EDUC 2230 Final

http://www.discoveryeducation.com/teachers/free-lesson-plans/concepts-in-algebra.cfm

Above I have included the full link to the preexisting lesson plan that I will be
integrating technology into. The lesson plan spans out across a 3 day learning
period for the students. The lesson plan comes from a Concepts in Algebra class
which could entail students anywhere from grades 9-12. The objective for the
lesson is that by then end of it, students will:

Discover Islamic achievements in mathematics.

Understand Al-Khwarizmi's six standard forms of equations.

Be able to solve equations in any of the forms.

As of now, technology does not play a significant role in the learning
process of this lesson. I do not intend on altering the learning process or changing
any of the objectives. My goal is to consolidate technology and this lesson plan
together to make for a more enjoyable and a more broad learning experience for
the students.
The list of materials needed for this lesson plan prior to my alterations are:

Discovering Math: Concepts in Algebra video

Computer with internet access

Print resources about the history of Islamic mathematics

The list of materials needed after my alterations will be:

A valid Gmail account

A Glogster page
A student Twitter account (optional but suggested)
The original procedure for this lesson plan was to have students research
the Arabic Numeral System and create a poster based on their research
using print and Web resources. I plan on using the same methods but
instead of creating a poster board I will introduce the students to Glogster.
Poster boards and their materials require money, something that can be
very hard to come by for a high school student. Glogster is completely free
and much more in depth than a simple tangible poster board. I will exhibit
all of the potential of a Glogster and introduce them to the basics and allow
them to create their own Glogster masterpiece within the guidelines of the
project. I think students will enjoy this much more than a poster board
because it is incredibly more convenient for everyone. No money is
required; there is no hassle with printing and then cutting out specified
areas of the paper and then using adhesive to attach it to the poster board.
The students will not have the tedious task of carrying around a large
poster board all day and risking the event of it getting damaged. We are
shifting into a technology based society and employing this use of
technology in the classroom has limitless capabilities.
The students will work in groups for this, which is why I now
require them to have a Gmail account. I will add every one of them to a
classroom blog and then separate the blogs based on groups and show the
students how to use the blog to share ideas and communicate from the

comfort of wherever they may be. They can use Google Docs basically as a
place to discuss future and current ideas and also to store any existing
material they think may be useful to their project.
Before the grouping occurs, I will require the students to individually summarize their
findings in a one page report and, using their knowledge of the class blog, post their
summarization to the blog from where I will evaluate them and make sure every student is
ready to start the project.
I will then:
1.

Have students choose a partner to share their reports and answer any questions. Then
have each student summarize the partner's report for the class, including at least three interesting
facts.

2.
3.

Show students how to solve equations in the squares equal to roots form, ax2 = bx,
algebraically and geometrically and provide students time for practice.
Show students how to solve equations in the squares equal to numbers form, ax2 = c,

algebraically and geometrically and provide students time for practice.

4.
Show students how to solve equations in the roots equal to numbers form, bx = c,
5.

algebraically and geometrically and provide students time for practice.

Show students how to solve equations in the squares and roots equal to numbers form,

ax2 + bx = c, algebraically and geometrically and provide students time for practice.
6.
Show students how to solve equations in the squares and numbers equal to roots form,
ax2 + c = bx, algebraically and geometrically and provide students time for practice.
7.
Show students how to solve equations in the roots and numbers equal to squares form,
ax2 = bx + c, algebraically and geometrically and provide students time for practice.
To bring the optional use of Twitter into this lesson plan, I will inform students that if
they do choose to create a classroom twitter account I will provide options for extra credit
based on the following:

1. How many followers can you accumulate from the time you create your new Twitter to
the time that grading period is up? (The usage of your other Twitter account to shout
out yourself is not permitted.
2. Can you get any math pages/mathematicians to follow you or give a shout out to the
class?
3. Can you successfully create a math problem (on your own) that no other student in the
school can get? (If you manage to stump Mr. Bruce as well, you will receive and
automatic A on a project of your choice)
4. Make sure you keep up with Mr. Bruces weekly math quiz via Twitter and turn in the
answer every Monday.
At the end of this project, I will have the students evaluate the learning experience
themselves in two ways. We will take the time for oral discussion for an entire class period
about their thoughts of the project and technology implementation. (Was it fun? Would
you like to do something similar again? Can you suggest anything we might take away or
add to the project?) I will also allow students to anonymously submit their thoughts to me
in a 1-2 page report if they would like for me to know their thoughts but may be too shy or
fearful of discussing them in class. Ultimately, this is for the students and I want to adhere
to their strengths or likes. The students can make any suggestion they like and after a
collaborative discussion we will decide if it is worthy of attempting or not.