This WebQuest teaches students about the associative and commutative properties of algebra through group work and online resources. Students are placed into groups, given variables, and guided through examples of applying the associative property using an online resource. They then learn the commutative property through a video. Finally, students practice using both properties together to solve problems, checking their work online. The goal is for students to gain a better understanding of how algebra concepts are used in higher math and other subjects.

1. Student Page
[Teacher Page]
Webquest to Create Webquests
Title For Educators
Introduction Designed by
Task Cory Glasser
Process
cdg24@zips.uakron.edu
Evaluation
Conclusion
Credits Based on a template from The WebQuest Page

2. Student Page
[Teacher Page]
Introduction
Title Algebra is a broad subject of mathematics that can be related to
many subjects and fields. Also, it is a necessity for any higher level
Introduction math courses or concepts. In depth, beginning Algebra consists of
Task variables pertaining to numerical values, geometry, and
trigonometry. The subjects and fields algebra is required in vary. For
Process
example, algebra is needed in science and physics classes. Also, it is
Evaluation needed in careers from plumbing for the necessary angles of pipes
Conclusion to engineering a complex computer simulation.
Credits

3. Student Page
[Teacher Page]
The Task
Title In this WebQuest students will further their knowledge in
Introduction the concepts of Algebra. Students will learn how to work
with variables that pertain to different values and solve
Task
equations. The end result will be a greater concept of how
Process variables and laws of math can be incorporated into
Evaluation everyday math.
Conclusion
Credits

4. Student Page
[Teacher Page]
The Process
Title 1. First you will all grab a white board and marker
2. Next you will be put into groups of three students per group
Introduction 3. Once in the group, you will be given three variables pertaining to
Task specific values
4. These variables will be “a, b, c”
Process
5. Next you will go to this link and read about the Associative
Evaluation Property
Conclusion http://math.about.com/od/prealgebra/a/associative.htm
6. Now you will use the three variables and use the Associative
Property with them
7. Then to check your answer, use the numerical values that pertain
to the variables
8. Once the Associative Property is understood, move on to the
Commutative by watching this video:
http://www.youtube.com/watch?v=D_WWQNFoRjw
9. Now work on the white board with the variables and check your
answers like before
10.For a final step, use both Properties together and check your
answers
11.To check answers you can use http://www.wolframalpha.com/
Credits

5. Student Page
[Teacher Page]
Evaluation
Title CATEGORY 4 3 2 1
Mathematical Concepts Explanation shows Explanation shows Explanation shows Explanation shows very
Introduction complete substantial some understanding of limited understanding
understanding of the understanding of the the mathematical of the underlying
Task mathematical concepts mathematical concepts concepts needed to concepts needed to
used to solve the used to solve the solve the problem(s). solve the problem(s)
Process problem(s). problem(s). OR is not written.
Evaluation
Mathematical Errors 90-100% of the steps Almost all (85-89%) of Most (75-84%) of the More than 75% of the
Conclusion and solutions have no the steps and solutions steps and solutions steps and solutions
mathematical errors. have no mathematical have no mathematical have mathematical
errors. errors. errors.
Working with Others Student was an Student was an Student cooperated Student did not work
engaged partner, engaged partner but with others, but effectively with others.
listening to suggestions had trouble listening to needed prompting to
of others and working others and/or working stay on-task.
cooperatively cooperatively.
throughout lesson.
Checking The work has been The work has been Work has been checked Work was not checked
checked by two checked by one by one classmate but by classmate OR no
classmates and all classmate and all some corrections were corrections were made
appropriate corrections appropriate corrections not made. based on feedback.
made. made.
Credits

6. Student Page
[Teacher Page]
Conclusion
Title Now that you know how to use the Associative and
Introduction Commutative Property you have a better understanding of
how Algebra will work. In all higher math courses these
Task
properties are essential. In the next lesson you will learn the
Process Distributive Property .
Evaluation
Conclusion
Credits

7. Student Page
[Teacher Page]
Credits & References
Title Algebra Picture
Introduction
http://us.123rf.com/400wm/400/400/radiantskies/radiantskies12
Task
Process
Evaluation WebQuest websites:
Conclusion The WebQuest Page
The WebQuest Slideshare Group
Rubric:
http://rubistar.4teachers.org
Template Form from MCroskey
Other sources are in the “Process” section
Credits

8. [Student Page]
The Associative and Commutative
Teacher Page
Properties(Teacher)
Title A WebQuest for 9th Grade (Algebra)
Introduction Designed by
Learners
Cory Glasser
Standards cdg24@zips.uakron.edu
Process
Resources
Evaluation
Teacher Script
Conclusion
Credits Based on a template from The WebQuest Page

9. [Student Page]
Teacher Page Introduction (Teacher)
Title This lesson was developed for an Educational
Introduction Technology class at The University of Akron.
The lesson is about the Associative and Commutative
Learners
Properties of mathematics. These two properties are
Standards essential for further learning in mathematics. With
Process these two properties, the students can then learn the
Resources Distributive Property easier. Using all three properties
will exponentially improve the student’s Algebra skills.
Evaluation
Teacher Script
Conclusion
Credits

10. [Student Page]
Teacher Page Learners (Teacher)
Title This lesson is designed for the 9th grade Algebra course.
However, this lesson could be taught earlier in Pre-Algebra or
Introduction later in Algebra II. This lesson can also be related to science
Learners class involving mathematical equations.
Standards
Learners will need to know the rules for basic mathematics,
Process such as the order of operations. Also, the student must be
Resources able to understand that certain variables can hold different
values throughout different problems.
Evaluation
Teacher Script
Conclusion
Credits

11. [Student Page]
Curriculum Standards
Teacher Page
(Teacher)
Title
Mathematics Standards Addressed
Introduction
Learners •Be able to use the Associative Property with variables
and numerical values.
Standards
•Be able to use the Commutative Property with variables
Process and numerical values.
Resources
In this lesson the students encountered many lessons. A few
Evaluation of these lessons were in communication, teamwork, critical
Teacher Script thinking, inference making and creative problem solving.
Conclusion
Credits

12. [Student Page]
Teacher Page The Process (Teacher)
1. First you will all grab a white board and marker
Title
2. Next you will be put into groups of three students per group
Introduction 3. Once in the group, you will be given three variables pertaining to specific
values
Learners 4. These variables will be “a, b, c”
Standards 5. Next you will go to this link and read about the Associative Property
http://math.about.com/od/prealgebra/a/associative.htm
Process 6. Now you will use the three variables and use the Associative Property with
them
Resources
7. Then to check your answer, use the numerical values that pertain to the
Evaluation variables
8. Once the Associative Property is understood, move on to the Commutative
Teacher Script
by watching this video:
Conclusion http://www.youtube.com/watch?v=D_WWQNFoRjw
9. Now work on the white board with the variables and check your answers
like before
10. For a final step, use both Properties together and check your answers
11.To check answers you can use http://www.wolframalpha.com/
This lesson will be taught in one day and it will take place in groups of
three. Every class does it, but they don’t intertwine. This lesson is
explicitly meant for an ordinary classroom, where the students are in
class.
If students don’t understand the material the teacher can work with
them, while the other students work in groups.
Credits This lesson is extremely easy and a novice teacher can teach the
lesson.

13. [Student Page]
Teacher Page Resources (Teacher)
Title
The only things needed for this lesson are
Introduction •White boards
Learners •Markers
•Internet access for a third of the class
Standards
•Video and audio materials to watch the video
Process
Resources Only one teacher is needed for this lesson. The lesson only
requires going to two links, which are listed in the “Process”
Evaluation
section.
Teacher Script
Conclusion
Credits

14. [Student Page]
Teacher Page Evaluation (Teacher)
The way to make sure this lesson was successful is to have
Title the students answer a problem and have them write it on their
Introduction whiteboards and raising them for the teacher to see.
Learners
CATEGORY 4 3 2 1
Standards Mathematical Concepts Explanation shows Explanation shows Explanation shows Explanation shows very
complete substantial some understanding of limited understanding
understanding of the understanding of the the mathematical of the underlying
Process mathematical concepts mathematical concepts concepts needed to concepts needed to
used to solve the used to solve the solve the problem(s). solve the problem(s)
Resources problem(s). problem(s). OR is not written.
Evaluation
Mathematical Errors 90-100% of the steps Almost all (85-89%) of Most (75-84%) of the More than 75% of the
Teacher Script and solutions have no the steps and solutions steps and solutions steps and solutions
mathematical errors. have no mathematical have no mathematical have mathematical
errors. errors. errors.
Conclusion
Working with Others Student was an Student was an Student cooperated Student did not work
engaged partner, engaged partner but with others, but effectively with others.
listening to suggestions had trouble listening to needed prompting to
of others and working others and/or working stay on-task.
cooperatively cooperatively.
throughout lesson.
Checking The work has been The work has been Work has been checked Work was not checked
checked by two checked by one by one classmate but by classmate OR no
classmates and all classmate and all some corrections were corrections were made
appropriate corrections appropriate corrections not made. based on feedback.
made. made.
Credits

15. [Student Page]
Teacher Page Teacher Script (Teacher)
What to do
Title •Tell the class they will be learning about the Associative and Commutative
Properties.
Introduction •Give the students two minutes to grab white boards and markers.
Learners •Assign them to groups of three.
•Tell them to work on the Associative Property and follow the directions on the
Standards WebQuest. Give the students fifteen minutes for this.
•Ask for questions. If they have any give them an example from a given list that is
Process already proven. They can always ask a classmate.
•Next, tell them they have fifteen minutes to work on the Commutative Property
Resources •Ask for questions. Same as before.
•If there is time left, go over given examples.
Evaluation •With five minutes left, tell the students to turn in white boards and markers and to
chat quietly.
Teacher Script
This page is linked to the Process segment off of the Teacher Page
Conclusion
Credits

16. [Student Page]
Teacher Page Conclusion (Teacher)
Title This lesson is taught to teach students about the Associative
and Commutative Properties in mathematics. Without these
Introduction skills a student will lack the essentials to progress through
Learners higher level math courses and also some other subjects such
as Physics.
Standards
Process
Resources
Evaluation
Teacher Script
Conclusion
Credits

17. [Student Page]
Teacher Page Credits & References (Teacher)
Title
Introduction Websites:
The WebQuest Page
Learners
The WebQuest Slideshare Group
Standards
Process Picture
Resources
http://mathforum.org/sum95/sinclair/algebr
a.gif
Evaluation
Teacher Script
Rubric: http://rubistar.4teachers.org
Conclusion
WikiSpaces.com: http://www.wikispaces.com/
C Glasser’s Wiki:
http://www.wikispaces.com/user/my/cdg24
Template Form from MCroskey
Other sources are in the “Process” section.
Credits