Instructional Software

Lesson Idea Name: Slippery Slope

Content Area: Mathematics
Grade Level(s): 9th to 12th

Content Standard Addressed: https://www.georgiastandards.org/Standards/Georgia Performance

Standards/GPS-Algebra-Standards.pdf
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: 3. Knowledge Constructor: Students critically curate a variety of resources
using digital tools to construct knowledge, produce creative artifacts and make meaningful learning
experiences for themselves and others.
Students:
a. plan and employ effective research strategies to locate information and other resources for their
intellectual or creative pursuits
c. curate information from digital resources using a variety of tools and methods to create collections
of artifacts that demonstrate meaningful connections or conclusions.

Standards can be found at iste.org/standards

Selected Technology Tool: BrainPop

URL(s) to support the lesson (if applicable): https://www.brainpop.com/math/algebra/slopeandintercept/

Type of Instructional Software:

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

Features of this software (check all that apply):

X 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
X Accessible to students beyond the school day
X Accessible via mobile devices
X Multiple languages
X Safety, security and/or privacy features

Blooms Taxonomy Level(s):

X Remembering X Understanding Applying Analyzing Evaluating Creating

Levels of Technology Integration (LoTi Level):

Level 1: Awareness X Level 2: Exploration Level 3: Infusion Level 4: Integration

Summer 2017_SJB
 Instructional Software
Level 5: Expansion Level 6: Refinement

Lesson idea implementation:

Slippery slope will be a lesson teaching the concept of what a slope is, and what it involves, rate of change
and comparing constant rate of change compare to a variable rate of change. The teacher will present a brief
discussion on terms involving the slope, for example rise over run, y-intercept, x-intercept by a power point
presentation. The teacher will then show the movie from BrainPop. From there students will pair up to work
on some activity sheets that are handed out in the beginning of class. Each handout will have different
graphs, but there will be one duplicate of each so the students will meet up with their partner and work on
identifying the slope, x-intercepts, y-intercepts, and linear equation. Students will then get together for a
class discussion to demonstrate their findings on the white board. The teacher will be able to see how much
time should be used for this lesson by observing the students presentation. The teacher will then give
problems to solve for homework, as well as have each group bring items from home to make a model water
slide and an object to slide, preferably a toy (The teacher should include this notice of bringing objects to class
a week or two before, or even mention it in a syllabus, as well and also make sure to get a parents consent
form filed.). At the end of class let them know that there will be a quiz the next day and they can look at the
BrainPop movie to refresh their memory.
In the beginning of class the teacher can give a quiz provided by BrainPop to refresh the students for the
day. The teacher will bring in a model of a water slide to me used outside with access to a water hose. The
teacher will then demonstrate what the students will do for that day with a stopwatch, the slide, and an
object. Students then will be given stopwatches to time how long it takes for the object they brought from
home to slide from top to bottom. Students who are not able to bring the material can then used the
teachers slide. From this demonstration, students can figure the time, constant variables, and distance.
While students are doing this part of the activity, other students can have the opportunity to get in groups
and help one another with problems given in some kind of form (maybe online assignment). If time is left a
class discussion can be made or if not the next day can be used for the students to gather their information
and graph it on a graph program in the computer lab, so they can see a visual of what they have just done.
This lesson could take 2 to 3 days, depending on how many students are in class and their understanding.
Their grade will include participation, problems given in class, BrainPop quiz, and completed handouts. If all
goes well, maybe can bring the class to a field trip to a real water slide and repeat the same process they did
with the model slide. Photos of the students with their slides can be posted and their graphs in the hall by the
class, or posted online in the schools page to have other students see how slopes can be seen anywhere,
especially somewhere fun.

Summer 2017_SJB