Lesson Idea - Multimedia

Lesson Title
Experimenting In A Math Class
Content Area
Advanced Algebra Concepts and Connections (Algebra 2)
10th and 11th

Content Standards
AA.FGR.5: Extend exploration of quadratic solutions to include real and
non-real numbers and explore how these numbers behave under
familiar operations and within real-world situations; create polynomial
expressions, solve polynomial equations, graph polynomial functions,
and model real-world phenomena.

AA.MM.1: Apply mathematics to real-life situations; model real-life

phenomena using mathematics
Technology Standards
1.1 Empowered Learner
1.1a – Students articulate and set personal learning goals, develop
strategies leveraging technology to achieve them and reflect on the
learning process itself to improve learning outcomes.
1.1c – Students use technology to seek feedback that informs and
improves their practice and to demonstrate their learning in a
variety of ways.
1.1d – Students understand the fundamental concepts of technology
operations; demonstrate the ability to choose, use and troubleshoot
current technologies; and are able to transfer their knowledge to
explore emerging technologies.

Integrated Technology
Students will use multimedia apps such as IMovie or Adobe-Animate,
and editing softwares such as Adobe-Premiere Pro.

Students will also use the internet as an assistive tool in problem

solving the given math problem, for the project.
Reference or
Supporting Resources Dan Meyer: Math class needs a makeover | TED Talk

This website helped me see the fun in creating applications math

problems and promoting higher-order thinking by removing the pre-
generated states that students would normally solve arithmetically.
It reinforces the idea of empowering student learning and math
equity (all students regardless of their background in math are
engaged with each other and the math, and they also respect each
other ideas).

Art of Problem Solving

Reddit - Dive into anything
Mathematics Stack Exchange
 These websites are places where students can come ask questions
and communicate with other people learning math and with math
experts. These websites also utilize forums as a medium of
communication. Thus, students can communicate with multiple
people simultaneously.

Bloom’s Taxonomy
Levels Remembering, Understanding, Applying, Analyzing, Evaluating,
Creating
Integration Level
Level 6: Refinement

Importance of
Technology Using multimedia authoring tools help make problem solving much
more easier and students can come up with multiple strategies to not
only solve the math problem, but also experiment with it, generating
new ideas as they come with each new strategy. For instance, when
solving a quadratic problem of throwing a basketball, students might
find that the angle of which the ball was thrown also matters. The
project can be completed without technology, but not only would it
make the problem solving harder, but it also take away the fun out of
the problem solving and give the student a limited amount of ideas to
work with.
Internet Safety and
Student Privacy Inappropriate behaviors could arise in Direct Messaging, Students
accounts might get hacked (by sharing personal information), and
unintentional behavior could occur out of my control if students
exchange phone numbers with another person. The best way for me to
minimalize the risks is for me to make resources available that follow
my school district guideline, I could ask the administrators for approval,
and I should also ask any supervisor for suggestions, and most
importantly, follow the school district guidelines, since they either
already took internet safety in account or had issues before.
Universal Design
Rationale Students are given the option to engage in a community of other
students and math experts, which satisfies the multiple means of
expression section of the UDL wheel. Students can express their
mathematics through different uses of symbols and even physical
manipulatives which satisfies the multiple means of language section of
the UDL wheel. Students are given options to showcase the application
of their math solution through a wide variety of ways (throwing a
basketball, running, marble roll, or playground swings, which satisfies
the multiple means of action section of the UDL wheel.
Lesson Idea
After completing the warmup, students will be placed into groups of 4
and be shown the project prompt. From a list of math problems given,
related to quadratics, students are to pick one. After they pick one, they
will begin brainstorming and generate ideas for some possible
approaches to create solutions for it. I will go around to each group and
give minimum assistance, by only asking questions based off their
ideas that will get them to think deeply and get a rough idea on where to
start. After two weeks, students will present their findings by first
showing their solution and explain it to the class, then they will show
 the video of them applying it. While the students present, I may ask
them questions to elaborate on their thinking, I will ask the class
questions in relation to what the presenters are explaining. Each
presenter will be graded on 4 factors: their solution, their presentation,
their video, and their paper explaining their observations and could they
have done better.
The final product can be used to differentiate learning in two ways. The
first way, is that other students and even I can learn from the
perspective of the group presenting. The second way, the information
collected from all 4 factors of the grading to create learning groups. For
instance, if I decided to do an activity where students are going to be
directly engaged with mathematics, I can assign their groups based off
their different types of intelligence (multiple intelligence theory) and
mathematical strengths/weaknesses. The best way I can extend the
student learning to a higher level is by having them actual communicate
with a science teacher/science expert to where they can give the
students additional information to think about and then have them
refine their submit.
Design Reflection
Students are going to be largely impacted by this activity by being
allowed to communicate with different people, outside of their
classroom environment, which will open the scope of their knowledge.
The biggest impact would be mathematical equity where, regardless of
their background, every student has the equal-level playing field. When
we move on to talking about trinomials, I could used extend upon the
ideas presented by students to talk about factoring, where I could take a
students solution or trinomial, and factor it, then we could talk about
what that would mean in the context of the students’ video. Some other
technological tools I could use to enhance the project would be
teaching my students how to put an equation into google sheets so it
could do calculations for them in less than a second, which would allow
them to make refinements to the equations they are coming up with for
their solution. For an example, a group working on an application
problem, would make an equation to model the situation, then they put
it into google sheets and compare the results to the context of the
problem, which will determine if they should make refinements or not.