Beyond the Basic Productivity Tools (BPT) Lesson Idea

Lesson Title Volume Word Problems Using Flip

Content Area 7th Grade Math: Making Relevant Connections with Geometry

Content Standards 7.GSR.5 Solve practical problems involving angle measurement,

circles, area of circles, surface area of prisms and cylinders, and
volume of cylinders and prisms composed of cubes and right prisms.
7.GSR.5.8 Explore volume as a measurable attribute of cylinders and
right prisms. Find the volume of these geometric figures using
concrete problems.
Technology 1.1c: Students use technology to seek feedback that informs and
Standards improves their practice and to demonstrate their learning in a variety of
ways
1.1d: Students understand the fundamental concepts of technology
operations, demonstrate the ability to choose, use and troubleshoot
current technologies and are able to transfer their knowledge to
explore emerging technologies
1.6b: Students create original works or responsibly repurpose or remix
digital resources into new creations
1.6c: Students communicate complex ideas clearly and effectively by
creating or using a variety of digital objects such as visualizations,
models or simulations.

Integrated Flip (formerly Flipgrid)

Technology
Reference or Chat GPT: https://chat.openai.com/ : This software was used to get a
Supporting better grasp on how to extend learning for students and to help
Resources generate ideas for how to make this software more accessible for
varying types of students.

Bloom’s Taxonomy Remembering, Understanding, Applying, Creating

Levels
Integration Level This lesson is designed for LoTi level 4: Integration

Universal Design Flip is an example of a BBPT that makes it very easy to promote inclusive
Rationale learning by applying the principles of Universal Design for Learning
(UDL). First, by introducing a math problem or concept as a discussion
prompt on Flipgrid, I am encouraging students to explain their
understanding or problem-solving process through short video
responses. This approach caters to various learning preferences,
allowing students to engage visually, verbally, or even through gestures.
To further address the principle of multiple means of representation, I
can provide additional resources such as written instructions, diagrams,
or related videos alongside the Flipgrid prompt, accommodating
different learning styles. Moreover, by allowing students to respond in
video format, I am promoting self-expression and self-assessment,
supporting the principle of multiple means of action and expression.
Lesson Idea Over the course of 1 45-minute class period students will use Flip to
create and publish a video response to their assigned problem relating
 to the volume of geometric shapes. This project will be introduced
following the content area of the unit so students will already be
familiar with the content and the formulas and process needed to solve
their provided question. The teacher will use the first 15 minutes of
class to introduce students to the assignment by discussing the
importance of understanding volume in real-world scenarios, such as
calculating the volume of containers, storage spaces, or buildings. They
will also use this time to introduce students to Flipgrid and walk them
through how to use the software for their given assignment. The teacher
will also explain that their response will be used as a formative grade and
supply each student with a page documenting the assignment
instructions, rubric, and their assigned question that will be different for
each student.

Students will then be given the next 20-25 minutes of class to spread out
throughout the classroom with their provided small white boards/paper
and construct their video. They will be asked to create a video 2-3
minutes in length that shows their calculations step by step. Students can
use either their own personal device to record their video or a computer
provided by the school. If this is not a possibility for some schools, this
assignment can be done for homework. In order to provide extension for
higher level learners these students can be tasked with a more advanced
problem that encourages them to use higher order thinking. Finally, the
teacher will use the last 5-10 minutes of class to wrap-up the assignment
and summarize key takeaways from the lesson, emphasizing the
importance of understanding geometric volume in everyday life and its
relevance in various fields. They can also assign homework or
independent practice problems related to volume to reinforce the
concepts learned.

In order to differentiate this lesson during the grading process the

teacher should review the Flipgrid videos and identify common
misconceptions or areas where students may need additional support
and plan follow-up activities or mini lessons to address these issues. The
instructor can also provide students with individual feedback and
showcase a couple of examples that went above and beyond during the
start of the next class period.
Design Reflection I believe the activities designed for this lesson can have a significant
positive impact on student learning. By incorporating Flip, students are
not only practicing essential math skills related to geometric volume, but
they are also developing their presentation and communication skills.
This format allows for peer learning and engagement, as students watch
and learn from each other's problem-solving approaches. Additionally, it
provides an opportunity for teachers to assess each student's
understanding of the topic in a more dynamic way, going beyond
traditional written assessments.

To further extend this lesson as an introductory activity to a unit of

study, I would consider incorporating more complex geometric volume
problems as students' progress in their understanding. This could
include irregular shapes, composite figures, or scenarios that involve
real-world applications like architectural designs or packaging
optimization.

In terms of technology tools that could enhance this project, interactive

whiteboard software like Microsoft Whiteboard or Jamboard could be
used in conjunction with Flip to facilitate collaborative problem-solving.
These tools allow students to visualize and draw geometric shapes and
calculations, promoting a more interactive learning experience.