Basic Productivity Tools (BPT)

Lesson Idea Name: A functional Video about functions

Content Area: Algebra
Grade Level(s): 9
Content Standard Addressed: MGSE9-12.A.CED.1 Create equations and inequalities in one variable and use
them to solve problems. Include equations arising from linear, quadratic, simple rational, and exponential
functions (integer inputs only). MGSE9-12.A.CED.2 Create linear, quadratic, and exponential equations in two
or more variables to represent relationships between quantities; graph equations on coordinate axes with
labels and scales. (The phrase in two or more variables refers to formulas like the compound interest
formula, in which A = P(1 + r/n)nt has multiple variables.) MGSE9-12.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. MGSE9-12.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 function and an algebraic
expression for another, say which has the larger maximum.

Technology Standard Addressed: 3d. build knowledge by actively exploring real-world issues and problems,
developing ideas and theories and pursuing answers and solutions; 6c. communicate complex ideas clearly
and effectively by creating or using a variety of digital objects such as visualizations, models or simulations;
6d. publish or present content that customizes the message and medium for their intended audiences; 7c.
contribute constructively to project teams, assuming various roles and responsibilities to work effectively
toward a common goal; 7d. explore local and global issues and use collaborative technologies to work with
others to investigate solutions

Selected Technology Tool: Microsoft PowerPoint

URL(s) to support the lesson (if applicable): https://support.office.com/en-us/article/Turn-your-

presentation-into-a-video-c140551f-cb37-4818-b5d4-3e30815c3e83

Blooms Taxonomy Level(s):

Remembering Understanding Applying Analyzing Evaluating Creating

Levels of Technology Integration (LoTi Level):

Level 1: Awareness Level 2: Exploration Level 3: Infusion Level 4: Integration
Level 5: Expansion Level 6: Refinement

Lesson idea implementation: In an earlier lesson, students considered how scientists use functions to
compare similar processes. Moving from a computational understanding of the relationship between two
functions, students will work from the teachers model video to make their own. In a video created in
PowerPoint, the teacher will demonstrate how she 1) wrote her own word problem to create and compare at
least two related functions 2) how she solved the problem in at least two separate ways (e.g. algebraically,
graphically, pictorially, etc.) and 3) how she made a video to share her learning with the class. The students
will follow the educators model to design their own problems and videos. Unlike the teachers video (which
explored a scientific issue from the past), students will consider scientific questions that interest them. After
watching the teachers video, the students will work in groups to make a short narrated PowerPoint video to
practice using the PowerPoint software. The last 20 minutes of the class, students will brainstorm in groups to
design their problem. Subsequent homework time and another class session will be planned to help students
to complete their work. Students will have one week to complete the assignment.

Summer 2017_SJB
 Basic Productivity Tools (BPT)
The students videos will be assessed by the quality of their technology use (is there in-sync sound, can the
video be played) and the number and correctness of their approaches (did they use at least two, did they
correctly solve the problem). . At the end of the unit, their video project will be used to provide their peers
with additional tutorials on using functions to solve problems. The activity will extend student learning as they
must understand and apply content lessons in order to take on the role of a professional educator by
analyzing a problem, evaluating how to best solve it, and finally by creating tools for their own classroom.
During the process students will turn in drafts of their problem and solutions, and then their final video. They
will receive both teacher and peer feedback throughout.

Summer 2017_SJB