Online Projects, Collaboration Sites and Publishing Opportunities

Lesson Idea Name: MATHCOUNTS Math Video Challenge

Content Area: Mathematics
Grade Level(s): 6th-8th
Content Standard Addressed: TBD (Student Choice) – MATHCOUNTS outlines project problems and the
content standard they align with

Technology Standard Addressed: Creative Communicator

Selected Online Project/Collaboration Site/Publishing Opportunity: MATHVIDEO Challenge by

MATHCOUNTS

URL(s) to support the lesson: https://videochallenge.mathcounts.org/

Describe how you would incorporate an Online Project/Collaboration Site/Publishing Opportunity in your
classroom:

The online project would consist of students participating in the MATHCOUNTS Math Video Challenge. The
Math Video Challenge requires students to work in teams of 4 and create a video that explains a solution to
one of the problems from the MATHCOUNTS handbook. The students should present the solution to the
problem in a real-world context.

The Math Video Challenge online project will be a major project in the course curriculum/grades. The teacher
can limit the students do choose certain problems from the MATHCOUNTS handbook that relates to the
grade-appropriate content or specific topics.

What technologies would be required to implement this proposed learning activity in a classroom?

The students will need a technology device to record their original videos and a computer to upload and edit
their videos. The online project will be done mainly outside of the classroom, however if needed, the teacher
will provide a workday in the classroom for students to collaborate with their team members and work on
their videos.

Describe how the following features are addressed in this learning experience (note: all of them may not be
addressed in the project, but most should be if you are reaching a high LoTi Level).
a. Collaboration with peers, near-peers, mentors outside their classroom and often beyond their
school: Students will be working in teams of 4 with their peers to produce their video project.
Students can seek the help of mentors outside of the classroom with teacher approval.

b. Student-centered learning and knowledge creation (creating original data and or producing original
products as a result of engaging in a project): Students will produce their own original videos as a
solution to their selected math problem.

c. Higher-order thinking: Students will have to provide a real-world application for the problem and
solution they are presenting in their video. This involves higher Bloom’s levels, such as analyzing and
evaluating the math problem and solution.

d. Students publishing their original work to others who will use/care about their product: Students
will have to submit/publish their videos to the MATHCOUNTS Math Video Challenge team.

Spring 2018_SJB
 Online Projects, Collaboration Sites and Publishing Opportunities

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):

The Math Video Challenge project is an opportunity for students to be assessed in a non-standard formative
format. Students who struggle with traditional assessment methods, such as tests and quizzes, will have the
opportunity to portray their knowledge of the content in a creative and collaborative way. This project will
keep all students engaged, even students with attention disabilities. Students with mild intellectual disabilities
will be able to express their knowledge in an alternate format, as expressed above, which may help them
further understand and reinforce the content. ELL students can produce their videos in their language and
provide English subtitles if desired. The Math Video Challenge can be tailored to a variety of students and
their needs, while also offering higher levels of Bloom’s and LoTi.

Lesson idea implementation and Internet Safety Policies:

First, I will inform the administration and parents about the Math Video Challenge. If parents do not want
their children to be seen in the videos, the students can wear masks in their videos. If parents are completely
opposed to students submitting their work to the MATHCOUNTS team, I will allow them to submit the videos
to me only. I also be proactive about setting guidelines for students that will protect their internet safety,
such as requiring my approval and presence if outside mentors are used.

Reflective Practice:

The Math Video Challenge gives students an opportunity to be creative in a mathematics application.
Allowing creativity in mathematics is rarely seen in the classroom but should be implement when possible to
allow students the opportunity to further their knowledge of the content in a way that is applicable, engaging,
and collaborative. To further enhance this project, the teacher could search for movie producing technologies
or applications that could be made available to the students. The teacher could help the students produce
their videos during a workday in the classroom using such technologies.

Spring 2018_SJB