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# Math Webquest

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### Math Webquest

1. 1. Student Page [Teacher Page] Are You a Math Magician? A WebQuest for 8th Grade Math Title Introduction Designed by Task Allison Margevicius Process anm54@zips.uakron.edu Evaluation Conclusion http://www.pppst.com/math.html Credits Based on a template from The WebQuest Page
2. 2. Student Page Introduction [Teacher Page] Title Introduction Task So you say it is boring to sit in class and learn Process math!? Well here is a fun way to practice your Evaluation math skills! Today in class, we will be going to Conclusion different websites online and playing math games! Then you will be doing a small activity. Go wild and have fun with math! It is also in this section that youll communicate the Big Question (Essential Question, Guiding Question) that the whole WebQuest is centered around. Credits
3. 3. Student Page The Task [Teacher Page] You will be going on different websites to play games to help you get some ideas of your Title own. When you are done playing, get into groups of 3-4. Your group will be making up your own math games. You must draw out the game and explain the rules of the game. Don’t Introduction forget to include the materials needed to play the game. Task You must make three different games and they must be on these areas: Process Fractions Evaluation Decimals Percents Conclusion Multiplication Division Probability http://www.internet4classrooms.com/skills-8th-mathbuilders.htm http://www.math-play.com/8th-grade-math-games.html http://www.ixl.com/math/grade-8 http://www.crctlessons.com/math-online-games.html Credits
5. 5. Student Page Evaluation [Teacher Page] Title Teacher Name: Margevicius Introduction Task Student Name: ________________________________________ CATEGORY 4 3 2 1 Score Process Knowledge Gained All students in All students in the Most students in Several students in group could easily group could easily the group could the group could Evaluation and correctly state and correctly state easily and correctly NOT correctly state several facts about 1-2 facts about the state 1-2 facts about facts about the the topic used for topic used for the the topic used for topic used for the Conclusion the game without game without the game without game without looking at the looking at the looking at the looking at the game. game. game. game. Rules Rules were written Rules were written, Rules were written, The rules were not clearly enough that but one part of the but people had written. all could easily game needed some difficulty participate. slightly more figuring out the explanation. game. Creativity The group put a lot The group put some The group tried to Little thought was of thought into thought into make the game put into making the making the game making the game interesting and fun, game interesting or interesting and fun interesting and fun but some of the fun. to play as shown by to play by using things made it creative questions, textures, fancy harder to game pieces and/or writing, and/or understand/enjoy game board. interesting the game. characters. Attractiveness Contrasting colors Contrasting colors Contrasting colors Little or no color or and at least 3 and at least 1 and "borrowed" fewer than 3 original graphics original graphic graphics were used graphics were were used to give were used to give to give the cards included. the cards and the cards and and gameboard gameboard visual gameboard visual visual appeal. appeal. appeal. Credits
6. 6. Student Page Conclusion [Teacher Page] Put a couple of sentences here that summarize what they will have accomplished or Title learned by completing this activity or lesson. You might also include some rhetorical questions or additional links to encourage them to extend their thinking into other content Introduction beyond this lesson. Task Process Evaluation Conclusion Credits
7. 7. Student Page Credits & References [Teacher Page] List here the sources of any images, music or text that youre using. Provide links back to Title the original source. Say thanks to anyone who provided resources or help. Introduction List any books and other analog media that you used as information sources as well. Task Include a link back to The WebQuest Page and The WebQuest Slideshare Group so that Process others can acquire the latest version of this template and training materials. Evaluation Conclusion Credits
8. 8. [Student Page] Put the Title of the Lesson Here (Teacher)Teacher Page A WebQuest for xth Grade (Put Subject Here) Title Introduction Designed by Learners Put Your Name Here Standards Put Your E-mail Address Here Process Resources EvaluationTeacher Script Conclusion Credits Based on a template from The WebQuest Page
9. 9. [Student Page] Introduction (Teacher)Teacher Page Begin with something that describes the origin of the lesson. For example: This Title lesson was developed as part of the San Diego Unified School Districts Triton Project, a federally funded Technology Innovation Challenge Grant. Introduction Learners In this second paragraph of the introduction, describe briefly what the lesson is about. Remember, the audience for this document is other teachers, not students. Standards Process Resources EvaluationTeacher Script Conclusion Credits
10. 10. [Student Page] Learners (Teacher)Teacher Page Describe the grade level and course that the lesson is designed to cover. For Title example: "This lesson is anchored in seventh grade language arts and involves social studies and math to a lesser extent." If the lesson can easily be extended to Introduction additional grades and subjects, mention that briefly here as well. Learners Describe what the learners will need to know prior to beginning this lesson. Limit this Standards description to the most critical skills that could not be picked up on the fly as the lesson is given. Process Resources EvaluationTeacher Script Conclusion Credits
11. 11. [Student Page] Curriculum Standards (Teacher)Teacher Page What will students learn as a result of this lesson? Describe the outcomes Title succinctly. Use the language of existing standards. For example: Introduction Social Studies Standards Addressed Learners •Recognize the relationships among the various parts of a nations cultural Standards life. •Learn about the mythology, legends, values and beliefs of a people Process . Most lessons dont just teach a block of content; they also implicitly teach one or Resources more types of thinking. In addition to describing learning outcomes within traditional subject areas, describe what kind of thinking and communications skills were Evaluation encouraged by this lesson. Inference-making? Critical thinking? Creative production? Creative problem-solving? Observation and categorization?Teacher Script Comparison? Teamwork? Compromise? Conclusion Credits
12. 12. [Student Page] The Process (Teacher)Teacher Page You can paste in the process description given to students in the “student” process Title slide and then interleave the additional details that a teacher might need. Introduction Describe briefly how the lesson is organized. Does it involve more than one class? Learners Is it all taught in one period per day, or is it part of several periods? How many days or weeks will it take? Is it single disciplinary, interdisciplinary, multidisciplinary or Standards what? Process If students are divided into groups, provide guidelines on how you might do that. If there are misconceptions or stumbling blocks that you anticipate, describe them Resources here and suggest ways to get around them. Evaluation What skills does a teacher need in order to pull this lesson off? Is it easy enough for a novice teacher? Does it require some experience with directing debates or roleTeacher Script plays, for example? Conclusion If youre designing for a one-computer classroom or for pre-readers and are creating a facilitated WebQuest in which the teacher or an aide controls the computer and guides discussion, you can link from here to the Teacher Script page which would contain a printable script for the facilitator to follow. Variations If you can think of ways to vary the way the lesson might be carried out in different situations (lab vs. in-class, for example), describe them here. Credits
13. 13. [Student Page] Resources (Teacher)Teacher Page Describe whats needed to implement this lesson. Some of the possibilities: Title •Class sets of books Introduction •E-mail accounts for all students Learners •Specific software (how many copies?) •Specific hardware (what kind? How many?) Standards •Specific reference material in the classroom or school library •Video or audio materials Process If the lesson makes extensive use of specific websites, it would be appropriate to Resources list, describe and link them here. Evaluation Describe also the human resources needed. how many teachers are needed to implement the lesson. Is one enough? Is there a role for aides or parents in theTeacher Script room? Do you need to coordinate with a teacher at another school? With a partner Conclusion in industry or a museum or other entity? Is a field trip designed in as part of the lesson? Credits
14. 14. [Student Page] Evaluation (Teacher)Teacher Page How will you know that this lesson was successful? Describe what student products Title or performances youll be looking at and how theyll be evaluated. This, of course, should be tightly related to the standards and objectives you cited above. Introduction Learners You may want to just copy and paste the evaluation section of the student page (Evaluation) into this space and add any clarifications needed for another teacher to Standards make use of this lesson. Process Resources EvaluationTeacher Script Conclusion Credits