This webquest will address the Colorado state standards Intended for High School Algebra 1 Students.
Shape, Dimension, and Geometric Relationships
Geometric sense allows students to comprehend space and shape. Students analyze the characteristics and relationships of shapes and structures, engage in logical reasoning, and use tools and techniques to determine measurement. Students learn that geometry and measurement are useful in representing and solving problems in the real world as well as in mathematics.
1. Make sense of problems and persevere in solving them.
Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, “Does this make sense?” They can understand the approaches of others to solving complex problems and identify correspondences between different approaches.
4. Model with mathematics.
Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose.
The Introduction orients students and captures their interest. The Task describes the activity's end product. The Process explains strategies students should use to complete the task. The Resources are the Web sites students will use to complete the task. The Evaluation measures the results of the activity. The Conclusion sums up the activity and encourages students to reflect on its process and results.
ISTE-NETs addressed (Summerized)
. Facilitate and inspire student learning and creativity
Design and develop digital age learning experiences and assessments (par for the course for webquests)
Website edited by Jason Ismail on 4/15/2015