Math That Matters
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Math That Matters



This is a webquest to help students understand that math is all around us

This is a webquest to help students understand that math is all around us



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  • There was a need in my class to help students understand the real world aspect of math. I wanted something that they would enjoy, but would also find interesting and fun to complete.
  • I had two learning objectives. I wanted my students to be able to get a monthly paycheck and then from there, keep a budget, buy a car, and buy a home. The state objective that they are to cover is organizing data using different types of tools
  • When it came to ADDIE, I first had to analyze what I needed. There were many different questions. The answers to these questions are: I wanted the activity to take one to two days. I wanted them to learn that math is all around them. I wanted them to write what they had discovered, and I wanted to use the computer lab to do this.
  • Once I had answered the questions for the analyzing stages, I need to develop an outline of what the webquest would look like. I checked out different webquest sites and finally decided on This site already had headings and titles so all I need to do was come up with some ideas that would make the website fun for my students. Since many of them like to spend time on the internet, I thought letting them surf the internet, to find different things would be cool.
  • Now I could start building thewebquest. Each section builds on the others and makes the student do more work each time. I also hope that by giving them their budget based on their eye color, that it becomes more difficult to complete because not everyone has all the money, students really do need to budget.
  • To implement this into my classroom I first need to make sure that there is a place that I could do this activity at. Once that is done, I need to make sure that a foundation is setup so that my students understand what they are doing with this webquest. The students really do need to have a good understanding of what personal finance is and how it relates to them.
  • My evaluation takes place in two stages. In stage one students will answer questions during the webquest that will help them know they are on the right path. Also, by using these multiple choice questions, I can see if there is a common mistake a lot of people are making and then be able to fix it. The second evaluation is done at the end and it is a paper the students have to write. They will be given a rubric that tells them what needs to be in the paper for them to get full credit.
  • This is a tool to aid in the assistance of learning about money and budgeting. I would really like to tie this into more of my story problems.
  • Each section of the webquest is labeled and lets the student know exactly what is expected of them.
  • The three people that evaluated my webquest were two math teachers and a science teacher. Their average results are on the next page, but if you click on their name, you can find their original reviews.
  • When I got back my peer reviews the main problem was the graphics and some typos. So I added a few different pictures and went back and I hope, found most of my errors
  • To wrap up, math is all around us and we are going to be using it everyday. Students need to realize this and embrace it so that maybe, just maybe, they will start to enjoy doing math.

Math That Matters Math That Matters Presentation Transcript

  • Math that Matters
    Bobby Kiger
    EDU 642
  • Had a need
    Wanted something that students would enjoy
    Had to really gain and keep students interest.
  • The learning objectives that I wanted from my students:
    Be able to:
    Make a budget, buy a car, and buy a home all on a monthly salary
    State standards
    L1.2.4 Organize and summarize a data set in a table, plot, chart, or spreadsheet; find patterns in a display of data; understand and critique data displays in the media.
    Learning Objectives
  • Analyze - before I could make my webquest, I need to answer a few questions though
    How long will I spend on this activity?
    What do I really want them to learn?
    How will I judge whether or not they have mastered the material?
    Since it is a web based activity, am I going to be able to use a computer lab?
  • ADDIE con’t
    Develop – once I had an idea of the webquest, I needed to start creating it
    What website to use?
    What headings and titles did I want?
    How would I make sure that this activity was fun but still covered the material I wanted them to know?
  • Design
    Once I had the developmental part of ADDIE completed I had to start designing the webquest
    It needed to have sections that would build on one another
    I also wanted it to be something that the students would have to take more than 5 minutes to finish
    Looking up cars, homes, and setting up a budget
    ADDIE con’t
  • Implementing – What needed to be done before this assignment could be completed
    ADDIE Con’t
  • Evaluate – Two stages
    1st – during the webquest, students have questions that they need to answer and it will let them know if they are on the right track
    2nd – Once the student is done with the webquest, they have a paper they need to write explaining their findings and how they relate to their preconceived notions.
    ADDIE Con’t
  • This webquest is to be used as an aid – not a lesson all by itself
    It would be used after a lesson about personal finance.
    Would also tie in problem solving skills
  • Math that Matters
    Each section is labeled
    Students will start with an into and then move into the activity.
  • Peer Evaluations
    Who evaluated it?
    What did they have to say?
    How it helped make the webquest better
  • Evaluations
  • Math is all around us
    Students need to be able to solve real world problems
    Math needs to be fun or students will lose interest