Basic Productivity Tools (BPT)

Lesson Idea Name: Review Game Board

Content Area: Math
Grade Level(s): 7th Grade
Content Standard Addressed:
MGSE7.NS.3 Solve real‐world and mathematical problems involving the four operations with rational
numbers.
Technology Standard Addressed:
3d-Students build knowledge by actively exploring real-world issues and problems, developing ideas and
theories and pursuing answers and solutions.
4a- Students know and use a deliberate design process for generating ideas, testing theories, creating
innovative artifacts or solving authentic problems.
6b- Students create original works or responsibly repurpose or remix digital resources into new creations.
Selected Technology Tool:
Google Docs and HyperDoc by Genevieve Pacada, Alyssa Starr, and Joy D’Apuzzo
URL(s) to support the lesson (if applicable):
https://docs.google.com/document/d/17oa5wJSYa0wCfwwQZK4ofgGL9H0wMlHnBHDjK0SCp3c/edit?usp=sha
ring
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):

Students can choose 6 of the 10 assignments that interest them the most. The tasks are all different types of
assignments allowing for differentiation where some tasks focus on the lower levels of Bloom’s while others
require students to function at very high levels of Bloom’s. The tasks use multiple types of platforms such as
Desmo’s, video editing, educreations, and documents. Allowing for students to pick and choose what tasks to
complete allows for students to decide what will benefit them the most and what they are most interested in.
Lesson idea implementation:
This lesson will be a review toward the end of the year that goes over key terminology from 6th grade. The
project will be introduced after the final subject matter test as a review for state testing like EOCT’s.
Students will complete 6 out of the 10 assignments based on what they need help in/ what they want to
review. The different types of tasks allow for students to review in creative and different ways; keeping their
attention. Students will show evidence of completing the assignments in various ways but organize it in a
table, so teachers have easy access to what the students have done. Teachers will be going around and
answering questions about the review as needed otherwise they are observing to make sure technology is
being used appropriately.
The final product will be graded and given back to students so they can review what they missed in order to
be prepared for the test. The assignment should take 3 days, 2 tasks every day for class work. This review
allows for students to review material they haven’t covered since the first 9 weeks. After reviewing Unit 1
material I will ask students to create a “study guide” on what they believe will be on the end of course test.
These steps will bd continued for the first 5 units since Unit 6 has just been covered.
Reflective Practice:
Students will be able to recall information from all units when completing their EOCT’s. This activity is meant
for review that covers key vocabulary that was set by the state. Allowing students to use a variety of tools,
 Basic Productivity Tools (BPT)
such as worksheets, simulations, games, and card sorts, gives them freedom to choose and creates
differentiation because each task asks for a different level of cognitive ability.