Title: Cyberbullying

Alisha Hochstetler, Taylor Miller, and Alex Eads

Grade: 9th grade - Algebra 1

Overall Goal:
The objective for this lesson is for students to be able to solve linear equations while also
be able to recognize the impact that cyberbullying has.
The idea of the lesson is to have students learn about the statistics and other facts
regarding cyberbullying, while also incorporating math. For the lesson, the students will be filling
out an infographic in order for to be exposed to the information regarding cyberbullying. They
will also be shown a short video explaining how to play the board game.
After that, the students will be playing a board game that incorporates the answers to the
information they were just exposed to with different linear functions. The students will be
completing a worksheet along with the board game in order to be assessed (see Rubric).
Once each group of students complete the board game, there will be a debrief to give the
students an opportunity to talk about the information that they learned while playing the game
and how they will apply it in the future. By giving students the ability to talk through their findings,
this will give them different ideas and responsibilities that they can demonstrate in their lives.

Standards Learning Objective Assessment

AI.L.1: Understand that the Objective 1: Students will be able to See Rubric Below
steps taken when solving linear recognize the steps needed to take
equations create new equations in order to solve linear equations.
that have the same solution as
the original. Solve fluently Objective 2: Students will be able to
linear equations and solve linear equations.
inequalities in one variable with
integers, fractions, and Objective 3: Students will be able to
decimals as coefficients. explain the steps needed to solve
Explain and justify each step in linear equations.
solving an equation, starting
from the assumption that the
original equation has a solution.
Justify the choice of a solution
method.
 AI.L.11: Solve equations and
formulas for a specified variable,
including equations with
coefficients represented by
variables.
Objective 4: Students will be able to See Rubric Below
calculate linear equations for a
specified variable.

DCT-1.1 Investigate the risk and
use of technology in a positive,
safe, legal, and ethical way
including social interactions online
or when using networking devices.
Objective 5: Students will be able to See Rubric Below
discuss on how to use technology in
a positive manner.

Key Terms & Definitions:

Linear Equations- an equation that can be written in the from linear polynomial = linear
polynomial (2x-3=5)
Equation- mathematical sentence built from expressions using one or more equal signs
Variable- a quantity that can change or that may take on different values
Fractional Equation- an equation which has a rational expression on one or both sides of
the equal sign
Inequality- a mathematical sentence built from expressions using one or more of the
symbols <,>, etc.
Cyberbullying: the use of digital media tools such as the Internet and cell phones to
deliberately upset or harass someone.
Hate Speech: making cruel, hostile, or negative statements about someone based on
their race, religion, national origin, ability, age, gender, or sexual orientation.
Target: a person who is the object of an intentional action.
Offender: a person who has a malicious intent to hurt or damage someone

Lesson Introduction (Hook, Grabber):

We will begin by showing the students an infographic (found in the resources section) on
cyberbullying with all of the statistics taken out. Each statistic will include a blank where the
number should be. The students will fill them out with the numbers that they believe to be true.
This will introduce the topic to the students and will start to get them thinking on what the
statistics may actually be. The correct numbers and statistics are also linked to the board game,
so the students will be finding the correct answers while playing the board game. After the
students finish filling in the numbers, there will be a short video (found in resources section)
presented that explains the game in detail. After that, students will be separated into groups and
will start playing the board game.
Lesson Main:

Activities During Main Lesson

1 Class Period
90 Minutes

10 minutes Lesson intro: Students will be shown the infographic and video (see above)

10 - 15 min Separate the kids into groups to play the board game, based on ability if
necessary, and pass out the worksheets to all students. (worksheet found in
resources section)

15 - 70 min Students will take this time to play through the board game. The teacher will be
walking around to help if any questions arise pertaining to math or the board
game itself. It is during this time when students will be filling out the worksheet
that was handed out earlier (found in the resources section).

70 - 90 min The last 20 minutes will be a time to debrief and reflect on what occurred. The
infographic will be brought back up to present the information again to the
students. This will be a time open for discussion and questions. Once the debrief
is over, students must turn in their worksheets, as an exit slip, that will be graded
and assessed.

Lesson Ending:

To conclude the lesson, students will finish the board game and turn in the worksheet that will be
taken as a grade. They will receive a participation grade for the discussion and an accuracy
grade for the math worksheet. The last 20-25 minutes of class will be a debrief with a discussion
to wrap up the activity. During this time students will be able to ask questions regarding
cyberbullying and/ or math problems. The teacher will ask for students to volunteer to share their
thoughts about the information and ask questions they feel are necessary. If a student does not
wish to ask a questions out loud, they will be able to write down a question on a piece of paper
that will be collected. Knowing that cyberbullying can be a sensitive topic, if a student does not
wish to participate in part of the discussion, they do not have to. However, the alternative is to at
least ask one question which will count as full credit for their participation.

Assessment Rubric:
 Great-5 Average-3 Poor-1 Total

Completion All parts of the problems Some parts of Student did not
are completed neatly and the problems are complete
correctly completed problems

Timeliness Homework was received Homework was Homework was

on the due date received 1 day received 2 or
late more days late

Accuracy Each step of the Several steps of Entire problems

problems were the problem were incorrect
completed and correct contained errors

Work Shown All steps for solving Some steps for Student did not
problems are clearly solving problems show any work
shown are shown

Participation Student willingly Student slightly Students did

participated during the participated not participate
game and were not during the game during the
disruptive to other and was game and was
students. Student actively somewhat very distracting
participates in the debrief distracting to towards other
discussion. students. students.
Student Student does
somewhat not participate
participates in in the debrief
the debrief discussion.
discussion.

Resources / Artifacts:

Taylor- Infographic
https://create.piktochart.com/output/25137368-cyberbullying

Taylor- Website
http://educmathball.weebly.com/

Taylor- Worksheet
https://docs.google.com/document/d/1qkBH0O68ygaSbFyDEdIEAjfDjbqLRijkTA8k4BX-
TGo/edit?usp=sharing
Everyone- Board Game

Video- https://youtu.be/R3k-HJwPJ8M

Differentiation:

1. Differentiation for ability levels

High ability learners, low ability learners
Separate groups based on ability

2. Differentiation for demographics

Gender, race, culture, and/or sexual identity
Not applicable

3. Differentiation for languages

ESL, EFL, ENL
Each question has a corresponding equation. Students learning English can
reference to the key with just equations on them

4. Differentiation for access & resources

Computers, Internet connection, and/or Wifi access
Handouts can be given out for those without computers
5. Those previously affected by bullying
Allow for those students to leave, if they are affected from the material
Let them just do the worksheet and turn it in, rather than participate

Anticipated Difficulties:

One anticipated difficulty is the misunderstanding of how to play the board game
correctly. To slim down the confusion, students will receive a copy of the board game instructions
in addition to a link to a video to briefly walk them through how the game works. There are
multiple QR codes on the back of the board game that offer resources and the instructions to
help the students out.
Students also may have a problem with working with others in a group. While working
with others is a skill that students will have to learn and deal with, if absolutely necessary, then
students will be able to complete the math equations on their own without playing the game.
However, they will still be expected to participate in the class discussion.
 If there are an odd number of students then there may be allowed a group of three. If
there is a student who wants to work by themselves and the other teams are worked out, then
they will be able to work on their own as long as they complete all that is expected.
Students who are at different learn levels will be placed in groups of people with similar
learning levels to ensure that everyone will be able to help their peers out. If a higher level
learner was paired with a lower level learner, then the lower level learner would have a harder
time keeping up with the higher level learner.

References:
http://www.mathwords.com/index_algebra.htm
http://educmathball.weebly.com/
https://create.piktochart.com/output/25137368-cyberbullying
https://youtu.be/R3k-HJwPJ8M
https://www.commonsense.org/education/digital-citizenship/cyberbullying-and-digital-drama