WebQuest

Grab Your Pens And Pencils Folks,

We're Hitting The Slopes!!!

Teacher Page

A WebQuest for 10th Grade (Algebra I)

Sarah Bunch, Shnell Brown, and Megan Redfearn

This WebQuest is designed for an Algebra I course which can be for grades between eight and ten. The material covered is a basic introduction in mathematics to distinguishing the differences in graphs by slope as well as learning the basic terminology that is involved with graphing.

The learner will not need to have much prior knowledge about graphing since it will be touched on in this WebQuest; however, a basic understanding of graphs and the terminology would be helpful.

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Curriculum Standards

Mathematics Standards Addressed

Chapter 111. Texas Essential Knowledge and Skills for Mathematics
Subchapter C. High School

§111.31. Implementation of Texas Essential Knowledge and Skills for Mathematics, Grades 9-12.

§111.32. Algebra I (One Credit).

(a) Basic understandings.

(1) Foundation concepts for high school mathematics. As presented in Grades K-8, the basic understandings of number, operation, and quantitative reasoning; patterns, relationships, and algebraic thinking; geometry; measurement; and probability and statistics are essential foundations for all work in high school mathematics. Students will continue to build on this foundation as they expand their understanding through other mathematical experiences.

(2) Algebraic thinking and symbolic reasoning. Symbolic reasoning plays a critical role in algebra; symbols provide powerful ways to represent mathematical situations and to express generalizations. Students use symbols in a variety of ways to study relationships among quantities.

(3) Function concepts. Functions represent the systematic dependence of one quantity on another. Students use functions to represent and model problem situations and to analyze and interpret relationships.

(4) Relationship between equations and functions. Equations arise as a way of asking and answering questions involving functional relationships. Students work in many situations to set up equations and use a variety of methods to solve these equations.

(5) Tools for algebraic thinking. Techniques for working with functions and equations are essential in understanding underlying relationships. Students use a variety of representations (concrete, numerical, algorithmic, graphical), tools, and technology, including, but not limited to, powerful and accessible hand-held calculators and computers with graphing capabilities and model mathematical situations to solve meaningful problems.

(6) Underlying mathematical processes. Many processes underlie all content areas in mathematics. As they do mathematics, students continually use problem-solving, computation in problem-solving contexts, language and communication, connections within and outside mathematics, and reasoning, as well as multiple representations, applications and modeling, and justification and proof.

(b) Foundations for functions: knowledge and skills and performance descriptions.

(2) The student uses the properties and attributes of functions. Following are performance descriptions.

(2) The student understands the meaning of the slope and intercepts of linear functions and interprets and describes the effects of changes in parameters of linear functions in real-world and mathematical situations. Following are performance descriptions.

(A) The student develops the concept of slope as rate of change and determines slopes from graphs, tables, and algebraic representations.

(D) The student graphs and writes equations of lines given characteristics such as two points, a point and a slope, or a slope and y-intercept.

(E) The student determines the intercepts of linear functions from graphs, tables, and algebraic representations.

(3) The student formulates equations and inequalities based on linear functions, uses a variety of methods to solve them, and analyzes the solutions in terms of the situation. Following are performance descriptions.

(A) The student analyzes situations involving linear functions and formulates linear equations or inequalities to solve problems.

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Variations

For the gifted and talented students:

Instead of clicking on the hyperlink to the designated sites, their assignment will be to find sites themselves. The teacher will be sure to inform the students of what kind of websites to visit and what information they should be looking for. The teacher will be circulating around the lab to make sure the sites they visit are credible. (.edu, .org, .gov)

Also, in addition to the assignments they will complete from Webquest, they will be given additional questions, incorporating higher level thinking skills. Questions will pertain to real- life situations.

For the students with special needs:

The teacher should have already met with the parent of the disabled student, the principle, and the Special Ed teacher to create a personal lesson for the student.

Variations will include:

For the visually impaired the school will provide screen modification for the student which can magnify the screen up to 15 times.

For the mobility impaired the school can download software which changes the computer screen into a keyboard. The students can type their answers using only the mouse.

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Resources Needed