Problem
Students in poorly funded school districts often struggle with their learning. Due to the lack of quality teachers and support, students often underperform several grades below their actual grade due to the lack of cumulative knowledge. This is especially true for subjects like math where prior knowledge is required before students can learn more advanced concepts.
Solution
We created an AI tutor that would provide individualized support and practice questions based on each student's math level. The tutor was designed to help students who lacked prior knowledge in order to solve more complex mathematical issues.
The AI tutor was developed using machine learning algorithms that analyzed each student's performance and provided personalized feedback. The system was also designed to be user-friendly, allowing students to easily navigate through the platform and access the resources they needed.
Deliverable 1: Writing the prompt for AI assistant tutor
Final Product: https://chat.openai.com/c/ba7193b1-8fa5-4156-ab99-a388745528e4
Deliverable 2:Writing the prompt for a lesson plan
Generate a 90-minute, 9th-grade algebra 1 lesson plan as a table. The table should have columns for "Objectives", “Standards ”, “Prework”, “Material and Rescources”, “Activity and pedagogical approach” and "Duration".
Here are the standards for the lesson:
F-IF.1. Understand that a function from one set (called the domain) to another set (called the range) assigns to each element of the domain exactly one element of the range. If f is a function and x is an element of its domain, then f(x) denotes the output of f corresponding to the input x. The graph of f is the graph of the equation y = f(x).
F-IF.2. Use function notation, evaluate functions for inputs in their domains, and interpret statements that use function notation in terms of a context.
F-IF.8.a. Write a function defined by an expression in different but equivalent forms to reveal and explain different properties of the function: Use the process of factoring and completing the square in a quadratic function to show zeros,extreme values, and symmetry of the graph, and interpret these in terms of a context.
F-IF.8.b. Write a function defined by an expression in different but equivalent forms to reveal and explain different properties of the function: Use the properties of exponents to interpret expressions for exponential functions. For example, identify percent rate of change in functions such as y = (1.02)t, y = (0.97)t, y = (1.01)12t, y = (1.2)t/10, and classify them as representing exponential growth or decay.
F-BF.1.a. Write a function that describes a relationship between two quantities: Determine an explicit expression, a recursive process, or steps for calculation from a context.
F-LE.2. Construct linear and exponential functions, including arithmetic and geometric sequences, given a graph, a description of a relationship, or two input-output pairs (include reading these from a table).
I would like for you to generate the objectives, prework, activity and pedagogical approach for the lesson plan which should be about linear functions. Include the exact standards I provided, without shortening them, in the stdandards column for each corresponding aspect for the lesson. In the duration column, include the amount of time that should be spent based on that aspect of the lesson.
Final product of the lesson plan
Deliverable 3: Create Learning materials using AI
Powerpoint: https://gamma.app/public/Introduction-to-Linear-Function-6i5qt6a38pxif2k?mode=doc
GPT generated revison question:
1. What is a linear function, and how is it defined mathematically?
2. What is the general form of a linear equation in two variables (y = mx + b)? Explain the significance of each component.
3. How do you determine the slope of a linear function from its equation, and what does the slope represent graphically?
4. What does the y-intercept of a linear function signify, and how can you find it in the equation?
5. Explain how to determine if a given set of points lie on a straight line and form a linear function.
6. What is the standard form of a linear equation, and how can you convert an equation from slope-intercept form to standard form and vice versa?
7. How do you calculate the slope of a line passing through two given points?
8. What are parallel lines, and how can you determine if two linear functions are parallel based on their equations?
9. What are perpendicular lines, and how can you determine if two linear functions are perpendicular based on their equations?
10. Define the concept of the point-slope form of a linear equation and explain how it can be used to write the equation of a line given a point and its slope.
11. Describe how to find the x-intercept and y-intercept of a linear function.
12. What is the relationship between the slope of a linear function and the direction of the line on the coordinate plane?
Impact
Increase in overall student engagement and motivation
Positive feedback from both teachers and students
Increased student academic performance
Team
Harry Zhang-
Oversaw the creation and implementation of the AI tutor platform
Developed AI prompts for personalized feedback