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# Instructional Software

## Lesson Idea Name: Graphing and Solving Inequalities

Content Area: Mathematics

Content Standard Addressed: MGSE9-12.A.REI.3 Solve linear equations and inequalities in one variable
including equations with coefficients represented by letters. For example, given ax + 3 = 7, solve for x.

Technology Standard Addressed: 1c Students use technology to seek feedback that informs and improves
their practice and to demonstrate their learning in a variety of ways.

## URL(s) to support the lesson (if applicable):

https://www.brainpop.com/math/algebra/graphingandsolvinginequalities/

## Type of Instructional Software:

☐ Drill and Practice ☒ Tutorial ☐ Simulation ☐ Instructional Game ☐ e-books/e-references

## Features of this software (check all that apply):

☒ Assessment Monitoring/Reporting
☐ Allows teacher to create customized lessons for students
☐ Multi-user or collaborative functions with others in the class
☐ Multi-user or collaborative with others outside the class
☒ Accessible to students beyond the school day
☒ Accessible via mobile devices
☐ Multiple languages
☐ Safety, security and/or privacy features

## 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 has closed captioning and a transcript of the video for
students that need the visual of the words. The headphones can provide the user to adjust the sound as
needed.
Lesson idea implementation:
Students will come in to the classroom and sign out a computer from the front of the room. I will have sent
them the instructions with the link for pulling the video up through Google classroom. The students will need
to have either brought headphones or check them out when they check the computer out. They should pull
the video up and start watching it. At the end of the video, there is an option to take a quiz. They will click on
it. Then they’ll have the option to take a review or graded quiz. The review quiz tells the students whether or
not they got the question wrong as soon as they answer the questions. The graded quiz gives the feedback
after they have answered all the questions. In their instructions, I will tell them to decide which kind of quiz
they want to take. While the students are watching the video, I will be finishing checking out the computers
Spring 2018_SJB
Instructional Software
and headphones, then walking around classroom in order to help students with the quiz. If they choose to
take the review quiz, then they’ll receive feedback on whether the answer is right or wrong, but not why the
question is right or wrong. I will be there to help them understand what they need to do. When the students
finish the quiz, they will take a screenshot of their quiz grade and upload it to Google classroom along with
any work for the problems the missed to receive credit. This should take about 20 minutes for the whole class
to finish.

The students that finish early can start creating 10 problems and switch problems with another student. This
will give the students a chance to practice creating problems in order to demonstrate their knowledge. It will
also give the students a chance to try harder problems or problems that may end in a fraction. When the class
is finished, we will go over anything that I have consistently seen as a problem with the students and
answering questions they might have, which should take about 15-25 minutes. The last five minutes will be
used for explaining the homework.

Reflective Practice:
Using the BrainPOP video to help introduce solving the inequalities is a great idea, but allowing the students
to do so much of the activity on their own might not work like I would like it to. Maybe watching the video
should be something they do for homework, or we do all together as a class. I think allowing the students to
watch the video and then test their knowledge on the material can help students figure out what they are not
understanding about the concept. There have been so many times that students say, “I don’t get this,” but
they do not know what they are not understanding. They just know something is not clicking. Knowing what is
hindering their understanding is such a good thing to know.

Spring 2018_SJB