Hypermedia Integration Activities:

For High School Algebra 1/2

**Part 1:**

**Video Library**

The following series of videos were selected to enhance

Algebra 1/2 classrooms with the instruction and application

of the Quadratic Formula.

1. This video by Khan Academy illustrates how to use the Quadratic Formula to solve an equation. It carefully illustrates each step in the process; including how to find the a, b, and c values. It also clearly demonstrates the proper usage of the order of operations and the importance of doing so. This would be a perfect introduction to the study of the Quadratic Formula at the Algebra 1 level.

2. This YouTube video illustrates the application of the Quadratic Formula for word problems. One of the areas of all levels of mathematics that students find challenging is application. Once students have mastered the basic computations of the Quadratic Formula it is important that they learn

*how*it can be used in real life.3. This YouTube video illustrates how to use Excel to solve a Quadratic equation. This video shows how additional technology can be applied in reinforcing a basic mathematical concept. The video does an excellent job of walking students through every single step. This lesson could easily be integrated and applied during a single class period.

4. This YouTube video illustrates how to work with imaginary or complex solutions in the Quadratic Formula. This would be appropriate at the Algebra 2 level. Student need to understand that sometimes there are no real solutions and how to work with those type of solutions.

5. This Khan Academy video illustrates how to use the Quadratic Formula for graphing. One of the primary purposes of the Quadratic Formula is to find the x-intercepts of a parabola. This video demonstrates how to use the solutions acquired.

6. The video below is from TeacherTube. These teachers perform their Quadratic Formula song to the beat of Lady Gaga and Vanilla Ice. This would be a great way to introduce students to the formula. It would peak their interest and definitely add some humor to a pretty dry mathematical concept.

7. This video from TeacherTube illustrates how to use transformations to manipulate a Quadratic equation. These tips can help students determine the critical information needed to draw a parabola by hand.

8. This video from Khan Academy shows a higher level of approaching Quadratics by completing the square. Completing the square is one of the most difficult topics for students to grasp. Using additional videos and interactive practice software is critical in helping students master the topic.

9. This video from Khan Academy shows yet another approach to solving Quadratics: solving by factoring. Just like solving by completing the square, this can be a very difficult topic for students to master. Students should be introduced to the topic, then shown the video. The topic can take repeated viewings to grasp. Interactive software should be utilized to help students grasp the concept.

10. This video from YouTube shows students how to, step by step, program their graphing calculators to run the Quadratic Formula. This topic merges the daily technology of graphing calculators and Algebra by introducing basic programming. There are numerous extensions for other programming opportunities.

Part 2:

Students will be presented videos of each of the four ways to find the solutions to quadratic functions and on the board via traditional notes which will take at least two classes of 1 ½ hours each. Graphing quadratic functions will also be explored using Geogebra. Students will be given opportunities to practice the different methods both in class in groups and at home for homework. A study guide will be given to students to help them to show all of their work when finding roots and graphing the quadratic functions on paper. The final assessment for this unit will require the students to create a glog using Glogster.com that summarizes all the different methods that they have learned. The glog will require students to create an instructional video of one of the methods. All four methods must be represented in the glog. They are also required to add an element of their choice to the glog that would enhance the glog both mathematically and aesthetically. They must submit a written justification of why they chose that element to be included in their glog.

o Students will be able to graph quadratic functions.

o Students will be able to find the roots of a quadratic function by factoring (if possible).

o Students will be able to find the roots of a quadratic function by using the Quadratic Formula.

o Students will be able to find the roots of a quadratic function by completing the square.

o Students will use technology (Quizlet.com, Geogebra.com, Glogster.com, video recording) in order to get a deeper understanding of the material being presented in class.

o Students will use technology (Glogster.com) in order to present what they have learned in the lesson.

Khan Academy videos:

Solving with the Quadratic Formula

Solving by Factoring

Solving by Completing the Square

Solving by Graphing

How to Create a Glog:

Glogster

YouTube Instructional Video

Watch instructional videos (whole group)

Complete a study guide (small group)

Practic graphing using Geogebra (individual)

Create glog (individual)

The final assessment for this unit will require the students to create a glog using Glogster.com that summarizes all the different methods that they have learned. The glog will require students to create an instructional video of one of the methods. All four methods must be represented in the glog. They are also required to add an element of their choice to the glog that would enhance the glog both mathematically and aesthetically. They must submit a written justification of why they chose that element to be included in their glog.

Students will be provided with multiple methods for each approach. Video examples can be transcribed or presented in other languages, if necessary. Videos can be stopped, started and repeated as necessary. Additional practice will be provided using interactive software. The lesson will be accessible from anywhere with internet access, as many times as needed. Additional modifications can be made for students with visual or auditory difficulties.

Avatar Generation: http://www.avatargeneration.com/2012/07/multimedia-lesson-plan-using-glogster/

Dinica, M., Dinescu, L., & Miron, C. (2012). The Stimulation of Students’ Creativity by Using Multimedia Platforms.

Glogster

Karchmer-Klein, R., & Shinas, V. H. (2012). 21st Century Literacies in Teacher Education: Investigating Multimodal Texts in the Context of an Online Graduate-Level Literacy and Technology Course.

*Video Enhanced Lesson Plan*

**Name:**Kimberly Hefty**Lesson Title:***Finding the Solutions and Graphing Quadratic Functions***Grade: 9-10**(Algebra I)

Introduction:Introduction:

Students will be presented videos of each of the four ways to find the solutions to quadratic functions and on the board via traditional notes which will take at least two classes of 1 ½ hours each. Graphing quadratic functions will also be explored using Geogebra. Students will be given opportunities to practice the different methods both in class in groups and at home for homework. A study guide will be given to students to help them to show all of their work when finding roots and graphing the quadratic functions on paper. The final assessment for this unit will require the students to create a glog using Glogster.com that summarizes all the different methods that they have learned. The glog will require students to create an instructional video of one of the methods. All four methods must be represented in the glog. They are also required to add an element of their choice to the glog that would enhance the glog both mathematically and aesthetically. They must submit a written justification of why they chose that element to be included in their glog.

**Learning Objectives:**o Students will be able to graph quadratic functions.

o Students will be able to find the roots of a quadratic function by factoring (if possible).

o Students will be able to find the roots of a quadratic function by using the Quadratic Formula.

o Students will be able to find the roots of a quadratic function by completing the square.

o Students will use technology (Quizlet.com, Geogebra.com, Glogster.com, video recording) in order to get a deeper understanding of the material being presented in class.

o Students will use technology (Glogster.com) in order to present what they have learned in the lesson.

**Standards Addressed:**

Washington State K–12 Learning Standards

EALR 1 -

GLE 1.1.1 Generate ideas and create original works for personal and group expression using a variety of digital tools

GLE 1.3.1 Identify and define authentic problems and significant questions for investigation and plan strategies to guide inquiry

GLE 1.3.2 Locate and organize information from a variety of sources and media

EALR 2 -

GLE 2.4.1 Formulate and synthesize new knowledge.

Washington State K–12 Learning Standards

EALR 1 -

*Integration*GLE 1.1.1 Generate ideas and create original works for personal and group expression using a variety of digital tools

GLE 1.3.1 Identify and define authentic problems and significant questions for investigation and plan strategies to guide inquiry

GLE 1.3.2 Locate and organize information from a variety of sources and media

EALR 2 -

*Digital Citizenship*GLE 2.4.1 Formulate and synthesize new knowledge.

**Relative Advantage:**Students will be exposed to a variety of strategies to solve a Quadratic equation: the Quadratic Formula, factoring, completing the square, and graphing. By providing video demonstrations, students will be able to pause at each step, repeat as necessary, and access the assistance from home. I will provide links to the class webpage for support videos.**Lesson Duration:**1 ½ to 2 Weeks (Depending on length of each class period and level of the class)**Materials:**Khan Academy videos:

Solving with the Quadratic Formula

Solving by Factoring

Solving by Completing the Square

Solving by Graphing

How to Create a Glog:

Glogster

YouTube Instructional Video

**Grouping Strategies:**Each method will be introduced using whole-group instruction, 34 students: 1 teacher. Small group or partner practice will be guided after initial delivery. Small groups of 4 will be randomly selected.**Learning Activities:**Watch instructional videos (whole group)

Complete a study guide (small group)

Practic graphing using Geogebra (individual)

Create glog (individual)

**Assessment:**The final assessment for this unit will require the students to create a glog using Glogster.com that summarizes all the different methods that they have learned. The glog will require students to create an instructional video of one of the methods. All four methods must be represented in the glog. They are also required to add an element of their choice to the glog that would enhance the glog both mathematically and aesthetically. They must submit a written justification of why they chose that element to be included in their glog.

**Adaptations for Learners with Special Needs**:Students will be provided with multiple methods for each approach. Video examples can be transcribed or presented in other languages, if necessary. Videos can be stopped, started and repeated as necessary. Additional practice will be provided using interactive software. The lesson will be accessible from anywhere with internet access, as many times as needed. Additional modifications can be made for students with visual or auditory difficulties.

**References:**Avatar Generation: http://www.avatargeneration.com/2012/07/multimedia-lesson-plan-using-glogster/

Dinica, M., Dinescu, L., & Miron, C. (2012). The Stimulation of Students’ Creativity by Using Multimedia Platforms.

*International Journal of Computer Science Research and Application*,*2*(01), 95-100. Retrieved from http://scholar.google.com.libproxy.boisestate.edu/scholar?hl=en&q=using+glogster&btnG=&as_sdt=1%2C13&as_sdtp=Glogster

Karchmer-Klein, R., & Shinas, V. H. (2012). 21st Century Literacies in Teacher Education: Investigating Multimodal Texts in the Context of an Online Graduate-Level Literacy and Technology Course.

*Research in the Schools*,*19*(1). Retrieved from http://web.a.ebscohost.com.libproxy.boisestate.edu/ehost/detail?sid=3c50bc93-ae7a-43a6-88f9-f3aefddef4b0%40sessionmgr4003&vid=1&hid=4112&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=ehh&AN=85687820