Basic Productivity Tools (BPT)

Lesson Idea Name: Roof Slope Project

Content Area: Mathematics
Grade Level(s): 5-8

Content Standard Addressed: MM1A1. Students will explore and interpret the characteristics of functions,
using graphs, tables, and simple algebraic techniques. g. Explore rates of change, comparing constant rates of
change (i.e., slope) versus variable rates of change. Compare rates of change of linear, quadratic, square root,
and other function families.

Technology Standard Addressed: Creative Communicator

Students communicate clearly and express themselves creatively for a variety of purposes using the
platforms, tools, styles, formats and digital media appropriate to their goals.

Selected Technology Tool: Microsoft Excel and PowerPoint

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

Blooms 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

Lesson idea implementation: The lesson will begin with a brief summary of previous knowledge regarding
slope. The students will provide examples of items that have a slope, and a discussion of how slope can be
measured. The project will be introduced, and approaches chosen by each student. They will have to
determine how to measure the slope of the roof (on their house or apartment building, or any nearby
building). They get to determine how to properly measure the slope, with a discussion on the merits of each
method. Their findings along with an explanation of the procedure used will be input to a PowerPoint
presentation that they present the class. Included with this material will be an analysis of the findings and a
couple examples of items with similar slopes.
This lesson will take partial class time of 5 days to complete, and 2 days for the presentations. There will be a
rubric to follow and assess competencies. The final products will be vastly different in style and content,
supporting differentiated learning. To extend the student learning to a higher learning level, they will be
encouraged to include an explanation of why or why arent all roofs closely the same slope? The project will
be graded based on the rubric, and a face to face 5 minute discussion to provide feedback.

Summer 2017_SJB