Your name: Jennifer, Bob Caitlin, Nicole

Your Team name: Mathletes

DECIDE Phase outline for your Team Project
Describe the focus (grade, content, topic):
Grade: Grade 9
Content: Algebra 1
Topics: Real World Application of Slope (Rate of Change)
Algebraic Reasoning
Linear Functions/Slope

Identify content standards and NET-S:

Content Standards
A1.2.2.1.2: Apply the concept of linear rate of change (slope) to solve problems.
A1.2.2.1.4: Determine the slope and/or y-intercept represented by a linear equation or graph.

1.
2.
3.
4.
5.

ISTE NETS
Creativity and Innovation
Communication and Collaboration
Research and Information Fluency
Critical Thinking, Problem Solving, and Decision Making
Technology Operations and Concepts

Student learning goals (What will your students know and be able to do by the end of this
learning experience?):
1) SWBAT apply slope/rate of change to accommodate all citizens in various situations.
2) SWBAT compare and contrast the importance of the ADA.
3) SWBAT build a model of a slope that can be applied to a scenario where it is not ADAcompliant.

How are the following addressed:

Constructivism
Real life application of slope is linked to prior knowledge of how to
compute slope.
Students will learn about the slope of a handicap ramp being ADA
compliant through their experiences within their own community.
Learning will take place in groups.
This is a student centered learning activity.
Blooms Digital Taxonomy
Students will be planning, designing and creating a handicap ramp that
has a slope that is ADA compliant.
Students will film a video of the creation of their ramp and present it in
time lapse fashion.
Students will be evaluating handicap ramps in their community to see if
they are ADA compliant.
Multiple Intelligences
This lesson will appeal to those students who possess the
bodily/kinesthetic intelligence as they will be building models, taking pictures,
and presenting their findings.
This lesson will appeal to those students who possess the interpersonal
intelligence as they will be collaborating with partners for discussion and
activities.
This lesson will appeal to those students who possess the intrapersonal
intelligence as they will be able to brainstorm and reflect independently.
This lesson will appeal to those students who possess the naturalist
intelligence as students will be going out into their local communities to take
pictures.
This lesson will appeal to those students who possess the linguist
intelligence as students will be able to reflect and record those reflections in a
journal.
This lesson will appeal to those students who possess the spatial
intelligence as students will build a scaled model of a ramp
This lesson will appeal to those students who possess the
logical/mathematical intelligence as they will be graphing the slope and rate of
change on a coordinate plane
Cooperative/Collaborative learning
This lesson will include the opportunity for students to work collaboratively in groups of 3 to
discuss, design, create, and present.
The teacher will group students heterogeneously based on their intelligences.
Students will formulate their own answers, share their answers with their partners, and listen
to their partners answers to come to a collaborative agreement on the final product.
As a part of their reflective journal, students will hold each group member accountable for

their role within the group.

1)
a)
b)
2)
a)
3)
a)
4)
a)
b)
5)

Identify students prerequisite skills:

Slope
computing through rise/run
computing using 2 points
Graphical Representations of lines
graphing slope and y-intercept to create a line
Ratio and Proportions
constant of proportionality
Measurements
taking measurements
unit conversion (feet to inches, vice versa)
SketchUp

Determine how you will monitor and assess student work:

1)
2)
a)
b)
c)
3)
4)

Facilitating conversations/discussions
Checkpoints - Daily (at the end of each class period)
Providing roles for small groups
Reviewing daily journal for log of groups work
Review design of ramp (SketchUp or Graph Paper)
Reflection Journal
Presentation

How will multimedia be used to enhance the learning process?

1) Incorporating video and pictures to have our students analyze various compliance standards
2) Students will document ADA compliant or non-compliant scenarios in community
3) Sketchup app to design a slope for a situation to adapt to fit standards of ADA

DESIGN Phase
Content Outline
1. Decide Phase
a. Teacher Role
i.
Divide students into groups
1. no larger than 3
ii.
Assist in assigning roles within groups
iii.
Present ADA questions for discussion
1. What do you know about handicap ramps?
2. Have you or a family member ever had to use one (because you were in a wheelchair or using
crutches)?
3. Do you know someone that has to regularly?
4. Can you think of a place in our community that has one?
5. Can you think of a place in our community that should have one and does not?
iv.
Present class with video
1. Examples
https://www.youtube.com/watch?v=w9asMwsjKjM (example of difficulties and problems with bad
ramps)
https://www.youtube.com/watch?v=bXiHnrdaRUw (ADA compliance video)
v.
Present class with images
1. Examples
students identify ramps that are and are not ADA compliant
determine what they can do to improve the noncompliant ramps
vi.
Present class with Community involvement
1. Homework assessment
b. Student Role
i.
Brainstorm roles and responsibilities within context/content
ii.
Brainstorm Discussion content
1. Synthesize prior knowledge of ADA law
2. Synthesize personal experience with ADA law
3. Synthesize community role of ADA law
iii.
Analysis of presented content
1. Scribe notes on presented video
2. Scribe notes on presented imagery
iv.
Reflect on content presented
1. Interpret reflection in class journal of law
2. Complete community assessment/investigation
option to complete with internet for unable students
2. Design Phase
a. Teacher Role
i.
Facilitate group conversation of varying images
1. take 1 per whole class for class discussion
ii.
Present students with design guidelines of ramp
1. coordinate plane (paper)

2.

SketchUp app
Facilitate journaling activity
b. Student Role
i.
Brainstorm and Discuss content
1. Groups discuss different pictures taken
2. Compare within group that varying types of ramps
ii.
Outline desired outcomes
iii.
Decide ramp to create community space
iii.

3. Develop Phase
a. Teacher Role
i.
Utilize multi-media tools
ii.
Present students with presentation guidelines
1. show flowchart
iii.
Present students with modeling guidelines
1. show materials
iv.
Active recording for time lapse video, reflection
b. Student Role
i.
Continue design of ramp using multimedia tools
ii.
Decide images to include for presentation
iii.
Create powerpoint (or slideshow) presentation
1. various other apps can be used to enhanced characteristics
iv.
Build model of ramp
1. legos
2. popsicle sticks
v.
Write presentation script
1. utilizing reflection logs
vi.
Present to class
vii.
Write reflection of entire process
1. submit in class journal
4. Evaluate Phase
a. Teacher Role
i.
Observe and Monitor student involvement
1. provide valuable feedback
ii.
Observe, Monitor, and respond to daily journals
1. provide valuable feedback
iii.
Evaluate student presentations
1. provide valuable feedback
iv.
Evaluate student-built models
v.
Whole project evaluation
1. Were all goals met?
2. Did the use of technology enhance student learning?
Was it meaningful?
Could it be improved?
b. Student Role
i.
Self-assessment within the group dynamic
ii.
Self-assessment within the created project
iii.
Peer-assessment within the group dynamic
iv.
Peer-assessment within the created project

v.

Whole-group evaluation of presented materials

Flowchart

Screen Layout for Students Powerpoint

Presentation
Slide 1

Slides 2-3

Slide 4

Slide 5-6

Slide 7

Slide 8

Slide 9

Rubric for Ramp Design Project

(5) Meets or
Exceeds
Expectations

(4-3)
Satisfactory
Evidence of
Expectations

(2-1) Needs
Improvement
of Evidence

(0) No Evidence
provided

Content

-Slope Ratio
within (1:12)
and (1:20)

-Minor
calculation
error in slope

-Major
calculation
error in slope

-Slope
requirement did
not meet the ADA
standard

Design

-Ramp design
meets
minimum ADA
requirements
-Design is

-There are
minor flaws in
the design
-1 or 2
computational

-There are
major flaws in
the design of
the ramp.
-Many

-Ramp design
does not meet
ADA minimum
requirements
and/or the design

Points
Earned

neat,
organized and
clearly labeled

errors
-ADA
requirements
are met
-Design is not
labeled or is
not neat and or
organized

computational
errors.
-Features are
mislabeled or
are not labeled

is poorly
organized with
mislabeled
features

Flowchart

-NonCompliant and
Compliant
boxes have at
least three
examples
-Students
have listed at
least three
ways to
improve the
non-compliant
ramps

-Noncompliants and
Compliant
boxes have
less than three
examples
-Students have
listed less than
three ways to
improve noncompliant
ramps

-Non-compliant
and Compliant
boxes have
been filled in
but How to
improve noncompliant
ramps has
been left blank,
or all three
boxes have
less than
required

-All three boxes

have been left
blank
OR
-The boxes have
been initiated but
left and
submitted
incomplete

Powerpoint

-Screen layout
for
presentation
was followed
-Presentation
is visually
appealing
-Video played
correctly with
sound
-Requirements
for each slide
were met

-Screen layout
was followed
--Missing 1 or 2
requirements
on 1 or 2 slides
-Minor problem
with the
pictures and or
video

-Missing more
than 2 slides or
slide layout
was not
followed
-Missing more
than 2
requirements
on more than 2
slides
-Photos were
blurry or video
would not load
-Presentation
was not
visually
appealing

-Screen layout
was not followed
-Missing parts of
the presentation
-Video would not
play or was
missing
-Missing
requirements for
the project
-Presentation
was not visually
appealing

Group Work

-Each member
participated in
all aspects of
decide,
design,
develop, and
evaluate stage
-Each member
successfully

-Most
members
participated in
all aspects of
decide, design,
develop, and
evaluate stage
-Most
members

-Two members
completed all
aspects of
decide, design,
develop, and
evaluate stage
-Two members
collaborated in
google doc

-One member
completed all
aspects of
decide, design,
develop, and
evaluate stage
-Google doc was
not used

participated in successfully
the google doc participated in
provided
google doc
provided

provided

Sketch Up
(optional)

-Product is
accurately
constructed
based off of
Design.

-Product has
minor
construction
flaws based off
of Design.

-Product has
major
construction
flaws based off
of Design.

-Product is not
accurately
constructed
based off of
Design.

Journal

-All daily
entries
demonstrate
meaningful
student
reflection.

-All daily
entries are
complete,
majority
demonstrate
meaningful
student
reflection.

-All daily
entries are
completed, few
show
meaningful
student
reflection.

-Two or one daily

entries are
completed with
minimal
reflection.
OR
-No daily entries
recorded.

Presentation

-All members
of the group
have a
meaningful
role.
-Presentation
is
professional:
i.e.
appropriate
volume,
collaboration.

-All members
of the group
have a
meaningful
role.
-Professionalis
m of the
presentation
can be
improved: i.e.
students are
hard to hear or
understand,
students
interrupt each
other.

-All members
of the the
group have a
meaningful
role.
-Presentation
lack
professionalis
m, i.e. students
demonstrate
lack of
collaboration.

-Not all members

of the group have
a meaningful
role.