Beyond the Basic Productivity Tools (BPT) Lesson Idea

Lesson Title What do you know about this?

Content Area Algebra Concepts & Connections in the 9th grade

Content Standards A.PAR.6: Build quadratic expressions and equations to represent and model real-life
phenomena; solve quadratic equations in contextual situations.
A.FGR.7: Construct and interpret quadratic functions from data points to model and
explain real-life phenomena; describe key characteristics of the graph of a quadratic
function to explain a contextual situation for which the graph serves as a model.
A.MM.1: Apply mathematics to real-life situations; model real-life phenomena using
mathematics.
Technology Standards 1.3.c: Students curate information from digital resources using a variety of tools and
methods to create collections of artifacts that demonstrate meaningful connections or
conclusions.

1.6.a: Students choose the appropriate platforms and tools for meeting the desired
objectives of their creation or communication.

1.6.b: Students create original works or responsibly repurpose or remix digital

resources into new creations.

Integrated Technology Book Creator

Reference or https://app.bookcreator.com/library/-Mk9HYNUEaVi6an_NjcR While doing my own
Supporting Resources classroom assignment that was due, I came up with this idea of having my own
students create a storybook on a certain topic. It seemed to create a very engaging
activity that could be used in a math classroom.

Bloom’s Taxonomy Understanding, Analyzing, and Creating

Levels
Integration Level Level 3: Infusion

Universal Design Within the UDL principles the tools that I have selected for this lesson plan fall under
Rationale Options for Recruiting Interest. Since it provides learners with as much discretion and
autonomy as possible by providing choices in the level of challenge, type of tools
used, color, design & layout of the graphics, and sequences or timing of tasks. It will
also provide tasks that allow for active participation, exploration and
experimentation. Thus, outcomes are authentic, communicate to real audiences, and
are purposeful.
The Book Creator would fall under the Options for Expressive Skills and Fluency
UDL principles. Since they provide learners with spell checkers, grammar checkers,
word prediction software, speech to text software, human dictation, and recording.
Lesson Idea The students will oversee creating an interactive notebook about the different
information they have learned throughout the class about the quadratic equation with
examples. The teacher will be facilitating the work and checking in with each student
to determine if their examples and information is accurate to the definition of
quadratic equation and their subparts.

The project will be introduced after a lesson on quadratic equations and the different
ways to solve them. I will show the class an example of an interactive notebook with
what their notebook could possibly entail. Giving them an idea of where to start and
letting them be creative beyond that point. I will give students 2 days to turn in the
assignment just so they have time to find all their information they need and ask any
questions they might have before submitting their interactive notebook. The students
 learning will be assessed based on if they have the basic definition of the quadratic
equation and the sub parts of a quadratic equation as well as if they have at least one
example per page of their notebook.

The final product will be used to inform/differentiate learning as the students were
the ones to choose how they will create their interactive notebook and what examples
they would use inside their notebook. They are also the ones that had to find the
examples that they wanted to highlight in their interactive notebook. This will extend
students’ learning level since they are required to know all the definitions of
quadratic equations and their subparts. I would conclude the lesson with first
showcasing everyone’s work without divulging the students name who created the
interactive notebook. After I would lead a whole group discussion and ask all the
students to name one thing they liked about someone else’s interactive notebook. I
would provide feedback on the interactive notebook by first grading based on if they
followed the direction. Afterwards I would write comments on their grade database
that I liked or found interesting to show the students that I was engaged in their
interactive notebooks.

Design Reflection I believe that having students take charge of creating an interactive notebook to show
their understanding of quadratic equations and their subparts can be beneficial. The
students will better understand the symbols used in a quadratic equation and how the
different subparts of a quadratic equation relate to the full picture. Students will feel
in charge of their learning process and thus should be more interested in their
learning. To further extend the lesson I could ask students to add more information
about quadratic equations that they have learned from previous assignments such as
the different parts of graphing quadratic equations. I could ask students to explain in
their interactive notebooks what the different parts of a quadratic equation mean such
as the x-intercepts, domain, range, maximum and minimum when using a graph of a
quadratic equation. This will extend the idea into a more in-depth notebook on what a
quadratic equation really is and all the extra information that goes along with a
quadratic equation. There could possibly be more tools to enhance this project, but I
do not know if they will enhance the learning objective or if all the students will be
more engaged with the project from the use of more tools