Name: Keyonna Sturdivant

PART A: Describe how students could create and publish an original movie, audio file, podcast, or vodcast in order to achieve
required learning standards. Challenge: For an A provide an idea where the learning activity reaches a LoTi level 4a or
MULTI-MEDIA
AUTHORING
TEMPLATE
above. To do this you will have to design
a project where students
engage in higher-order
thinking and publish their work to an
audience that will use or care about the results. Broad feedback for their work is also a great way to boost interest and
performance.
Grade Level: 9-12th
Content Area: History of Mathematics
Technology Used (check all that apply): Movie Audio Podcast Vodcast Other: (list)
Content Area/Grade/Standards/Topics Addressed:

MHMN1. Students will explore and use historical computational methods.

a. Use Babylonian, Roman, Egyptian (hieratic and hieroglyphic), Chinese, and Greek number systems
to represent quantities.
b. Use historical multiplication and division algorithms (including the Egyptian method of duplation and
mediation, the medieval method of gelosia, and Napiers rods).

MHMH1. Students will identify Hindu-Arabic numerals as a prime scientific

advancement.
a. Describe the limitations of the Babylonian, Roman, Egyptian (hieratic and hieroglyphic), Chinese,
and Greek number systems as compared to Hindu-Arabic numerals.
b. Describe the transition of Hindu-Arabic numerals from regional use in the 10th century to widespread use in the 15th (including the influence of Fibonacci for the use of the numerals and the Italian
abascists against their use).
c. Identify the number system and notation used by a society as an influence on the types of
mathematics developed by that society.

MHMH2. Students will describe factors involved in the rise and fall of ancient Greek
society.
a. Describe the theories for the rise of intellectual thought in ancient Greece and the factors involved
in its collapse.
b. Describe the cultural aspects of Greek society that influenced the way mathematics developed in
ancient Greece.
c. Explain the distinction made between number and magnitude, commensurable and
incommensurable, and arithmetic and logistic, the cultural factors inherent in this distinction, and the
logical crisis that occurred concerning incommensurable (irrational) magnitudes.
Brief Description of Learning Experience: What learning standards will be addressed? What will
students and teachers do? How will the project be introduced? How long will it take to complete? What
audience will use/care about the multimedia projects students are creating? How broad is this
audience? How will student work be assessed and by whom? Who will provide feedback to students
about their work? (Overview should be approximately 1-2 paragraphs)
The teacher will be an additive tool for this classroom lesson. As a flipped classroom assignment
students were asked to listen to the podcast that I created and think about what their connotation of
mathematics was and why. Therefore, the beginning of class, the students will be broken off into
groups of 4-6 and asked to discuss their answers among each other and write it on a sheet of paper.
Afterwards, one person from each group would have to present their findings. This will probably take 510 minutes to complete.
After everyone ideas were presented then I will led the instruction into the video which will elevate
their prior knowledge of mathematics. This style of teaching implements the ideology of Zone of
Proximal Development (ZPD). The video will probably take up about 20-40 minutes of class time.
Because there is a two minute video related to learning mathematics which makes fun of how most
students feel when sitting in a lecturing mathematics class (i.e. falling asleep) and then to make things
more interesting then they created a song about the topic. After this video then the vodcast goes into
slides show presentation of mathematics. This presentation discusses the definition of mathematics
and different numerical systems that were developed in ancient times. In order to promote engaged
learning students are asked questions regarding the numeric systems and asked to understand and
define how they developed these systems. This will take up majority of the time that I allotted to
completing the video. This discussion will spark students interest and develop their critical thinking
skills. After the slides are completed, the last portion of the vodcast is a 6-7 minute cartoon animations
that talks about how mathematics came about in different cultures to present day. This final video will
be the interconnection with all the materials that they have previously learned in flipped classroom to
the current lecture.