This WebQuest assigns students historical mathematicians and tasks them with researching the mathematician and presenting their findings to the class. It provides resources for students to research four important mathematicians. The WebQuest evaluates students based on how well organized, thorough, and engaging their presentations are. It aims to educate students on the important contributions of historical mathematicians.

1. Student Page
[Teacher Page]
A WebQuest for 9th Grade Geometry
Title
Introduction Designed by
Task Tyler Pacifico
Process tmp44@zips.uakron.edu
Evaluation
Conclusion
Credits Based on a template from The WebQuest Page

2. Student Page
[Teacher Page]
You each have something in common with some of the most important figures in the
Title history of mathematics, a name. At the beginning of the semester, you all were assigned a
name of a philosopher or mathematician that made some important discoveries that
Introduction shaped mathematics (and life) as we know it today. Without these historical heroes, the
Task world would be a drastically different place.
Process
Evaluation
Conclusion
Credits

3. Student Page
[Teacher Page]
Now that the semester has progressed, it’s time to identify this person and how their
Title contributions changed mathematics! It’s up to you to bring these heroes back to life and
inform your classmates on not only who these people were, but how they shaped the
Introduction practice of mathematics as we know it today. You will be using the Internet as your tool to
Task uncover information about your assigned mathematician, and then you will present your
findings to the class using the method of your choice (speech, PowerPoint presentation, or
Process song). You must have one graphic organize a part of your presentation.
Evaluation
Conclusion
Credits

4. Student Page
[Teacher Page]
Research
Title To accomplish this task, we must first begin by doing some research. Using the websites provided,
research your assigned mathematician. Since you will be presenting your findings on the history of
Introduction this person answer questions such as these:
Where did this person grow up and live?
Task When were they born? When did they die?
What level of education did they receive? Did they go to college?
What notable discoveries did this person have?
Process How could the time frame they lived in shape their discoveries?
What practical applications do these discoveries have today?
Evaluation How would the world be a different place without this person?
This is just a general list of questions: you do not need to answer all these questions, but you are
Conclusion encouraged to ask yourself other questions not on this list. Remember, it is up to you to bring this
character to life!
Here is the list of websites you are to use:
http://fabpedigree.com/james/mathmen.htm#top
http://www.buzzle.com/articles/famous-women-mathematicians.html
http://personal.ashland.edu/~dwick/courses/history/math_bios.pdf
http://www.maths.tcd.ie/pub/HistMath/People/RBallHist.html
Now that you have done your research and gathered your information, choose how you can best
present this to your classmates. Remember, you want to educate your peers on the history of this
person. Therefore, choose the method of presentation that best suits you. Some examples could be
writing a song, giving a speech, teaching a lesson as your individual, presenting a PowerPoint
presentation, filming a skit, etc. When you choose a method, verify your choice with me. You can find
a rubric on the Evaluation page.
After this present your findings to the class!
Credits

5. CATEGORY 4 3 2 1
Student Page Presentation Information is very Information is Information is The information
[Teacher Page]
organized and well- organized and well- organized, but could appears to be
presented and held presented. have been better disorganized.
the attention of the presented.
Title class.
Introduction Internet Use Successfully uses Usually able to use Occasionally able to Needs assistance or
suggested internet suggested internet use suggested supervision to use
Task links to find links to find internet links to find suggested internet
information and information and information and links and/or to
Process navigates within navigates within navigates within navigate within
these sites easily these sites easily these sites easily these sites.
Evaluation without assistance. without assistance. without assistance.
Conclusion
Amount of All topics are All topics are All topics are One or more topics
Information addressed and addressed and a addressed, but the were not addressed.
provided additional good background history could have
information that was given. been more
gave a good complete.
background.
Quality of Information clearly Information clearly Information clearly Information has little
Information relates to the main relates to the main relates to the main or nothing to do
topic. It includes topic. It provides 1-2 topic. No details with the main topic.
several supporting supporting details and/or examples are
details and/or and/or examples. given.
examples.
Graphic Organizer Graphic organizer or Graphic organizer or Graphic organizer or Graphic organizer or
outline has been outline has been outline has been outline has not been
completed and completed and started and includes attempted.
shows clear, logical shows clear, logical some topics and
relationships relationships subtopics.
Credits between all topics between most topics
and subtopics. and subtopics.

6. Student Page
[Teacher Page]
Congratulations! You are finished with your webquest! Not only that, but you have gained
Title insight into the history of great mathematicians of the past. What’s important to note is
that the mathematics that has constructed the world we live in today did not happen by
Introduction itself, it has been discovered by people like you and I. So, will you be the next great
Task mathematician?
Process
Evaluation
Conclusion
Credits

7. Student Page
[Teacher Page]
For this WebQuest, I used these websites for the research information for students:
Title http://fabpedigree.com/james/mathmen.htm#top
http://www.buzzle.com/articles/famous-women-mathematicians.html
Introduction
http://personal.ashland.edu/~dwick/courses/history/math_bios.pdf
Task http://www.maths.tcd.ie/pub/HistMath/People/RBallHist.html
Process I used this website for the pictures:
http://fabpedigree.com/james/mathmen.htm#top
Evaluation
I also used The WebQuest Page for information about the WebQuest and The WebQuest
Conclusion Slideshare Group to host my WebQuest.
Credits

8. [Student Page]
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
Evaluation
Teacher Script
Conclusion
Credits Based on a template from The WebQuest Page

9. [Student Page]
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 District's 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
Evaluation
Teacher Script
Conclusion
Credits

10. [Student Page]
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
Evaluation
Teacher Script
Conclusion
Credits

11. [Student Page]
Teacher Page
Mathematics Standards Addressed
Title
•Interpret expressions that represent a quantity in terms of its context.
Introduction
•Create equations in two or more variables to represent relationships
Learners between quantities; graph equations on coordinate axes with labels and
scales.
Standards
Much of the standards implied in this WebQuest stem from students discovering
Process what their mathematician attributed to the subject area. Further, there is much
inference-making and organization a part of this WebQuest that strengthens
Resources students skill sets.
Evaluation
Teacher Script
Conclusion
Credits

12. [Student Page]
Teacher Page
You can paste in the process description given to students in the “student”
Title process 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 role
Teacher Script plays, for example?
Conclusion
If you're 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. [Student Page]
Teacher Page
Describe what's 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 the
Teacher 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. [Student Page]
Teacher Page
How will you know that this lesson was successful? Describe what student products
Title or performances you'll be looking at and how they'll 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
Evaluation
Teacher Script
Conclusion
Credits

15. [Student Page]
Teacher Page
The WebQuest model is best suited for learners who can navigate the Web on their
Title own and can read the kinds of material commonly found on the Web. We can
stretch the format to reach primary-aged learners, developmental English Language
Introduction
Learners and special populations by creating a facilitated WebQuest, one that
Learners requires an adult or older peer to drive things.
Standards Use this page to create a script for that facilitator. The facilitator would print this
page out and use it to guide their progress through the WebQuest.
Process
This page will include step by step directions to the facilitator, including:
Resources
•What to say at each point in the process
Evaluation •What to click on
•What questions and misconceptions to anticipate
Teacher Script •How long to take at each point
Conclusion •When to direct learners to work away from the computer
To help the facilitator, you might want to include screen dumps of particular screens
embedded with the directions of what to do at that point.
This page is linked to the Process segment off of the Teacher Page
Credits

16. [Student Page]
Teacher Page
Make some kind of summary statement here about the worthiness of this lesson and
Title the importance of what it will teach.
Introduction
Learners
Standards
Process
Resources
Evaluation
Teacher Script
Conclusion
Credits

17. [Student Page]
Teacher Page
List here the sources of any images, music or text that you're 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.
Learners
Include a link back to The WebQuest Page and The WebQuest Slideshare Group so that
Standards others can acquire the latest version of this template and training materials.
Process
Resources
Evaluation
Teacher Script
Conclusion
Credits