AnnotationThis activity is designed for the 9th grade class, step 5.1. A math tool called an autograph is used to help students learn the slope of a line. In this annotation, I will explain how the curriculum learning outcomes relate to the activity, how the autograph helps students better understand the gradient, how I modify this activity to meet student needs, and how I conducts assessment for learning in the process. In this activity, students are asked to use appropriate terminology, diagrams, and symbols in a linear relationship to answer questions (MA5.1-1WM). They had to provide reasoning to support their conclusions (MA5.1-3WM). For example, they ask to give the reasons for the graph that they think has the smallest gradient and to explain why the gradient in question 2, part i is equal to 1. They also ask to determine the gradient of a interval and graph the linear relationship with technology use (MA5.1-6NA). A large-scale study suggested that math software increases student engagement and test scores. Barrow et al. (2009) tested a computer program designed to improve pre-algebra and algebra skills. They found that students learning in a computer lab had scores 27% higher than those in a traditional classroom. Similarly, Rochelle et al. (2007) found that the use of Sim Calc Mathworlds improved students' understanding of mathematics. Students who used Sim Calc had better understanding than students who studied in a standard classroom. By using an autograph, students could better understand what a gradient is, what a gradient looks like, and how it is formed. Use an autograph to create an interval between two points and form a right triangle where the interval as the hypotenuse of the triangle could be found in the middle of the paper......the tool could be very useful in demonstrating knowledge and help student learn math concept. However, the connection between the activity and the mathematical tool must be carefully designed to meet the needs of all students as well as the assessment of learning as they progress. Reference: Barrow, L., Markman, L. and Rouse, CE (2009) Technological advantage: the educational advantages of computer-assisted instruction. American Economic Journal: Economic Policy 1 (1) 52-74Roschelle, J. et al. (2007). SimCalc Project Expansion: Can a technology-enhanced curriculum improve students' learning of important mathematics? (Technical Report 01). Menlo Park, CA: SRI International. Gardner, H. (1999). Intelligence reframed: multiple intelligences for the 21st century. New York: Basic Books. Brown, S. (2004). Assessment for learning. Learning and teaching in higher education, 1(1), 81-89.