Multimedia: Audio or Video Lesson Idea

Lesson Idea Name: Algebra Formula Rap

Grade Level/Content Area: 9th Grade Algebra
Content Standard Addressed:
A.MM.1.2 Create mathematical models to explain phenomena that exist in the natural sciences,
social sciences, liberal arts, fine and performing arts, and/or humanities domains.

ISTE Technology Standard Addressed:  What would you like students to know and be
1.6 Creative Communicator able to do by the end of this lesson: Students
will be able to identify and apply a specific
Element 1.6.c “Students communicate complex algebraic equation from a “rap” created by each
ideas clearly and effectively by creating or using small group to improve equation retrieval with
a variety of digital objects such test taking.
as visualizations, models or simulations.”

What is the student learning goal for this lesson idea? Students will learn how to use the Spotify
For Podcasters website to create a rap to remember an equation and its purpose with a. small
group.

Selected Instructional Software Tool: Spotify For Podcasters

Description of Software: Spotify for Podcasters is a free online podcast that allows individuals to
create, record, edit, and upload podcast content to Spotify.

URL(s) to support the lesson (if applicable): https://podcasters.spotify.com/

Bloom’s Taxonomy Level(s):

☒ Remembering ☒ Understanding ☐ Applying ☐ Analyzing ☐ Evaluating ☒ Creating

How do you plan to implement this lesson and integrate the technology? Check all that apply:
☐ Teacher-led: There is no student voice and choice in the activities. Students are guided by the
teacher's direction and expectations. Learning activities are assigned to the student and mostly
practice based.

☒ Student-Led: Students are given voice and choice in the activities. They may select the topic of
learning and/or determine the tool they will use to meet the learning goal. The teacher facilitates
the learning as the students direct their own learning processes.

☒ Problem-based and/or Publishable: Students are solving problems and completing projects to
demonstrate their learning. Additionally, the projects can be shared outside of the classroom.
(Note: This objective could be reached by displaying the project on the school’s morning
newscast, posting the project to the classroom blog, presenting it to another class, or publishing
it via an outside source.)

TFrazier, 2022
 Multimedia: Audio or Video Lesson Idea

Lesson idea implementation:

Students will be assigned into small groups of 3-4 students and assigned an Algebraic equation that
we have implemented throughout the school year. These small groups will be given one class period
and one week at home to create a rap that verbalizes the equation along with its application in
algebra. Groups will be provided with a rubric indicating the length, quality, and team member
participation requirements as well as scoring one another on a 5-star scale for participation credit.
Students will utilize the Spotify for Podcasters website to record, edit, and upload content to share
with peers. Audio content created will help with equation retrieval and application during testing.
Students will receive grades and written feedback for each of the standards assessed.
Managing student learning: 
Students will actively engage in peer groups od 3-4 to collaborate and create a rap for their assigned
equation. Students will have one class period and a week at home prior to presentation the
following week. Students will be assessed on the use of technology, quality of content, and
participation with one another. Students will submit their final link to be compiled into a playlist in
order to use one another’s raps for test taking.
Universal Design for Learning (UDL) Reflection:
This activity enhances the experience of learning in the classroom by allowing a creative voce with
an accessible medium in order to integrate equation knowledge to memory. This activity
incorporates recruiting interest of students (Engagement) creating a rap and self-expression and
creative freedom of expression (Action & Expression).
Reflection:
I think the activity will improve student learning. Rote memorization of equations without salience
and context is challenging even if students are interested in the content. Musical memory and the
phenomenon of getting songs stuck in one’s head can help facilitate content consolidation and
application during examination and add salience to the content. I am looking forward to
implementing the idea that mathematical content can also include creative endeavors and math can
be applied outside of the classroom and can be fun.

TFrazier, 2022