Student Page
Title
Introduction
Task
Process
Evaluation
Conclusion
Credits
[Teacher Page]
For EducatorsDesigned by
Cory [email protected]
Based on a template from The WebQuest Page
Webquest to Create WebquestsWebquest to Create Webquests
Student Page
Title
Introduction
Task
Process
Evaluation
Conclusion
Credits
[Teacher Page]
Algebra is a broad subject of mathematics that can be related to many subjects and fields. Also, it is a necessity for any higher level math courses or concepts. In depth, beginning Algebra consists of variables pertaining to numerical values, geometry, and trigonometry. The subjects and fields algebra is required in vary. For example, algebra is needed in science and physics classes. Also, it is needed in careers from plumbing for the necessary angles of pipes to engineering a complex computer simulation.
IntroductionIntroduction
Student Page
Introduction
Task
Process
Evaluation
Conclusion
Credits
[Teacher Page]
In this WebQuest students will further their knowledge in the concepts of Algebra. Students will learn how to work with variables that pertain to different values and solve equations. The end result will be a greater concept of how variables and laws of math can be incorporated into everyday math.
Title
The TaskThe Task
Student Page
Title
Introduction
Task
Process
Evaluation
Conclusion
Credits
[Teacher Page]
1. First you will all grab a white board and marker2. Next you will be put into groups of three students per group3. Once in the group, you will be given three variables pertaining to
specific values4. These variables will be “a, b, c”5. Next you will go to this link and read about the Associative
Property http://math.about.com/od/prealgebra/a/associative.htm
6. Now you will use the three variables and use the Associative Property with them
7. Then to check your answer, use the numerical values that pertain to the variables
8. Once the Associative Property is understood, move on to the Commutative by watching this video: http://www.youtube.com/watch?v=D_WWQNFoRjw
9. Now work on the white board with the variables and check your answers like before
10.For a final step, use both Properties together and check your answers
11.To check answers you can use http://www.wolframalpha.com/
The ProcessThe Process
Student Page
Title
Introduction
Task
Process
Evaluation
Conclusion
Credits
[Teacher Page] EvaluationEvaluation
CATEGORY 4 3 2 1Mathematical Concepts Explanation shows
complete understanding of the mathematical concepts used to solve the problem(s).
Explanation shows substantial understanding of the mathematical concepts used to solve the problem(s).
Explanation shows some understanding of the mathematical concepts needed to solve the problem(s).
Explanation shows very limited understanding of the underlying concepts needed to solve the problem(s) OR is not written.
Mathematical Errors 90-100% of the steps and solutions have no mathematical errors.
Almost all (85-89%) of the steps and solutions have no mathematical errors.
Most (75-84%) of the steps and solutions have no mathematical errors.
More than 75% of the steps and solutions have mathematical errors.
Working with Others Student was an engaged partner, listening to suggestions of others and working cooperatively throughout lesson.
Student was an engaged partner but had trouble listening to others and/or working cooperatively.
Student cooperated with others, but needed prompting to stay on-task.
Student did not work effectively with others.
Checking The work has been checked by two classmates and all appropriate corrections made.
The work has been checked by one classmate and all appropriate corrections made.
Work has been checked by one classmate but some corrections were not made.
Work was not checked by classmate OR no corrections were made based on feedback.
Student Page
Title
Introduction
Task
Process
Evaluation
Conclusion
Credits
[Teacher Page]
Now that you know how to use the Associative and Commutative Property you have a better understanding of how Algebra will work. In all higher math courses these properties are essential. In the next lesson you will learn the Distributive Property .
Conclusion Conclusion
Student Page
Title
Introduction
Task
Process
Evaluation
Conclusion
Credits
[Teacher Page]
WebQuest websites:The WebQuest Page The WebQuest Slideshare Group
Credits & Credits & ReferencesReferences
Algebra Picturehttp://us.123rf.com/400wm/400/400/radiantskies/radiantskies1211/radiantskies121101014/16489237-abstract-word-cloud-for-algebra-with-related-tags-and-terms.jpg
Rubric:http://rubistar.4teachers.org
Template Form from MCroskeyOther sources are in the “Process” section
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
A WebQuest for 9th Grade (Algebra)Designed by
Cory [email protected]
Based on a template from The WebQuest Page
Evaluation
Teacher Script
Conclusion
The Associative and The Associative and Commutative Commutative
Properties(Teacher)Properties(Teacher)
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
This lesson was developed for an Educational Technology class at The University of Akron.The lesson is about the Associative and Commutative Properties of mathematics. These two properties are essential for further learning in mathematics. With these two properties, the students can then learn the Distributive Property easier. Using all three properties will exponentially improve the student’s Algebra skills.
Evaluation
Teacher Script
Conclusion
Introduction Introduction (Teacher)(Teacher)
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
This lesson is designed for the 9th grade Algebra course. However, this lesson could be taught earlier in Pre-Algebra or later in Algebra II. This lesson can also be related to science class involving mathematical equations.
Learners will need to know the rules for basic mathematics, such as the order of operations. Also, the student must be able to understand that certain variables can hold different values throughout different problems.
Evaluation
Teacher Script
Conclusion
Learners (Teacher)Learners (Teacher)
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
Mathematics Standards Addressed
•Be able to use the Associative Property with variables and numerical values.•Be able to use the Commutative Property with variables and numerical values.
In this lesson the students encountered many lessons. A few of these lessons were in communication, teamwork, critical thinking, inference making and creative problem solving.
Evaluation
Teacher Script
Conclusion
Curriculum Standards Curriculum Standards (Teacher)(Teacher)
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
1. First you will all grab a white board and marker2. Next you will be put into groups of three students per group3. Once in the group, you will be given three variables pertaining to specific
values4. These variables will be “a, b, c”5. Next you will go to this link and read about the Associative Property
http://math.about.com/od/prealgebra/a/associative.htm6. Now you will use the three variables and use the Associative Property with
them7. Then to check your answer, use the numerical values that pertain to the
variables8. Once the Associative Property is understood, move on to the Commutative
by watching this video: http://www.youtube.com/watch?v=D_WWQNFoRjw
9. Now work on the white board with the variables and check your answers like before
10. For a final step, use both Properties together and check your answers11.To check answers you can use http://www.wolframalpha.com/
This lesson will be taught in one day and it will take place in groups of three. Every class does it, but they don’t intertwine. This lesson is explicitly meant for an ordinary classroom, where the students are in class.
If students don’t understand the material the teacher can work with them, while the other students work in groups.
This lesson is extremely easy and a novice teacher can teach the lesson.
Evaluation
Teacher Script
Conclusion
The Process (Teacher)The Process (Teacher)
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
The only things needed for this lesson are•White boards•Markers•Internet access for a third of the class•Video and audio materials to watch the video
Only one teacher is needed for this lesson. The lesson only requires going to two links, which are listed in the “Process” section.Evaluation
Teacher Script
Conclusion
Resources (Teacher)Resources (Teacher)
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
The way to make sure this lesson was successful is to have the students answer a problem and have them write it on their whiteboards and raising them for the teacher to see.
Evaluation
Teacher Script
Conclusion
Evaluation Evaluation (Teacher)(Teacher)
CATEGORY 4 3 2 1Mathematical Concepts Explanation shows
complete understanding of the mathematical concepts used to solve the problem(s).
Explanation shows substantial understanding of the mathematical concepts used to solve the problem(s).
Explanation shows some understanding of the mathematical concepts needed to solve the problem(s).
Explanation shows very limited understanding of the underlying concepts needed to solve the problem(s) OR is not written.
Mathematical Errors 90-100% of the steps and solutions have no mathematical errors.
Almost all (85-89%) of the steps and solutions have no mathematical errors.
Most (75-84%) of the steps and solutions have no mathematical errors.
More than 75% of the steps and solutions have mathematical errors.
Working with Others Student was an engaged partner, listening to suggestions of others and working cooperatively throughout lesson.
Student was an engaged partner but had trouble listening to others and/or working cooperatively.
Student cooperated with others, but needed prompting to stay on-task.
Student did not work effectively with others.
Checking The work has been checked by two classmates and all appropriate corrections made.
The work has been checked by one classmate and all appropriate corrections made.
Work has been checked by one classmate but some corrections were not made.
Work was not checked by classmate OR no corrections were made based on feedback.
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
What to do•Tell the class they will be learning about the Associative and Commutative Properties.•Give the students two minutes to grab white boards and markers.•Assign them to groups of three.•Tell them to work on the Associative Property and follow the directions on the WebQuest. Give the students fifteen minutes for this.•Ask for questions. If they have any give them an example from a given list that is already proven. They can always ask a classmate.•Next, tell them they have fifteen minutes to work on the Commutative Property•Ask for questions. Same as before.•If there is time left, go over given examples.•With five minutes left, tell the students to turn in white boards and markers and to chat quietly.
This page is linked to the Process segment off of the Teacher Page
Evaluation
Teacher Script
Conclusion
Teacher Script Teacher Script (Teacher)(Teacher)
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
This lesson is taught to teach students about the Associative and Commutative Properties in mathematics. Without these skills a student will lack the essentials to progress through higher level math courses and also some other subjects such as Physics.
Evaluation
Teacher Script
Conclusion
Conclusion Conclusion (Teacher)(Teacher)
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
Websites:The WebQuest Page The WebQuest Slideshare Group
Evaluation
Teacher Script
Conclusion
Credits & References Credits & References (Teacher)(Teacher)
Picturehttp://mathforum.org/sum95/sinclair/algebra.gif
Rubric: http://rubistar.4teachers.org
WikiSpaces.com: http://www.wikispaces.com/
C Glasser’s Wiki: http://www.wikispaces.com/user/my/cdg24
Template Form from MCroskeyOther sources are in the “Process” section.
