Online

Projects, Collaboration Sites and Publishing Opportunities

Lesson Idea Name: Problem Solving Skills Competition
Content Area: Mathematics (Pre-Algebra)
Grade Level(s): 8
Content Standard Addressed:
CCSS.6.EE.7: Solve real-world and mathematical problems by writing and solving equations of the
form x + p = q and px = q for cases in which p, q and x are all nonnegative rational numbers.

Technology Standard Addressed:
7c: Students contribute constructively to project teams, assuming various roles and responsibilities to work
effectively toward a common goal.


Selected Online Project/Collaboration Site/Publishing Opportunity: MathCounts

URL(s) to support the lesson:
http://mathcounts.org
https://videochallenge.mathcounts.org/sites/default/files/1819_math_video_challenge_playbook_updated-
090418.pdf


Describe how you would incorporate an Online Project/Collaboration Site/Publishing Opportunity in your
classroom:

In the classroom, we have been studying pre-algebraic concepts and number sense as a means of problem
solving. This will be a large project towards the end of the semester that students will collaborate on using the
knowledge they have been learning this year. Students can work outside of class but will be given time in class
as well to work on this project with their peers.

Students will be given the problem:

Problem Solving: #91: Two days ago, Neil was assigned a set of problems to solve. Today he solved the final
three. Yesterday he solved half of those then remaining plus half a problem. The first day he solved half of those
assigned plus half a problem. How many problems were in the assigned set? (Answer: 15)

This is from the mathcounts website. Students will work in groups of four to solve this problem and then will
research or consider real-life examples of this task. Then, they will submit these to me and I will take them for
review. Finally, in their groups, students will create a video explaining their solutions and real-life examples, not
to exceed five minutes. These will then be uploaded on to the Math Video Challenge website and be voted on to
possibly win.
What technologies would be required to implement this proposed learning activity in a classroom?
Computer or tablet with video and audio capabilities.
Headsets.
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 are working in groups of four to solve the given problem and then find a real-world application.
They will then present this on a video (3-5 min) explaining their findings. Similarly, students can view
other students answers and explanations of the given problem as well as several others to broaden their
understanding.

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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 be engaging in this project by solving the
problem and finding their own real-world examples in their groups of four. This will build off of what we
have been studying in class and assess their higher-level thinking as the problem chosen is multi-
stepped. They will then create their own original work through a video that will be posted (if all
necessary forms of consent are given) to the Math Video Challenge website.

c. Higher-order thinking: Students will be using what we have been learning in class to build off of in this
problem. They will have to work together using several “tools” of knowledge the teacher has given them
to find the solution to the question. Similarly, they will have to find a real-world example, connecting
their knowledge outside the classroom.

d. Students publishing their original work to others who will use/care about their product: Students will
be publishing their work to the Math Video Challenge website in which it can be voted on by peers,
other students outside the classroom, and anyone in the general public. Then, if they make the top 100
videos, they will be reviewed by expert judges and there will be 20 semifinalists. There work will be
viewed by the math community and used for several educational purposes within our own class by
viewing one another’s’ videos, as well as classes around the U.S.


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 lesson provides the opportunity for all students to participate and
learn from one another, outside resources, as well as students beyond our classroom and around the U.S. By
having students work in groups, they are able to discuss and engage with one another. I will make sure that
everyone in the group is assigned a task so everyone has the opportunity to participate. This will be a multi-day
project that will be done in and outside of the classroom. Similarly, the various components allow all students
to participate in discussion. For example, for deaf students, they can participate in solving the problem and
finding research around real-life scenarios while other group members record audio in the video. Peers can
work together to use this platform in a variety of ways. It also enhances their learning because students can
see and/or listen to other students’ video regarding their question.

Lesson idea implementation and Internet Safety Policies: In order to implement this lesson plan, first, the
school principal would need to approve of this activity. Second, the parents of each student would need to sign
a formal agreement that it is okay for their students to be publishing videos of themselves online. Finally, as
the videos are the students’ original work, they will have to give consent to its publishing.

In addition, the teacher should be monitoring the students closely and letting them know how to safely use the
websites and technology materials they are presented with.

Reflective Practice: This project could impact student learning in several ways. It will have students engage
with mathematical ideas and students around the world. This gets students excited about math and eager to
learn. Similarly, by requiring a real-life example, students can discover how these ideas are used in their every
day lives and experiences. Finally, they will be publishing their own work which provides a sense of pride and
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ownership, that may also be viewed by mathematical experts. In addition, if any of the students win, the
students will win a $1,000 scholarship.

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