGH SCHOOL MATH DESMOS CURRICULUM 21
Model with
mathematics.
4
Students
decide if data
follows a
linear or
exponential
pattern and
explain. Does
not ask
students to
apply
elsewhere or
make their
own.
Use appropriate tools
strategically.
5
Attend to precision.
5
“Explain” reasonings.
Look for and make use
of structure.
5
Find patterns for linear and
exponential. Use patterns
to make predictions
and/or write equations.
Look for and express
regularity in repeated
reasoning.
5
Reviewer #1
Desmos Lesson 4: Marbleslides: Exponentials
Does this lesson allow
students to...
1
(Lowest)
Lesson didn’t
really hit this
criteria at all
2
3
(Middle)
4
5
(Highest)
Lesson hit this criteria very
well
Make sense of
problems and
persevere in solving
them.
5
HIGH SCHOOL MATH DESMOS CURRICULUM 22
Reason abstractly and
quantitatively.
5
Great use of the online
manipulative.
Construct viable
arguments and critique
the reasoning of
others.
4
Does not ask
students to
“explain” but
does require
students to try
multiple times
to get the
desired result.
Model with
mathematics.
4
Does not relate
to real-world
situations;
does require
students to
look for
patterns to find
relationships.
Use appropriate tools
strategically.
5
Attend to precision.
5
Look for and make
use of structure.
5
Look for and express
regularity in repeated
reasoning.
5
HIGH SCHOOL MATH DESMOS CURRICULUM 23
Appendix C
Reviewer #2
Desmos Lesson 1: Card Sort: Exponentials
Does this lesson allow
students to...
1
(Lowest)
Lesson didn’t
really hit this
criteria at all
2
3
(Middle)
4
5
(Highest)
Lesson hit this criteria very
well
Make sense of
problems and
persevere in solving
them.
See comments
at the end.
X
Reason abstractly and
quantitatively.
X
Construct viable
arguments and critique
the reasoning of others.
X
Model with
mathematics.
X
Use appropriate tools
strategically.
X
Attend to precision.
X
HIGH SCHOOL MATH DESMOS CURRICULUM 24
Look for and make use
of structure.
X
Look for and express
regularity in repeated
reasoning.
X
CARD SORT: EXPONENTIALS (Lesson 1) I thought this was the hardest lesson of my 4. I feel it could
be used in an honors class but it would be WAY over the heads of my academic level kids. It was very
thorough & you REALLY have to know what you’re doing. I do feel my academic kids would give up &
not try to finish or just haphazardly choose til they got the right answers. That in itself isn’t necessarily
bad, because seeing the right answers & connections can help solidify the material as well.
Reviewer #2
Desmos Lesson 2: Two Truths & a Lie: Exponentials
Does this lesson allow
students to...
1
(Lowest)
Lesson didn’t
really hit this
criteria at all
2
3
(Middle)
4
5
(Highest)
Lesson hit this criteria very
well
Make sense of problems
and persevere in solving
them.
X
Reason abstractly and
quantitatively.
X
Construct viable
arguments and critique
the reasoning of others.
X
HIGH SCHOOL MATH DESMOS CURRICULUM 25
Model with
mathematics.
X
Use appropriate tools
strategically.
X
Attend to precision.
X
Look for and make use
of structure.
X
Look for and express
regularity in repeated
reasoning.
X
Lesson 2: Two Truths & a Lie: Exponentials
I liked the simplicity of this one – I feel the academic kids could persevere through this one much more
easily than the Card Sort. I like how they have to construct their own problem and then have to solve
someone else’s. I think this makes them keep the problem from becoming too crazy hard, but the flip side
is that they could just make it easy simply to get done faster. If that’s the case, so be it, because at least
they’re showing some kind of comprehension, especially with having to create 3 facts. I could see myself
using this lesson in my own classroom.
Reviewer #2
Desmos Lesson 3: Predicting Movie Prices
Does this lesson allow
students to...
1
(Lowest)
2
3
(Middle)
4
5
(Highest)
Lesson hit this criteria very
well
HIGH SCHOOL MATH DESMOS CURRICULUM 26
Lesson didn’t
really hit this
criteria at all
Make sense of problems
and persevere in solving
them.
X
Reason abstractly and
quantitatively.
X
Construct viable
arguments and critique
the reasoning of others.
X
Model with
mathematics.
X
Use appropriate tools
strategically.
X
Attend to precision.
X
Look for and make use
of structure.
X
HIGH SCHOOL MATH DESMOS CURRICULUM 27
Look for and express
regularity in repeated
reasoning.
X
Lesson 3: Predicting Movie Prices
I was really impressed by how this one used on line tools & manipulatives to create graphs. I really liked
how it allowed students to check & re-check their estimates until they were “sure.” Biggest downside &
the reason I wouldn’t use this (even though the construct of it was great & I liked how it developed the
concepts)…. It makes it appear that movie prices have been decreasing. Typically, the x-axis represents
time in an increasing manner. The prices themselves are actually an exponential growth model, so by
making time decrease, the graph becomes confusing. I was able to interpret it at second glance, but it
would completely bewilder my students!
Reviewer #2
Desmos Lesson 4: Game, Set, Flat (tennis balls)
Does this lesson allow
students to...
1
(Lowest)
Lesson didn’t
really hit this
criteria at all
2
3
(Middle)
4
5
(Highest)
Lesson hit this criteria very
well
Make sense of problems
and persevere in solving
them.
X
Reason abstractly and
quantitatively.
X
Construct viable
arguments and critique
the reasoning of others.
X
HIGH SCHOOL MATH DESMOS CURRICULUM 28
Model with
mathematics.
X
Use appropriate tools
strategically.
X
Attend to precision.
X
Look for and make use
of structure.
X
Look for and express
regularity in repeated
reasoning.
X
Lesson 4: Game, Set, Flat (tennis balls)
This was a fun way to explore exponential decay, but I got a little confused halfway through. I feel like it
was an appropriate level for an academic student. They definitely need to stick this one out for it all to
make sense in the end. It’s a situation where you really don’t know where it’s going, but when it’s done, it
all comes together!
HIGH SCHOOL MATH DESMOS CURRICULUM 29
Appendix D
Reviewer #3
Desmos Lesson 1: Turtle Crossing
Does this lesson allow
students to...
1
(Lowest)
Lesson didn’t
really hit this
criteria at all
2
3
(Middle)
4
5
(Highest)
Lesson hit this criteria very
well
Make sense of problems
and persevere in solving
them.
X
Reason abstractly and
quantitatively.
X
Construct viable
arguments and critique
the reasoning of others.
X
Model with mathematics.
X
Use appropriate tools
strategically.
X
Attend to precision.
X
HIGH SCHOOL MATH DESMOS CURRICULUM 30
Look for and make use of
structure.
X
Look for and express
regularity in repeated
reasoning.
X
I loved this activity.
This activity does a great job at slowly building relationships between what the turtle is doing at any
given point on the graph.
The activity begins with students practicing graphing on the calculator so they can get used to using it and
understand how to graph.(use appropriate tools strategically)
It then provides an opportunity for students to speculate what the turtle might be doing.(Making Sense)
Then the students get to watch what the turtle does so they can compare their answer with what is actually
happening.(Modeling)
Students get the opportunity to try and get the turtle safely across. (Viable arguments, modeling, attend to
precision, repeated reasoning)
Finally they get to reflect on the lesson and answer questions relating two variables time and distance.
(Making Sense, Reasoning abstractly and quantitatively
Excellent lesson on all levels. I feel the lesson hit all 8 standards very well. I even had fun doing it!!!
Reviewer #3
Desmos Lesson 2: Graphing Stories
Does this lesson allow
students to...
1
(Lowest)
2
3
(Middle)
4
5
(Highest)
Lesson hit this criteria very
well
HIGH SCHOOL MATH DESMOS CURRICULUM 31
Lesson didn’t
really hit this
criteria at all
Make sense of problems
and persevere in solving
them.
Compared simple real world
situations
Reason abstractly and
quantitatively.
Able to take real life
situations and apply them to
graphs.
Construct viable
arguments and critique
the reasoning of others.
Created opportunities for
students to create their own
Problems
And establishing the
variables and their meaning
Model with mathematics.
Again very basic real world
situations, however not
everyone will draw the exact
same conclusion
Use appropriate tools
strategically.
The use of the calculator
and being able to go back
and check and redo
Attend to precision.
Again being able to go back
and compare work.
HIGH SCHOOL MATH DESMOS CURRICULUM 32
Look for and make use of
structure.
The opportunity to draw
conclusions that are similar
using two variables however
very different situations
(pouring water, riding in a
circle) being able to practice
this sets them up for success
on more difficult problems.
Look for and express
regularity in repeated
reasoning.
Same as above. All of the
different types of practicing.
I really enjoyed this lesson.
It was fun to watch the variety of different very basic videos, yet draw conclusions that require
deep thought.
Reviewer #3
Desmos Lesson 3: Guess my Rule
Does this lesson allow
students to...
1
(Lowest)
Lesson didn’t
really hit this
criteria at all
2
3
(Middle)
4
5
(Highest)
Lesson hit this criteria
very well
Make sense of problems
and persevere in solving
them.
Provided a lot of
discovery to establish a
rule that relates the input
with the output
HIGH SCHOOL MATH DESMOS CURRICULUM 33
Reason abstractly and
quantitatively.
Provided lists and asked
to determine if a function
existed. Also, used input
output to come up with a
rule.
Construct viable
arguments and critique
the reasoning of others.
Did create
viable
argument
however no
opportunity to
critique the
reasoning of
others
Model with
mathematics.
Some basic
situations.
Didn’t extend
the thinking
as much
Use appropriate tools
strategically.
The input output graphics
were very easy to follow
and draw conclusions
from.
Attend to precision.
Adequately
provided
practice. Did
not go above
and beyond.
HIGH SCHOOL MATH DESMOS CURRICULUM 34
Look for and make use
of structure.
Able to draw
conclusions
from the
practice and
Define a
function.
Goal was
achieved
Look for and express
regularity in repeated
reasoning.
Again was
able to define
a function.
Could us more
examples,
maybe some
that are
student driven.
Reviewer #3
Desmos Lesson 4: Commuting Times
Does this lesson allow
students to...
1
(Lowest)
Lesson didn’t
really hit this
criteria at all
2
3
(Middle)
4
5
(Highest)
Lesson hit this criteria
very well
HIGH SCHOOL MATH DESMOS CURRICULUM 35
Make sense of problems
and persevere in solving
them.
Used student data in class
to draw conclusions.
Follow up Questions
helped lead students to
developing correct
answers
Reason abstractly and
quantitatively.
Pretty much
stayed with
the same data
used and
didn’t use
anything
outside of the
one example
.
Construct viable
arguments and critique
the reasoning of others.
Able to see
the
conclusions
others made.
But not
critique their
answer
Model with mathematics.
Was limited to
one example
in class
Use appropriate tools
strategically.
Used authentic data that
was applicable to each
student. Slowly reasoned
through the problem to
draw conclusions
HIGH SCHOOL MATH DESMOS CURRICULUM 36
Attend to precision.
Adequately
provided
practice. Did
not go above
and beyond.
Look for and make use of
structure.
Able to draw
conclusions
from the
practice and
analyze the
data
Look for and express
regularity in repeated
reasoning.
Wasn’t much
on repeated
reasoning.
Just basic
HIGH SCHOOL MATH DESMOS CURRICULUM 37
Appendix E
Reviewer #4
Desmos Lesson 1: Card Sort: Functions
Does this lesson allow
students to...
1
(Lowest)
Lesson didn’t
really hit this
criteria at all
2
3
(Middle)
4
5
(Highest)
Lesson hit this criteria very
well
Make sense of problems
and persevere in solving
them.
X
Reason abstractly and
quantitatively.
X
Construct viable
arguments and critique
the reasoning of others.
X
Model with mathematics.
X
Use appropriate tools
strategically.
X
Attend to precision.
X
Look for and make use
of structure.
X
Look for and express
regularity in repeated
reasoning.
X
HIGH SCHOOL MATH DESMOS CURRICULUM 38
Feedback: Excellent activity to understand functions and identify that to be a function - can only have
one output.
Reviewer #4
Desmos Lesson 2: Domain and Range Introduction
Does this lesson allow
students to...
1
(Lowest)
Lesson didn’t
really hit this
criteria at all
2
3
(Middle)
4
5
(Highest)
Lesson hit this criteria very
well
Make sense of problems
and persevere in solving
them.
X
Reason abstractly and
quantitatively.
X
Construct viable
arguments and critique
the reasoning of others.
X
Model with
mathematics.
X
Use appropriate tools
strategically.
X
Attend to precision.
X
Look for and make use
of structure.
X
HIGH SCHOOL MATH DESMOS CURRICULUM 39
Look for and express
regularity in repeated
reasoning.
X
Feedback: This lesson touches nicely on all standard aspects and does a great job of presenting situations
for reasoning.
Reviewer #4
Desmos Lesson 3: Free-Range Functions
Does this lesson allow
students to...
1
(Lowest)
Lesson didn’t
really hit this
criteria at all
2
3
(Middle)
4
5
(Highest)
Lesson hit this criteria very
well
Make sense of problems
and persevere in solving
them.
X
Reason abstractly and
quantitatively.
X
Construct viable
arguments and critique
the reasoning of others.
X
Model with
mathematics.
X
Use appropriate tools
strategically.
X
Attend to precision.
X
Look for and make use
X
HIGH SCHOOL MATH DESMOS CURRICULUM 40
of structure.
Look for and express
regularity in repeated
reasoning.
X
Feedback: Again, touches on all aspects of the standards. Love the activity lesson.
Reviewer #4
Desmos Lesson 4: Marbleslides: Lines
Does this lesson allow
students to...
1
(Lowest)
Lesson didn’t
really hit this
criteria at all
2
3
(Middle)
4
5
(Highest)
Lesson hit this criteria very
well
Make sense of problems
and persevere in solving
them.
X
Reason abstractly and
quantitatively.
X
Construct viable
arguments and critique
the reasoning of others.
X
Model with
mathematics.
X
Use appropriate tools
strategically.
X
Attend to precision.
X
HIGH SCHOOL MATH DESMOS CURRICULUM 41
Look for and make use
of structure.
X
Look for and express
regularity in repeated
reasoning.
X
Feedback: What a fun lesson! Great way to navigate line graphs on a coordinate plane.
HIGH SCHOOL MATH DESMOS CURRICULUM 42
Appendix F
Reviewer #5
Desmos Lesson 1: Inequalities on the Number Line
Does this lesson allow
students to...
1
(Lowest)
Lesson didn’t
really hit this
criteria at all
2
3
(Middle)
4
5
(Highest)
Lesson hit this criteria very
well
Make sense of problems
and persevere in solving
them.
X
Reason abstractly and
quantitatively.
X
Construct viable
arguments and critique
the reasoning of others.
X
This activity allows
students to answer
questions, then post/share
their answers with their
class. Students can then
critique and examine the
reasoning of others along
with their conjectures.
Model with mathematics.
X
This activity
did not really
apply the math
they know to
solve problems
in everyday
life.
Use appropriate tools
strategically.
X
Attend to precision.
X
By posting/sharing their
conjectures and
predictions, they are
HIGH SCHOOL MATH DESMOS CURRICULUM 43
communicating precisely to
others and reasoning.
Look for and make use
of structure.
X
Students can find patterns
for shading inequalities. If
the variable is first, the
arrow points in the
direction you shade.
Look for and express
regularity in repeated
reasoning.
X
General Comments: In this activity, I liked how they had to sort the boxes to show the verbal
inequality, the graph, and the mathematical inequality that all go together.
Reviewer #5
Desmos Lesson 2: Compound Inequalities on the Number Line
Does this lesson allow
students to...
1
(Lowest)
Lesson didn’t
really hit this
criteria at all
2
3
(Middle)
4
5
(Highest)
Lesson hit this criteria very
well
Make sense of problems
and persevere in solving
them.
X
Reason abstractly and
quantitatively.
X
Construct viable
arguments and critique
the reasoning of others.
X
Model with mathematics.
X
HIGH SCHOOL MATH DESMOS CURRICULUM 44
Use appropriate tools
strategically.
X
Attend to precision.
X
Look for and make use
of structure.
X
Look for and express
regularity in repeated
reasoning.
X
General Comments: This activity is set up just like Activity 1. My comments would be the same.
I like how it will tell the students if they make a mistake and they can re-do it. “Yikes.” And it
tells students “Nice Work” when they are successful. It also gives them notes and teaches main
concepts throughout the slides.
Reviewer #5
Desmos Lesson 3: Absolute Value Inequalities on the Number Line
Does this lesson allow
students to...
1
(Lowest)
Lesson didn’t
really hit this
criteria at all
2
3
(Middle)
4
5
(Highest)
Lesson hit this criteria very
well
Make sense of problems
and persevere in solving
them.
X
Reason abstractly and
quantitatively.
X
Construct viable
arguments and critique
the reasoning of others.
X
HIGH SCHOOL MATH DESMOS CURRICULUM 45
Model with mathematics.
X
Use appropriate tools
strategically.
X
Attend to precision.
X
Look for and make use
of structure.
X
Look for and express
regularity in repeated
reasoning.
X
General Comments:
-Students make use of predicting and then verifying with this lesson.
-Students compare their prediction to the actual graph.
-I like how the activity walks the teacher through what they should be doing to get the most out
of the lesson. What to ask students, what to have them do, how to input absolute value on the
computer, etc.
-Teacher can also see sample student responses.
Reviewer #5
Desmos Lesson 4: Point Collector
Does this lesson allow
students to...
1
(Lowest)
Lesson didn’t
really hit this
criteria at all
2
3
(Middle)
4
5
(Highest)
Lesson hit this criteria very
well
Make sense of problems
and persevere in solving
them.
X
Students definitely need to
make conjectures about the
form and meaning of the
solution and plan a solution
pathway rather than simply
HIGH SCHOOL MATH DESMOS CURRICULUM 46
jumping into a solution
attempt.
Reason abstractly and
quantitatively.
X
Construct viable
arguments and critique
the reasoning of others.
X
Model with
mathematics.
X
Doesn’t really
show how
inequalities
arise in the real
world. But it
uses graphs
and the “point
collector.”
Use appropriate tools
strategically.
X
Attend to precision.
X
Students cannot share their
results with classmates, but
the program recommends
that the teacher highlights
several student responses
for the class then look for
similarities/differences in
responses.
Look for and make use
of structure.
X
The point collector allows
students to discern a
pattern and then check
their results. Students have
the opportunity to revise
their inequality to collect
more points.
Look for and express
regularity in repeated
reasoning.
X
HIGH SCHOOL MATH DESMOS CURRICULUM 47
General Comments: This activity is definitely going to challenge the students more than the first
three activities. It might push them out of their comfort level. I think having the students work in
groups might be beneficial. If working alone, I think some students might give up too quickly.
Reviewer #5
Desmos Lesson 5: Burning Daylight
Does this lesson allow
students to...
1
(Lowest)
Lesson didn’t
really hit this
criteria at all
2
3
(Middle)
4
5
(Highest)
Lesson hit this criteria very
well
Make sense of problems
and persevere in solving
them.
X
Reason abstractly and
quantitatively.
X
Construct viable
arguments and critique
the reasoning of others.
X
This activity also allows
students to share their
thinking with the class.
Teacher is to ask students
to justify their responses
and critique each others’
reasoning.
Model with
mathematics.
X
This activity does tie the
math to everyday life. Also
uses tools (graphs) to
identify important
quantities in a practical
situation and mapt their
relationships.
Use appropriate tools
strategically.
X
HIGH SCHOOL MATH DESMOS CURRICULUM 48
Attend to precision.
X
Students start with
informal math language
and reasoning, then move
to more formal responses.
Look for and make use
of structure.
X
Look for and express
regularity in repeated
reasoning.
X
General Comments: This is definitely above the level of the courses that I teach, but when I
check the standards for mathematical practice, it appears that this activity hit the criteria very
well.
HIGH SCHOOL MATH DESMOS CURRICULUM 49
Appendix G
Reviewer #6
Desmos Lesson 1: Point Collector: Lines
Does this lesson allow
students to...
1
(Lowest)
Lesson didn’t
really hit this
criteria at all
2
3
(Middl
e)
4
5
(Highest)
Lesson hit this criteria very well
Make sense of problems
and persevere in solving
them.
The students are able to build
confidence in their skills in the
beginning of the activity while
applying basic knowledge of
graphing linear inequalities. As
students work through the
activity, the problems gradually
get more difficult. Each
problem builds upon the
previous problem, so students
are motivated to continue while
deepening their understanding.
Additionally, they can observe
how their graph changes as
they manipulate their
inequalities, and can wait to
submit their answer until they
feel confident that it is correct.
Reason abstractly and
quantitatively.
Students can write inequalities using
many different methods -- slope-
intercept form, graphing using x- and
y-intercepts, a table, etc. However,
being able to visualize graphs using
multiple methods addresses a past
objective, not one involving
inequalities.
Construct viable
arguments and critique
the reasoning of others.
At the end of the activity, the students
are able to create a “challenge” for
their classmates to attempt. However,
the activity does not require them to
explain their thinking or discuss their
work with their classmates. At the end
of class, the teacher could highlight
unique “challenges” and solutions,
and ask students to explain their
thoughts aloud so that students could
practice using math talk.
HIGH SCHOOL MATH DESMOS CURRICULUM 50
Model with
mathematics.
The activity
does not
apply what
they are
learning
about linear
inequalities
to everyday
life.
Use appropriate tools
strategically.
The students analyze given
graphs and observe how
manipulating written
inequalities can cause
translations in their graphs
using the Desmos graphing
calculator.
Attend to precision.
This activity allows students to
work carefully, check their
work, and understand the
seemingly small but
meaningful difference between
inequality symbols. It also
includes some problems where
the smallest of manipulations to
their inequality can cause a
large increase in “score”,
requiring students to be precise
in their work.
Look for and make use
of structure.
Students use what they know
about slope-intercept form to
alter their inequalities as
needed. They know that
changing their y-intercept will
cause a vertical shift and that
changing their slope will
change the steepness of the
line. They also deepen their
knowledge of each inequality
symbol and how they appear on
the graph.
Look for and express
regularity in repeated
reasoning.
This activity requires students
to complete at least 7 problems
where they write and
manipulate inequalities to
“collect” as many points as
possible. They observe patterns
HIGH SCHOOL MATH DESMOS CURRICULUM 51
in what needs to be changed
about an inequality to get the
line to appear a certain way.
Reviewer #6
Desmos Lesson 2: Turtle Time Trials
Does this lesson allow
students to...
1
(Lowest)
Lesson
didn’t really
hit this
criteria at all
2
3
(Middle)
4
5
(Highest)
Lesson hit this criteria very well
Make sense of problems
and persevere in solving
them.
Students are given many
representations of proportional
relationships (animations, tables,
graphs, etc.) so that any type of learner
is able to make connections between
the constant of proportionality, rate of
change, and slope. Using what they
know about slope to build upon new
knowledge builds their confidence in
their skills so that they are not tempted
to give up.
Reason abstractly and
quantitatively.
Because of the many representations of
the given scenarios, the students can
come up with different ways to achieve
the same answer. For example, on the
second slide that asks students to
complete the table representing a
turtle’s speed at various times, they can
pause/rewind the animation to see
where the turtle is at those times. They
also can use the rate of change to
observe the pattern that is happening.
Construct viable
arguments and critique
the reasoning of others.
On many slides, after checking their
work, students are asked to explain
their answer. After submitting their
explanation, they can see some of their
classmates’ answers as well. The
teacher is then able to hold a class
discussion, highlighting unique
answers, and asking various students to
explain their thinking or the thinking of
their classmate.
HIGH SCHOOL MATH DESMOS CURRICULUM 52
Model with mathematics.
While this activity deals
primarily with the speeds of
turtles, it is very easy for
students to relate what they are
learning to the speed of any
object, vehicle, animal, etc.
However, it does not show the
students how proportional/non-
proportional relationships
occur separate from speed. The
teacher could easily offer
examples of this during a class
discussion.
Use appropriate tools
strategically.
This activity requires students to be
flexible with the different
representations of the turtles’ speeds. In
addition to this, they are able to see the
benefits of one method of
representation over another. For
example, when viewing the turtles’
distances at various times in a table, it
is harder for some students to recognize
that the turtles’ movement is
continuous and that some turtles are
faster than others. When shown this
information in a graph, it is easier for
the students to see continuity, non-
proportionality, and differing speeds.
Attend to precision.
Students’ answers are verified after
completing each slide.
Look for and make use of
structure.
Students use what they know about
slope and rate of change as they write
their own equations of linear functions
at the end of the activity. When
graphing the equations that they
created, they will see that greater slopes
have steeper lines, which will cause
their turtles to be faster.
Look for and express
regularity in repeated
reasoning.
This activity shows slope “in action”
over and over again. Students will
observe that equations with higher
slopes will have steeper lines, and that
equations with a non-zero constant do
not go through the origin. Because
these ideas are repeatedly expressed on
HIGH SCHOOL MATH DESMOS CURRICULUM 53
each slide throughout the entire
activity, students will recognize the
patterns.
Reviewer #6
Desmos Lesson 3: Put the Point on the Line
Does this lesson allow
students to...
1
(Lowest)
Lesson didn’t
really hit this
criteria at all
2
3
(Middle)
4
5
(Highest)
Lesson hit this criteria very
well
Make sense of problems
and persevere in solving
them.
Students begin by estimating
where the point should go, and
then are given grid lines to use
so that their answers are more
precise. I think that almost all
students would persevere
during this portion of the
lesson. However, the “make is
precise” screen requires some
students to jump from a very
basic understanding of slope to
using complex numbers while
connecting the idea of slope to
the difference between
coordinates, which I could see
a lot of students giving up on
due to not being ready to make
that jump.
Reason abstractly and
quantitatively.
The estimation
portion of the activity
influences students to
simply guess where
the point should be. I
think that Desmos
could do a better job
of leading students
towards other
methods of guessing,
such as holding up a
straight edge to their
screen.
Construct viable
arguments and critique
the reasoning of others.
This activity requires
students to explain
their reasoning,
analyze their errors,
HIGH SCHOOL MATH DESMOS CURRICULUM 54
view the errors of
their classmates, and
explain why the class
as a whole did better
or worse on certain
steps of the exercise.
It also allows the
students to make a
“challenge” for their
classmates to
complete.
Model with mathematics.
The activity
does not
apply what
they are
learning
about slope to
everyday life.
Use appropriate tools
strategically.
The activity shows
students how we can
use grid lines on a
graph to count rise
and run. Stemming
from this thought
process, students are
then influenced to
calculate slope
without grid lines, but
with the distance
between certain
points.
Attend to precision.
The last two screens
of the activity require
students to be very
precise in their
calculations. Some
students are given
harder examples, and
have to take into
account points that
are not exactly on
given grid lines. The
last screen in
particular asks
students, “Is the black
point exactly on the
line through the two
HIGH SCHOOL MATH DESMOS CURRICULUM 55
blue points? How can
you be sure?”
Look for and make use
of structure.
Many students only
know of calculating
slope by counting rise
and run when given a
graph. This activity
shows them that
when they are
counting rise and run,
they are really
figuring out the
difference between x-
and y-values. When
explicitly making this
connection for them,
most students are
able to remember
how to calculate
slope when they are
not given a graph.
Look for and express
regularity in repeated
reasoning.
While the activity shows the
students that rise is the
difference between y-values
and run is the difference
between x-values, it only
requires them to complete one
problem where they must use
this information to solve it. I
think that with more repetition,
the idea would be more
solidified.
Reviewer #6
Desmos Lesson 4: Match My Line
Does this lesson allow
students to...
1
(Lowest)
Lesson didn’t
really hit this
criteria at all
2
3
(Middle)
4
5
(Highest)
Lesson hit this criteria very well
Make sense of problems
and persevere in solving
them.
This activity begins with easy
graphing challenges (graphing
direct variation equations) and
gradually integrates more
complex equations into the lesson.
By the end of the activity,
HIGH SCHOOL MATH DESMOS CURRICULUM 56
students are writing multiple
forms of equations for the same
line. In expanding upon students’
prior knowledge, they are more
inclined to work through each
challenge and recognize
connections between multiple
forms of equations.
Reason abstractly and
quantitatively.
This activity requires students to
manipulate equations until their
line goes through two given
points. They can manipulate
different parts of the given
equation (such as noticing that an
equation is given in point-slope
form and just changing the slope)
or changing the entire form of the
equation.
Construct viable
arguments and critique
the reasoning of others.
On screen 4, the students are
required to “side” with one of two
fake students and their equations of a
given line. They must also explain
their thinking. However, this activity
does not allow students to explain
their thinking to their actual peers or
to critique the reasoning of their
classmates.
Model with mathematics.
The
activity
does not
apply
what they
are
learning
about
lines to
everyday
life.
Use appropriate tools
strategically.
The students analyze given graphs
and observe how manipulating
equations can cause translations in
their graphs using the Desmos
graphing calculator.
Attend to precision.
This activity allows students to
work carefully and check their
HIGH SCHOOL MATH DESMOS CURRICULUM 57
work an infinite amount of times.
Students can see if their line goes
through the given points and
manipulate their equations as
needed until they are correct.
Look for and make use
of structure.
Students use what they know
about different forms of linear
functions to alter their equations
as needed. For example, they
know that changing their y-
intercept will cause a vertical shift
and that changing their slope will
change the steepness of the line.
When students write multiple
equations for the same line at the
end of the activity, they make
connections between the different
forms of lines and notice that
while the equations look different,
they all represent the same thing.
Look for and express
regularity in repeated
reasoning.
Because the activity requires
students to write at least 20
different equations of lines, they
will start to look for and apply
patterns. They will pay attention
to where the slope is in each form
and where the given point is, if
applicable.
HIGH SCHOOL MATH DESMOS CURRICULUM 58
Appendix H
Reviewer #7
Desmos Lesson 1: Land the Plane
Does this lesson allow
students to...
1
(Lowest)
Lesson didn’t
really hit this
criteria at all
2
3
(Middle)
4
5
(Highest)
Lesson hit this criteria very
well
Make sense of problems
and persevere in solving
them.
X
Could be easy
to just try trial
and error.
Reason abstractly and
quantitatively.
X
Construct viable
arguments and critique
the reasoning of others.
x
Model with
mathematics.
X
Does a very good job of
using a real life example.
Use appropriate tools
strategically.
x
Attend to precision.
X
Look for and make use
of structure.
X
Look for and express
regularity in repeated
reasoning.
X
HIGH SCHOOL MATH DESMOS CURRICULUM 59
Reviewer #7
Desmos Lesson 2: Parallel Lines
Does this lesson allow
students to...
1
(Lowest)
Lesson didn’t
really hit this
criteria at all
2
3
(Middle)
4
5
(Highest)
Lesson hit this criteria very
well
Make sense of problems
and persevere in solving
them.
X
Makes the students try to
solve the problems
individually and then work
together with the class.
Reason abstractly and
quantitatively.
X
Does a great job of
breaking down the parts of
a slope.
Construct viable
arguments and critique
the reasoning of others.
X
Model with
mathematics.
X
Use appropriate tools
strategically.
X
Attend to precision.
X
Look for and make use
of structure.
X
Look for and express
regularity in repeated
reasoning.
X
HIGH SCHOOL MATH DESMOS CURRICULUM 60
Reviewer #7
Desmos Lesson 3: Lego Prices
Does this lesson allow
students to...
1
(Lowest)
Lesson didn’t
really hit this
criteria at all
2
3
(Middle)
4
5
(Highest)
Lesson hit this criteria very
well
Make sense of problems
and persevere in solving
them.
5
Reason abstractly and
quantitatively.
5
Construct viable
arguments and critique
the reasoning of others.
5
Model with
mathematics.
5
Use appropriate tools
strategically.
5
Attend to precision.
5
Look for and make use
of structure.
5
Look for and express
regularity in repeated
reasoning.
5
HIGH SCHOOL MATH DESMOS CURRICULUM 61
This lesson was very excellent all around. The legos are an excellent real life example and give
an engaging topic for the students to be entertained with and want to solve. It also uses different
methods to recognize patterns and to solve for the equations.
Reviewer #7
Desmos Lesson 4: Card Sort: Linear function
Does this lesson allow
students to...
1
(Lowest)
Lesson didn’t
really hit this
criteria at all
2
3
(Middle)
4
5
(Highest)
Lesson hit this criteria very
well
Make sense of problems
and persevere in solving
them.
x
Reason abstractly and
quantitatively.
x
Construct viable
arguments and critique
the reasoning of others.
x
Model with
mathematics.
X
Not really an
exercise used
as a model for
real life
examples. Can
be used for
recognizing
patterns in real
life.
Use appropriate tools
strategically.
x
Attend to precision.
X
This activity is asking the
student to group the cards
HIGH SCHOOL MATH DESMOS CURRICULUM 62
into similar piles, so
precision would be
necessary for this
assignment.
Look for and make use
of structure.
X
Look for and express
regularity in repeated
reasoning.
X
Not relevant to
this
assignment.
Reviewer #7
Desmos Lesson 5: Card Sort: Modeling
Does this lesson allow
students to...
1
(Lowest)
Lesson didn’t
really hit this
criteria at all
2
3
(Middle)
4
5
(Highest)
Lesson hit this criteria very
well
Make sense of problems
and persevere in solving
them.
x
Reason abstractly and
quantitatively.
x
Construct viable
arguments and critique
the reasoning of others.
x
Model with
mathematics.
x
Use appropriate tools
strategically.
x
HIGH SCHOOL MATH DESMOS CURRICULUM 63
Attend to precision.
x
Look for and make use
of structure.
x
Look for and express
regularity in repeated
reasoning.
x
Another good modeling assignment, this engages students to explain their reasoning and to be
able to defend it against others thoughts to see if they are correct or need to reassess. It is also
good for real life examples and critical to be precise in understanding the differences between the
models for examples.
HIGH SCHOOL MATH DESMOS CURRICULUM 64
Appendix I
Reviewer #8
Desmos Lesson 1: Two Truths and a Lie (Lines)
Does this lesson allow
students to...
1
(Lowest)
Lesson didn’t
really hit this
criteria at all
2
3
(Middle)
4
5
(Highest)
Lesson hit this criteria
very well
Make sense of
problems and
persevere in solving
them.
The students have to
look at the problem and
the 3 answer options and
work through each one
before they can answer
the question.
Reason abstractly and
quantitatively.
Quantitative
reasoning
does not
apply to this
lesson.
Construct viable
arguments and
critique the reasoning
of others.
After they choose their
answer, they have to
explain why they chose
the answer. Then, they
create their own, and
work through their
classmates' lessons.
HIGH SCHOOL MATH DESMOS CURRICULUM 65
Model with
mathematics.
Identifying
points and
slopes does
not apply to
problems they
may face in
everyday life.
Use appropriate tools
strategically.
Besides
counting by
pointing at the
screen, there
is not a use
for
mathematical
tools.
Attend to precision.
When they
create their own
challenge, they
have to create
statements that
require them to
be explicit so
their classmates
can use them.
However, there
are not many
definitions they
can use with
this lesson.
HIGH SCHOOL MATH DESMOS CURRICULUM 66
Look for and make
use of structure.
They have to both
analyze a line and create
their own line (structure)
to make statements
about for their
classmates.
Look for and express
regularity in repeated
reasoning.
One way they
can repeat is
by calculating
the slope and
then adding it
to a point to
determine if
another point
is on the line.
However, I
am not sure
this lesson
will actually
give the
students an
opportunity to
do this.
Reviewer #8
Desmos Lesson 2: A Systems of Two Linear Equations
Does this lesson
allow students to...
1
(Lowest)
2
3
(Middle)
4
5
(Highest)
HIGH SCHOOL MATH DESMOS CURRICULUM 67
Lesson didn’t
really hit this
criteria at all
Lesson hit this criteria
very well
Make sense of
problems and
persevere in solving
them.
Students use the lesson to
work through a problem
that uses lines, equations
to answer a question.
Reason abstractly and
quantitatively.
Problem requires the
students to know
differences and sums, and
slope finding and
properties of lines.
Construct viable
arguments and
critique the reasoning
of others.
The lesson gives students
multiple opportunities to
create arguments and
explain their reasoning,
as prompted by the
lesson.
Model with
mathematics.
I cannot think
of how this
can be
applied in life
situations.
HIGH SCHOOL MATH DESMOS CURRICULUM 68
Use appropriate tools
strategically.
Besides the
tools
(line/graph)
provided by
the lesson,
there is not a
use for other
tools.
Attend to precision.
They are
required to
explain their
responses and
create
equations, but
there is not
much to be
specific/
explicit about
Look for and make
use of structure.
The lesson requires them
to looks at the pattern
created by the classes
selected values.
Look for and express
regularity in repeated
reasoning.
After they do the
difference of 8, they
repeat what they did with
a sum of 1, and should be
recognizing the repeated
reasoning.
Reviewer #8
HIGH SCHOOL MATH DESMOS CURRICULUM 69
Desmos Lesson 3: Solutions to Systems of Linear Equations
Does this lesson
allow students to...
1
(Lowest)
Lesson
didn’t really
hit this
criteria at
all
2
3
(Middle)
4
5
(Highest)
Lesson hit this criteria
very well
Make sense of
problems and
persevere in solving
them.
The students are given
equations to visualize
as well as the graph to
visualize. They can
analyze both ways.
They can also see right
answers, and can
explain their reasoning.
Reason abstractly
and quantitatively.
The students could
visualize a situation,
either on a graph or in
their head. They also
must find a solution,
and the meaning of x
and y.
Construct viable
arguments and
critique the
reasoning of others.
They must explain their
reasoning as well as
have visual access to
their classmates and
can see what they did
right or wrong.
HIGH SCHOOL MATH DESMOS CURRICULUM 70
Model with
mathematics.
Understanding
linear equations can
be important in
some cases, like
rates or
physics/engineering.
Use appropriate tools
strategically.
Besides the
graph they
are given
and maybe
an extra
sheet of
paper, there
is not much
tool using
for them.
Attend to precision.
They are required to
create their own
equations, identify
points on a graph with
proper symbolism, and
correctly explain.
Look for and make
use of structure.
In this
lesson,
there is not
much
structure to
recognize.
HIGH SCHOOL MATH DESMOS CURRICULUM 71
Look for and express
regularity in
repeated reasoning.
Other than 2
lines
intersecting
being a
solution to
the
equations,
there is not a
lot of
repetition.
Reviewer #8
Desmos Lesson 4: Make Them Balance
Does this lesson
allow students to...
1
(Lowest)
Lesson
didn’t
really hit
this
criteria at
all
2
3
(Middle)
4
5
(Highest)
Lesson hit this criteria
very well
Make sense of
problems and
persevere in solving
them.
The lesson has
students look at linear
equations as both
balancing a hanger and
using a graph to find
their solutions, while
showing them their
responses and
accuracy.
HIGH SCHOOL MATH DESMOS CURRICULUM 72
Reason abstractly
and quantitatively.
The students could
visualize a linear
equation, either on a
graph or in hanger
form. They also must
find a solution, use a
solution, and know the
meaning of x and y.
Construct viable
arguments and
critique the reasoning
of others.
They must explain
their reasoning as well
as have visual access
to their classmates and
can see what they did
right or wrong
Model with
mathematics.
Understanding
linear equations can
be important in
some cases, like
rates or
physics/engineering.
Use appropriate tools
strategically.
Besides the
graph/hanger
they are given
and maybe an
extra sheet of
paper, there is
not much tool
using for
them
HIGH SCHOOL MATH DESMOS CURRICULUM 73
Attend to precision.
They are required to
input their own
solutions, identify
points on a graph
with proper
symbolism, and
correctly explain
their reasons
Look for and make
use of structure.
The blocks on the
hangers help them
to see the amounts
they are inputting,
and that one side has
more, etc.
Look for and express
regularity in repeated
reasoning.
Once they understand
that one side of the
hanger equals one side
of the equation, they
can use that to
complete the
problems.
Reviewer #8
Desmos Lesson 5: Mocha Modeling: Starbucks Locations
Does this lesson
allow students to...
1
(Lowest)
Lesson
didn’t really
2
3
(Middle)
4
5
(Highest)
Lesson hit this criteria
very well
HIGH SCHOOL MATH DESMOS CURRICULUM 74
hit this
criteria at all
Make sense of
problems and
persevere in solving
them.
The lesson explores
different ways to answer
a problem and analyzes
which is the best way to
produce a solution.
Reason abstractly and
quantitatively.
Students
have to
manipulate
an equation
and relate it
back to the
graph as well
as quantify
the number
of Starbucks
locations.
Construct viable
arguments and
critique the reasoning
of others.
They can explain their
own reasoning on the
lesson as well as out loud
to the class, and visualize
their classmates'
responses.
HIGH SCHOOL MATH DESMOS CURRICULUM 75
Model with
mathematics.
Determining growth rates
can be used by
businesses, for your bank
account, and other rates.
Use appropriate tools
strategically.
They may
have to use a
calculator to
analyze the
equations
that are
given to
them.
Attend to precision.
Other than
explanations,
there are not
many
definitions
they have to
use.
Look for and make
use of structure.
Structure is
not really
touched on
in this
lesson.
HIGH SCHOOL MATH DESMOS CURRICULUM 76
Look for and express
regularity in repeated
reasoning.
Besides
recognizing an
exponential
equation and
its graph, there
is no repeated
reasoning in
this lesson.
HIGH SCHOOL MATH DESMOS CURRICULUM 77
Appendix J
Reviewer #9
Desmos Lesson 1: Card Sort: Linear Systems
Does this lesson
allow students to...
1
(Lowest)
Lesson didn’t
really hit this
criteria at all
2
3
(Middle)
4
5
(Highest)
Lesson hit this criteria
very well
Make sense of
problems and
persevere in solving
them.
x
Reason abstractly and
quantitatively.
x
Construct viable
arguments and
critique the reasoning
of others.
x
Model with
mathematics.
x
Use appropriate tools
strategically.
x
HIGH SCHOOL MATH DESMOS CURRICULUM 78
Attend to precision.
x
Look for and make
use of structure.
x
Look for and express
regularity in repeated
reasoning.
x
Reviewer #9
Desmos Lesson 2: Line Zapper
Does this lesson
allow students to...
1
(Lowest)
Lesson didn’t
really hit this
criteria at all
2
3
(Middle)
4
5
(Highest)
Lesson hit this criteria
very well
Make sense of
problems and
persevere in solving
them.
x
Reason abstractly and
quantitatively.
x
HIGH SCHOOL MATH DESMOS CURRICULUM 79
Construct viable
arguments and
critique the reasoning
of others.
x
Model with
mathematics.
x
Use appropriate tools
strategically.
x
Attend to precision.
x
Look for and make
use of structure.
x
Look for and express
regularity in repeated
reasoning.
x
Reviewer #9
Desmos Lesson 3: Playing Catch-Up
Does this lesson
allow students to...
1
(Lowest)
Lesson didn’t
really hit this
criteria at all
2
3
(Middle)
4
5
(Highest)
Lesson hit this criteria
very well
HIGH SCHOOL MATH DESMOS CURRICULUM 80
Make sense of
problems and
persevere in solving
them.
x
Reason abstractly and
quantitatively.
x
Construct viable
arguments and
critique the reasoning
of others.
x
Model with
mathematics.
x
Use appropriate tools
strategically.
x
Attend to precision.
x
Look for and make
use of structure.
x
Look for and express
regularity in repeated
reasoning.
x
Reviewer #9
Desmos Lesson 4: Racing Cars
HIGH SCHOOL MATH DESMOS CURRICULUM 81
Does this lesson
allow students to...
1
(Lowest)
Lesson didn’t
really hit this
criteria at all
2
3
(Middle)
4
5
(Highest)
Lesson hit this criteria
very well
Make sense of
problems and
persevere in solving
them.
x
Reason abstractly and
quantitatively.
x
Construct viable
arguments and
critique the reasoning
of others.
x
Model with
mathematics.
x
Use appropriate tools
strategically.
x
Attend to precision.
x
HIGH SCHOOL MATH DESMOS CURRICULUM 82
Look for and make
use of structure.
x
Look for and express
regularity in repeated
reasoning.
x
Reviewer #9
Desmos Lesson 5: iPhone 6s Opening Weekend Sales
Does this lesson allow
students to...
1
(Lowest)
Lesson didn’t
really hit this
criteria at all
2
3
(Middle)
4
5
(Highest)
Lesson hit this criteria
very well
Make sense of
problems and
persevere in solving
them.
x
Reason abstractly and
quantitatively.
x
Construct viable
arguments and critique
the reasoning of others.
x
HIGH SCHOOL MATH DESMOS CURRICULUM 83
Model with
mathematics.
x
Use appropriate tools
strategically.
x
Attend to precision.
x
Look for and make use
of structure.
x
Look for and express
regularity in repeated
reasoning.
x
HIGH SCHOOL MATH DESMOS CURRICULUM 84
Appendix K
Reviewer #10
Desmos Lesson 1: Wafers and Crème:
Does this lesson allow
students to...
1
(Lowest)
Lesson didn’t
really hit this
criteria at all
2
3
(Middle)
4
5
(Highest)
Lesson hit this criteria
very well
Make sense of
problems and
persevere in solving
them.
5
Reason abstractly and
quantitatively.
5
Construct viable
arguments and critique
the reasoning of others.
4
Model with
mathematics.
5
Use appropriate tools
strategically.
5
HIGH SCHOOL MATH DESMOS CURRICULUM 85
Attend to precision.
5
Look for and make use
of structure.
5
Look for and express
regularity in repeated
reasoning.
5
Reviewer #10
Desmos Lesson 2: Polygraph: Parabolas
Does this lesson allow
students to...
1
(Lowest)
Lesson didn’t
really hit this
criteria at all
2
3
(Middle)
4
5
(Highest)
Lesson hit this criteria
very well
Make sense of
problems and
persevere in solving
them.
5
Reason abstractly and
quantitatively.
5
Construct viable
arguments and
critique the reasoning
of others.
5
HIGH SCHOOL MATH DESMOS CURRICULUM 86
Model with
mathematics.
5
Use appropriate tools
strategically.
5
Attend to precision.
5
Look for and make use
of structure.
5
Look for and express
regularity in repeated
reasoning.
5
Reviewer #10
Desmos Lesson 3: Match My Parabola:
Does this lesson allow
students to...
1
(Lowest)
Lesson didn’t
really hit this
criteria at all
2
3
(Middle)
4
5
(Highest)
Lesson hit this criteria
very well
Make sense of
problems and
persevere in solving
them.
5
HIGH SCHOOL MATH DESMOS CURRICULUM 87
Reason abstractly and
quantitatively.
4
Construct viable
arguments and
critique the reasoning
of others.
5
Model with
mathematics.
5
Use appropriate tools
strategically.
5
Attend to precision.
5
Look for and make use
of structure.
5
Look for and express
regularity in repeated
reasoning.
5
Reviewer #10
Desmos Lesson 4: Marbleslides: Parabolas:
Does this lesson allow
students to...
1
(Lowest)
2
3
(Middle)
4
5
(Highest)
HIGH SCHOOL MATH DESMOS CURRICULUM 88
Lesson didn’t
really hit this
criteria at all
Lesson hit this criteria
very well
Make sense of
problems and
persevere in solving
them.
5
Reason abstractly and
quantitatively.
5
Construct viable
arguments and
critique the reasoning
of others.
4
Model with
mathematics.
5
Use appropriate tools
strategically.
5
Attend to precision.
5
Look for and make use
of structure.
5
HIGH SCHOOL MATH DESMOS CURRICULUM 89
Look for and express
regularity in repeated
reasoning.
5
Reviewer #10
Desmos Lesson 5: Dapper Cats
Does this lesson allow
students to...
1
(Lowest)
Lesson didn’t
really hit this
criteria at all
2
3
(Middle)
4
5
(Highest)
Lesson hit this criteria
very well
Make sense of
problems and
persevere in solving
them.
5
Reason abstractly and
quantitatively.
5
Construct viable
arguments and
critique the reasoning
of others.
5
Model with
mathematics.
5
Use appropriate tools
strategically.
5
HIGH SCHOOL MATH DESMOS CURRICULUM 90
Attend to precision.
5
Look for and make use
of structure.
5
Look for and express
regularity in repeated
reasoning.
5
HIGH SCHOOL MATH DESMOS CURRICULUM 91
Appendix L
Reviewer #11
Desmos Lesson 1: Will it hit the hoop?
Does this lesson
allow students to...
1
(Lowest)
Lesson didn’t
really hit this
criteria at all
2
3
(Middle)
4
5
(Highest)
Lesson hit this criteria
very well
Make sense of
problems and
persevere in solving
them.
They are
largely guided
through
solving these
problems
Reason abstractly and
quantitatively.
They could be
asked to
reason more
on the guesses
before the
regression
line is
introduced
Construct viable
arguments and
critique the reasoning
of others.
The students
are
challenged to
make guesses
about the
basketball
shots
HIGH SCHOOL MATH DESMOS CURRICULUM 92
Model with
mathematics.
5 because you are
modeling a mathematical
concept with a real world
situation.
Use appropriate tools
strategically.
The tools are
being
introduced to
the students
and they can
decide to use
them
Attend to precision.
The lesson
lets students
discover their
own way to
be precise.
Look for and make
use of structure.
The
regression
line is
introduced
and students
are to make
use of it.
Look for and express
regularity in repeated
reasoning.
5 because the students
have to go through
multiple shots and reason
Reviewer #11
Desmos Lesson 2: Build a bigger field
HIGH SCHOOL MATH DESMOS CURRICULUM 93
Does this lesson
allow students to...
1
(Lowest)
Lesson didn’t
really hit this
criteria at all
2
3
(Middle)
4
5
(Highest)
Lesson hit this criteria very
well
Make sense of
problems and
persevere in solving
them.
Problem
solve through
which pen
size is the
largest.
Reason abstractly and
quantitatively.
Students are
asked to
reason
through their
choices for
the optimal
pen-size.
Construct viable
arguments and
critique the reasoning
of others.
Each screen where students
inputted answers, they
were prompted to explain
their reasoning.
Model with
mathematics.
Visual representations of
rectangles, real world
connections, table of
values, Graphs.
HIGH SCHOOL MATH DESMOS CURRICULUM 94
Use appropriate tools
strategically.
Didn’t use
tools really
other than the
graphs that
were created
Attend to precision.
Students
were to guess
at first before
they could be
precise
Look for and make
use of structure.
Had to look
for the
structure of a
quadratic by
looking at the
graph
Look for and express
regularity in repeated
reasoning.
This is more
of an
exploration
and discovery
activity
Reviewer #11
Desmos Lesson 3: Penny circle
HIGH SCHOOL MATH DESMOS CURRICULUM 95
Does this lesson allow
students to...
1
(Lowest)
Lesson
didn’t really
hit this
criteria at all
2
3
(Middle)
4
5
(Highest)
Lesson hit this criteria very
well
Make sense of
problems and
persevere in solving
them.
The whole activity focuses
on problem solving through
one question
Reason abstractly and
quantitatively.
Asked to
make guesses
on what they
saw and data
they created
Construct viable
arguments and critique
the reasoning of others.
They are
asked to
support why
they chose
the
regression
but so not
really
critique
others
Model with
mathematics.
Pennies, graphs, data
tables, equations
HIGH SCHOOL MATH DESMOS CURRICULUM 96
Use appropriate tools
strategically.
Use the regression line you
built to predict a future
value.
Attend to precision.
Regressions
are not
entirely
precise and
student error
isn’t
accounted for.
Look for and make use
of structure.
Students are asked to use
the correct
regression(linear or
quadratic) and use it.
Look for and express
regularity in repeated
reasoning.
They are not
asked for
repeated
reasoning
Reviewer #11
Desmos Lesson 4: Card Sort: Parabolas
Does this lesson allow
students to...
1
(Lowest)
Lesson
didn’t really
2
3
(Middle)
4
5
(Highest)
Lesson hit this criteria
very well
HIGH SCHOOL MATH DESMOS CURRICULUM 97
hit this
criteria at all
Make sense of
problems and
persevere in solving
them.
Students are
not asked to
problem solve
much, just
identify
Reason abstractly and
quantitatively.
Mostly
quantitatively
Construct viable
arguments and
critique the reasoning
of others.
Students are
only asked to
support
themselves
once and not
interact with
others.
Model with
mathematics.
Graphs, equations,
multiple representations
Use appropriate tools
strategically.
Mostly just
identification
HIGH SCHOOL MATH DESMOS CURRICULUM 98
Attend to precision.
Students must
be precise in
selecting the
graphs and
equations
Look for and make use
of structure.
Students are asked to use
the structures to identify
features of quadratic
equations
Look for and express
regularity in repeated
reasoning.
Have to make
multiple
connections
between
graphs and
equations
based on their
reasoning
Reviewer #11
Desmos Lesson 5: Two Truths and a Lie: Parabolas
Does this lesson allow
students to...
1
(Lowest)
Lesson didn’t
really hit this
criteria at all
2
3
(Middle)
4
5
(Highest)
Lesson hit this criteria
very well
HIGH SCHOOL MATH DESMOS CURRICULUM 99
Make sense of
problems and
persevere in solving
them.
Use their knowledge of
parabolas to come up
with their own example
Reason abstractly and
quantitatively.
Reason
behind their
thinking of
the lie
Construct viable
arguments and
critique the reasoning
of others.
Interact with classmates
examples and reason
through the lies
Model with
mathematics.
Graph and
however they
chose to
interpret.
Use appropriate tools
strategically.
The graph is
the only tool
given to use.
Attend to precision.
Students will
keep others in
check with
their lies if
they are not
precise
HIGH SCHOOL MATH DESMOS CURRICULUM 100
Look for and make use
of structure.
Use of the structure of the
quadratic to come up with
truths and a lie on your
own
Look for and express
regularity in repeated
reasoning.
Becoming familiar with
parabolas by examining
student examples.