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A WebQuest for 10th Grade (Algebra I) Designed by: Sarah Bunch, Shnell Brown, and Megan Redfearn
Introduction | Task | Process | Evaluation | Conclusion | Credits | Teacher Page Imagine that you have the power to create your own slope. Your slope can be as large or as small as you want. The only thing about this slope is that we will not be using it to ski. Slope is generally represented by "m", and is generally defined as the change in "y" divided by the change in "x"; or rise over run. A slope can also either be positive, negative, zero, or undefined. But what does this have to do with me creating my own slope you say? Your job is to find out what the meaning of slope and the different types of slopes represent. Then once you have a clear understanding of what "slope" is you will be able to identify the parts of a graph. And hey, don't worry about not being able to solve a slope problem on your own, because you will be getting plenty of guided practice. But wait, it is not over now it is time to create your own version of the way you perceive the actions of slope. How, you say? Well, here's how! You will get into groups of 2 or 3, and you will make up a model that relates to slope. Your presentation has to show a real life situation, and how you can apply slope to your presentation. Be very creative and have fun! The Task The learner will have a sheet with the basic definitions listed as a future reference. They will be able to break down a graph and find parts such as intercepts and slope. They will also have developed a group example of a real life situation that involves slope. The learners will then make a presentation in their groups over their example in which they can use anything from posters to PowerPoint. All of their research can be done online but it not limited to that source. The P rocess
Follow instructions and turn it in to the teacher.
Turn in one paper with all of the member�s names written in the heading. The paper should have the question, the answer to the final question, and any work you might have. (This is a rough draft- so sketches are not perfect.)
Your group will then create an original model of slope. Can be in the form of flow chart, diagram, skit, etc. Turn in your model. Present your group�s model to the class at your assigned time. (You can use PPT, poster, real model, etc.) Be sure and tell how the application relates to slope. Complete the following group member duty sheet:
Turn it in.
Top
Describe to the
learners how their performance will be evaluated. Specify
whether there will be a common grade for group work vs.
individual grades. Beginning 1 Developing 2 Accomplished 3 Exemplary 4 Score Students will be able to define key terms
and locate them on a given graph Follow instructions and go to the web site
to read information on slope. ...and turn in definitions in your own words; of slope,
line. point, etc Print off graph and label parts, turn in. Students will solve the given problems and
identify type of slope Follow directions and read through both
lessons to get an idea of how to solve problems ...and students will observe some examples
on how to solve some slope-related problems and then solve
some of their own through guided practice. show all work and identify, when needed,
the slope as; positive, negative, undefined, or zero.
Turn in. Student will get into groups and review
sites, and make there own model representing slope.
(Chart, diagram, Life experience) Line up in order of your birth date and form
groups of 2-3 from order. Go to the website given and answer the
follow question related to the application of slope after
viewing the website. Turn in work with the question, your work
and your final answer. Students will present model to class, and
turn in group member duty sheet. In the same groups choose a topic that you
can apply a slope theory.
Gather
information from website. Then sign up
for presentation time on time sheet. Present the example to class (can use PPT,
poster, real model, etc.) Tell how the application relates to
slope. Turn in your group member sheet. After completing the lesson, you will have been shown the basics of graphing in algebra. You will know key terms and their definitions. When given a point and slope, you should be able to graph the line as well as be able to look at a graph and describe the slope and give the intercepts. We hope that you now have a greater respect for slope and its applications to real life situations and are able to recognize them in your daily routine. Credits & References
http://purplemath.com/modules/slope.htm http://www.wtamu.edu/academic/anns/mps/math/mathlab/beg_algebra/beg_alg_tut23_slope.htm http://www.quia.com/cb/30638.html http://math.rice.edu/~lamius/Algebra/stress.html
Last updated on November 2004. Based on a template from The WebQuest Page |
