Download Interpreting Functions

Technology Review
Danielle Hartquist
Part A
General Information
Geogebra is an interactive mathematics software for students to use as a resource for learning
and teachers to utilize as a tool in the classroom. This software is designed for students of any
age, elementary school to the university level and joins algebra, geometry, statistics, graphing
and some calculus into one program. It is also offered in multiple languages so it can be accessed
by a broad group of people. Geogebra can be downloaded for free at www.geogebra.org. Anyone
interested in downloading this software can choose to install the software onto their computer or
start the applet version which will run the full version of the program without installing it onto
their hard drive. Geogebra can also be downloaded in an offline version and be useful for
students who do not have internet access available in their homes. This software provides
classroom and learning materials for free and the option for users to share their own materials
through GeoGebraTube, an easy interface found on the File menu. This software also includes a
special interface for younger students called GeoGebraPrim. GeoGebra has won numerous
educational software awards in the USA and Europe. GeoGebra is an “easy-to-use” software that
is designed to be a helpful resource for math students and teachers to use to enhance their
learning and teaching of math topics.
Common Core Standards
While using Geogebra students will satisfy standards in Algebra, Geometry, Statistics and
working with functions. While this software is designed for a large age group, included below is
a list of some of the standards and objectives that apply to high school students.
Algebra:
Seeing Structure in Expressions
Interpret the structure of expressions:
A-SSE.1. Interpret expressions that represent a quantity in terms of its context. ★
A-SSE.2. Use the structure of an expression to identify ways to rewrite it.
Arithmetic with Polynomials and Rational Expressions
Understand the relationship between zeros and factors of polynomials.
A-APR.3. Identify zeros of polynomials when suitable factorizations are available, and use the zeros to construct a
rough graph of the function defined by the polynomial.
Rewrite rational expressions.
Technology Review
Danielle Hartquist

A-APR.6. Rewrite simple rational expressions in different forms; write a(x)/b(x) in the form q(x) + r(x)/b(x), where a(x),
b(x), q(x), and r(x) are polynomials with the degree of r(x) less than the degree of b(x), using inspection, long
division, or, for the more complicated examples, a computer algebra system.

A-APR.7. (+) Understand that rational expressions form a system analogous to the rational numbers, closed under
addition, subtraction, multiplication, and division by a nonzero rational expression; add, subtract, multiply, and
divide rational expressions.
Reasoning with Equations and Inequalities
Represent and Solve Equations and Inequalities Graphically

A-REI.10. Understand that the graph of an equation in two variables is the set of all its solutions plotted in the
coordinate plane, often forming a curve (which could be a line).

A-REI.11. Explain why the x-coordinates of the points where the graphs of the equations y = f(x) and y = g(x)
intersect are the solutions of the equation f(x) = g(x); find the solutions approximately, e.g., using technology to
graph the functions, make tables of values, or find successive approximations. Include cases where f(x) and/or g(x)
are linear, polynomial, rational, absolute value, exponential, and logarithmic functions. ★

A-REI.12. Graph the solutions to a linear inequality in two variables as a half-plane (excluding the boundary in the
case of a strict inequality), and graph the solution set to a system of linear inequalities in two variables as the
intersection of the corresponding half-planes.
Functions:
Interpreting Functions
Interpret Functions that Arise in Applications in Terms of the Context.

F-IF.4. For a function that models a relationship between two quantities, interpret key features of graphs and tables
in terms of the quantities, and sketch graphs showing key features given a verbal description of the relationship. Key
features include: intercepts; intervals where the function is increasing, decreasing, positive, or negative; relative
maximums and minimums; symmetries; end behavior; and periodicity.★

F-IF.5. Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it
describes. For example, if the function h(n) gives the number of person-hours it takes to assemble n engines in a
factory, then the positive integers would be an appropriate domain for the function. ★

F-IF.6. Calculate and interpret the average rate of change of a function (presented symbolically or as a table) over a
specified interval. Estimate the rate of change from a graph. ★
Analyze Functions Using Different Representations.

F-IF.7. Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and
using technology for more complicated cases.★
o
a. Graph linear and quadratic functions and show intercepts, maxima, and minima.
o
b. Graph square root, cube root, and piecewise-defined functions, including step functions and absolute value
functions.
Technology Review
Danielle Hartquist
o
c. Graph polynomial functions, identifying zeros when suitable factorizations are available, and showing end
behavior.
o
d. (+) Graph rational functions, identifying zeros and asymptotes when suitable factorizations are available, and
showing end behavior.
o
e. Graph exponential and logarithmic functions, showing intercepts and end behavior, and trigonometric functions,
showing period, midline, and amplitude.

F-IF.8. Write a function defined by an expression in different but equivalent forms to reveal and explain different
properties of the function.
o
a. Use the process of factoring and completing the square in a quadratic function to show zeros, extreme values, and
symmetry of the graph, and interpret these in terms of a context.

F-IF.9. Compare properties of two functions each represented in a different way (algebraically, graphically,
numerically in tables, or by verbal descriptions). For example, given a graph of one quadratic function and an
algebraic expression for another, say which has the larger maximum.
Building Functions
F-BF.3. Identify the effect on the graph of replacing f(x) by f(x) + k, k f(x), f(kx), and f(x + k) for specific values of k
(both positive and negative); find the value of k given the graphs. Experiment with cases and illustrate an
explanation of the effects on the graph using technology. Include recognizing even and odd functions from their
graphs and algebraic expressions for them.
Linear, Quadratic and Exponential Models
Construct and compare linear, quadratic, and exponential models and solve problems.

F-LE.2. Construct linear and exponential functions, including arithmetic and geometric sequences, given a graph, a
description of a relationship, or two input-output pairs (include reading these from a table).

F-LE.3. Observe using graphs and tables that a quantity increasing exponentially eventually exceeds a quantity
increasing linearly, quadratically, or (more generally) as a polynomial function.
Geometry
Congruence
Experiment with Transformations in the Plane

G.CO.1. Know precise definitions of angle, circle, perpendicular line, parallel line, and line segment,
based on the undefined notions of point, line, distance along a line, and distance around a circular arc.

G-CO.2. Represent transformations in the plane using, e.g., transparencies and geometry software;
describe transformations as functions that take points in the plane as inputs and give other points as
outputs. Compare transformations that preserve distance and angle to those that do not (e.g., translation
versus horizontal stretch).

G-CO.3. Given a rectangle, parallelogram, trapezoid, or regular polygon, describe the rotations and
reflections that carry it onto itself.
Technology Review
Danielle Hartquist

G-CO.4. Develop definitions of rotations, reflections, and translations in terms of angles, circles,
perpendicular lines, parallel lines, and line segments.

G-CO.5. Given a geometric figure and a rotation, reflection, or translation, draw the transformed figure
using, e.g., graph paper, tracing paper, or geometry software. Specify a sequence of transformations that
will carry a given figure onto another.
Standards for Mathematical Practice
GeoGebra satisfies numerous Standards for Mathematical Practice. While using this software
students will be “making sense of problems” by creating graphical representations and diagrams
to be able to visualize different topics. This software allows students to analyze and manipulate
problems into a form that makes sense to them. Utilizing GeoGebra is taking a different
approach to a problem and in turn, students will use higher order thinking to come to a solution.
This software allows students to “construct a viable argument” visually. The Standards for
Mathematical Practice state that elementary students can do this by creating drawings and
diagrams. GeoGebra gives them a tool to do this on. For example, elementary students can use
the shapes tool to make a drawing that will demonstrate their knowledge of shapes. GeoGebra is
a technological tool that allows students to deepen their understanding of topics. This software
improves student’s development and assists them in improving their mathematical skills. Thus
GeoGebra addresses the majority of the Standards for Mathematical Practice.
Part B
All in all, GeoGebra is a very functional software that is a beneficial resource for students to
have access to. This software works well and its functionality depends on the user’s knowledge
of the program. Once the user learns how to use the software, they will find more value in
GeoGebra. The materials that GeoGebra has available can all be found at the website. They are
organized into categories such as best worksheets, featured materials, and newest materials.
Teachers can use the materials in the classroom and they can be used as an example for users
when they are making their own materials. One of the main goals for GeoGebra is to provide an
educational software for students to use as a learning tool. GeoGebra has a line, polygon, circle,
angle, translation and input tool that allows the user to create many different diagrams. Below is
an example of a diagram that I created in GeoGebra to illustrate the angle measures of a triangle.
It shows the student that the remaining interior angle completes the exterior angle that forms a
circle. Therefore, it has to add up to 360 degrees. Likewise, the three interior angles will add up
to 180 degrees. Teachers can also use this diagram to explain properties of tangent lines and
circles.
Technology Review
Danielle Hartquist
There is also a coordinate plane to plot points on. There is a side bar that keeps track of the order
and commands that the user made. This makes it efficient for the user to explain the material that
they created. GeoGebra also has the ability to make pictures of real life things and add animation
to them to illustrate a topic. Below is a screen shot of an example of this.
Technology Review
Danielle Hartquist
GeoGebra is a successful learning tool for students by making them engage in higher order
thinking. This software gives students a way to explain their thinking and manipulate problems
into a different form. It is relatively easy to learn the basic tools in the software. To create more
complex diagrams that are animated will take the user some time to learn. Once the user gets
comfortable with the software, GeoGebra definitely extends the learning and teaching of
mathematical concepts. By using this software, students look at concepts in a different way and
create visual representations of topics. In turn, they have a deeper understanding of the topic
since they are engaging deeper in thought to be able to recreate something that they have seen on
paper. This software also extends teaching by giving teachers a visual resource to show their
students. It is easier to explain something that can be seen. I would recommend schools to
purchase GeoGebra because with more practice using this software in school, students will be
able to do more with the program and learn more from it. It is a very interactive software that
will keep the students involved in learning.