MultiMedia Tools

Lesson Idea Name: Graphing Proportional Relationships and Unit Rate

Content Area: Mathematics
Grade Level(s): 8th
Content Standard Addressed: MGSE8.EE.5 Graph proportional relationships, unit rate as a slope of graph,
compare 2 different proportional relationships represented in different ways

Technology Standard Addressed: Empowered Learner

Selected Technology Tool:

☒ Movie (list application):
☐ Audio (list application):
☐ Other: (list)
URL(s) to support the lesson (if applicable):
https://www.dropbox.com/s/1wkcpfvf35s6fmt/Graphing%20Unit%20Rates.mov?dl=0

Bloom’s 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

Universal Design for Learning (UDL)

The video on graphing proportional relationships and the unit rate will be used as a flipped classroom activity.
Using a video as a multimedia learning object allows the teacher to engage and support a variety of student
needs. Videos can be used with subtitles in order to support students with auditory or visual disabilities, as
well as ELL students. Students will have the video and will be able to watch and re-watch it as needed.
Incorporating a video learning object in the class is a great tool to offer an alternate method of instruction in
order to differentiate the students’ learning.

Lesson idea implementation:

For the flipped classroom activity, students will view the video at home. After students watch the video they
are asked to create their own proportional relationship and graph their relationship. Students are also asked
to label the unit rate on the graph, similar to the example shown in the video. Allowing the students to watch
a video about a new concept, then practicing the concept on their own will be a challenge for some students.
The students will have the video to watch as many times as needed to help with their assignment.

Students will bring their completed graphs to class to be evaluated. The teacher will review and reinforce the
content in the video in the following class. After the teacher reviews the students’ work, the teacher will
provide the class with appropriate instruction and assistance as needed. This lesson is in the middle of a
content standard, so after the students have a solid understanding of the idea of graphing unit rate, the
teacher will then move on to topic of comparing 2 different proportional relationships.

Spring 2018_SJB
 MultiMedia Tools
Importance of technology:

This lesson idea could be implemented without using multimedia technology. However, using a video as a
learning object is a great option for incorporating technology in the classroom and providing an alternate
means of instruction. There will also be an audio file and transcript that will be used for this flipped classroom
activity. Providing students with multimedia tools and the opportunity for an online-based learning activity
supports higher levels of LoTi and allows for differentiation in instruction so all students will be engaged and
supported.

Internet Safety and Student Privacy:

In order to take precautions toward internet safety, students will be accessing the flipped classroom activity
through the classroom blog. The blog contains the audio file with the introduction for the flipped classroom
activity, then the classroom blog links directly to the video file. The way in which the technology tools
required for the classroom are provided minimizes many internet safety risks. The classroom blog will have
already been introduced to parents, administrators, and the students so the parents and administrators
should not have many, if any, concerns with the flipped classroom activity. In this activity students are not
required to input any personal information or publish any work online which protects the students’ privacy
and falls under internet safety policies.

Reflective Practice:

Allowing students the opportunity to participate in a flipped classroom activity equipped with multimedia tools will
present the new content in an engaging way and provide support to different students’ needs. I will be interested to see
how well the students learned the new content and if they were able to apply to concept to their own original
proportional relationship and graph. Requiring the students to practice the new concepts on their own is a challenging
task that will require higher levels of mathematical reasoning. After evaluation of the students flipped classroom work, I
would love to be able to incorporate similar activities into the course instruction in order to provide different methods of
instruction.

Spring 2018_SJB