Online Projects, Collaboration Sites and Publishing Opportunities

Lesson Idea Name: Asking the Tough Questions

Content Area: Algebra
Grade Level(s): 9th
Content Standard Addressed: MGSE9-12.F.IF.4 Using tables, graphs, and verbal descriptions, interpret the
key characteristics of a function which models the relationship between two quantities. Sketch a graph
showing key features including: intercepts; interval where the function is increasing, decreasing, positive, or
negative; relative maximums and minimums; symmetries; end behavior; and periodicity.

Technology Standard Addressed: 3. Knowledge Constructor - Students critically curate a variety of resources
using digital tools to construct knowledge, produce creative artifacts and make meaningful learning
experiences for themselves and others.

Selected Online Project/Collaboration Site/Publishing Opportunity: Ask Dr. Math

URL(s) to support the lesson: http://mathforum.org/library/drmath/sets/high_equations.html

Describe how you would incorporate an Online Project/Collaboration Site/Publishing Opportunity in your
classroom:
I would incorporate this specific online collaboration site at the end of the lesson segment on graphing
functions and analyzing key features of those graphs. After teaching the material, letting the students work
through multiple solo and group exploration activities, and fostering multiple discussions about this material,
I would ask the students to think about any questions they may still have about graphing functions. I would
then direct the students to this online collaboration site to search the archives and see if Dr. Math had
already answered their question. If so, they would need to write down their question, the answer, and use
their newfound knowledge to solve one more graphing problem. If they couldn’t find their question in the
archives, I would have them submit the question to Dr. Math and then ask their peers if they had an answer.
If their peers didn’t have an answer then they could ask me, their teacher.
Once everybody finished looking up their questions and using their new knowledge to solve a final problem,
the students would be asked to present their findings to the class in a big-group discussion. This would allow
students to hear every answer to every question and learn from each other about things they may have not
understood either. After the discussion, I would encourage the students to go back to the online collaboration
site at home and continue looking through the archives to see if any questions piqued their interest.
What technologies would be required to implement this proposed learning activity in a classroom?
Devices capable of accessing the internet
Describe how the following features are addressed in this learning experience (note: all of them may not be
addressed in the project, but most should be if you are reaching a high LoTi Level).
a. Collaboration with peers, near-peers, mentors outside their classroom and often beyond their
school: Students will collaborate with “Dr. Math” to find answers to their lingering questions.

b. Student-centered learning and knowledge creation (creating original data and or producing original
products as a result of engaging in a project): Students will have to create a simple presentation
based on what they learned in the lesson segment and what they learned in the activity.

c. Higher-order thinking: Students will build on their previous knowledge to create new knowledge and
apply that knowledge to a math problem.

d. Students publishing their original work to others who will use/care about their product: Students
will discuss their work with the class.

Spring 2018_SJB
 Online Projects, Collaboration Sites and Publishing Opportunities

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):

This activity satisfies the principle of multiple means of engagement by allowing students to learn through
engaging with a website and each other in a class discussion. The principle of multiple means of
representation will be satisfied as students will not only learn through reading explanations of math concepts
but also through discussing these concepts with their peers. Finally, the principle of multiple means of action
and expression will be satisfied as the teacher can assess student knowledge through their completion of the
activity and participation in the class discussion.
Lesson idea implementation and Internet Safety Policies:
In this activity, students would only be permitted to visit the pre-approved online collaboration site. If they
were to ask Dr. Math a question themselves, they would either ask it anonymously or using only their first
name. This way no confidential information could be published.
Reflective Practice:
After this lesson, I would encourage students to continue using this resource to explore different math topics
and shed light on some misunderstandings they may have. I would encourage them to browse the archived
questions from other math subjects as well as the one they are currently enrolled in so they could fully round
out their math knowledge.

Spring 2018_SJB