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A WebQuest for 8th Grade Math

Designed by

Allison Margevicius

anm54@zips.uakron.edu

Based on a template from The WebQuest Page

Are You a Math Magician?

http://www.pppst.com/math.html

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So you say it is boring to sit in class and learn math!? Well here is a fun way to practice your math skills! Today in class, we will be going to 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 you'll communicate the Big Question (Essential Question, Guiding Question) that the whole WebQuest is centered around.

Introduction

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You will be going on different websites to play games to help you get some ideas of your 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 forget to include the materials needed to play the game.

You must make three different games and they must be on these areas:

FractionsDecimalsPercentsMultiplicationDivision 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

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The Task

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To accomplish the task, what steps should the learners go through? Use the numbered list format in your web editor to automatically number the steps in the procedure. Describing this section well will help other teachers to see how your lesson flows and how they might adapt it for their own use, so the more detail and care you put into this, the better. Remember that this whole document is addressed to the student, however, so describe the steps using the second person.

1. First you’ll play some math games 2. Then you’ll pick out what you want to make your game about 3. Last you’ll explain your game on paper and turn it in

Learners will access the on-line resources that you've identifed as they go through the Process. You may have a set of links that everyone looks at as a way of developing background information, or not. If you break learners into groups, embed the links that each group will look at within the description of that stage of the process. (Note, this is a change from the older WebQuest templates which included a separate Resources section. It's now clear that the resources belong in the Process section rather than alone.)

In the Process block, you might also provide some guidance on how to organize the information gathered. This advice could suggestions to use flowcharts, summary tables, concept maps, or other organizing structures. The advice could also take the form of a checklist of questions to analyze the information with, or things to notice or think about. If you have identified or prepared guide documents on the Web that cover specific skills needed for this lesson (e.g. how to brainstorm, how to prepare to interview an expert), link them to this section.

The Process

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[Teacher Page]Evaluation

Teacher Name: Margevicius

Student Name:     ________________________________________

CATEGORY 4 3 2 1 ScoreKnowledge Gained

All students in group could easily and correctly state several facts about the topic used for the game without looking at the game.

All students in the group could easily and correctly state 1-2 facts about the topic used for the game without looking at the game.

Most students in the group could easily and correctly state 1-2 facts about the topic used for the game without looking at the game.

Several students in the group could NOT correctly state facts about the topic used for the game without looking at the game.

 

Rules Rules were written clearly enough that all could easily participate.

Rules were written, but one part of the game needed slightly more explanation.

Rules were written, but people had some difficulty figuring out the game.

The rules were not written.

 

Creativity The group put a lot of thought into making the game interesting and fun to play as shown by creative questions, game pieces and/or game board.

The group put some thought into making the game interesting and fun to play by using textures, fancy writing, and/or interesting characters.

The group tried to make the game interesting and fun, but some of the things made it harder to understand/enjoy the game.

Little thought was put into making the game interesting or fun.

 

Attractiveness Contrasting colors and at least 3 original graphics were used to give the cards and gameboard visual appeal.

Contrasting colors and at least 1 original graphic were used to give the cards and gameboard visual appeal.

Contrasting colors and "borrowed" graphics were used to give the cards and gameboard visual appeal.

Little or no color or fewer than 3 graphics were included.

 

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Put a couple of sentences here that summarize what they will have accomplished or 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 beyond this lesson.

Conclusion

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List here the sources of any images, music or text that you're using. Provide links back to the original source. Say thanks to anyone who provided resources or help.

List any books and other analog media that you used as information sources as well.

Include a link back to The WebQuest Page and The WebQuest Slideshare Group so that others can acquire the latest version of this template and training materials.

Credits & References

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A WebQuest for xth Grade (Put Subject Here)

Designed by

Put Your Name HerePut Your E-mail Address Here

Based on a template from The WebQuest Page

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Teacher Script

Conclusion

Put the Title of the Lesson Here (Teacher)

[Student Page]

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Begin with something that describes the origin of the lesson. For example: This lesson was developed as part of the San Diego Unified School District's Triton Project, a federally funded Technology Innovation Challenge Grant.

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.

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Describe the grade level and course that the lesson is designed to cover. For 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 additional grades and subjects, mention that briefly here as well.

Describe what the learners will need to know prior to beginning this lesson. Limit this description to the most critical skills that could not be picked up on the fly as the lesson is given.

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Learners (Teacher)

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What will students learn as a result of this lesson? Describe the outcomes succinctly. Use the language of existing standards. For example:

Social Studies Standards Addressed

• Recognize the relationships among the various parts of a nation's cultural life.

• Learn about the mythology, legends, values and beliefs of a people.Most lessons don't just teach a block of content; they also implicitly teach one or more types of thinking. In addition to describing learning outcomes within traditional subject areas, describe what kind of thinking and communications skills were encouraged by this lesson. Inference-making? Critical thinking? Creative production? Creative problem-solving? Observation and categorization? Comparison? Teamwork? Compromise?

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You can paste in the process description given to students in the “student” process slide and then interleave the additional details that a teacher might need.

Describe briefly how the lesson is organized. Does it involve more than one class? 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 what?

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 here and suggest ways to get around them.

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 plays, for example?

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.

VariationsIf 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.

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The Process (Teacher)

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Describe what's needed to implement this lesson. Some of the possibilities:

• Class sets of books• E-mail accounts for all students• Specific software (how many copies?)• Specific hardware (what kind? How many?)• Specific reference material in the classroom or school library• Video or audio materials

If the lesson makes extensive use of specific websites, it would be appropriate to list, describe and link them here.

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 room? Do you need to coordinate with a teacher at another school? With a partner in industry or a museum or other entity? Is a field trip designed in as part of the lesson?

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How will you know that this lesson was successful? Describe what student products 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.

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 make use of this lesson.

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The WebQuest model is best suited for learners who can navigate the Web on their 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 Learners and special populations by creating a facilitated WebQuest, one that requires an adult or older peer to drive things.

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.

This page will include step by step directions to the facilitator, including:

• What to say at each point in the process• What to click on• What questions and misconceptions to anticipate• How long to take at each point• 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

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Make some kind of summary statement here about the worthiness of this lesson and the importance of what it will teach.

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List here the sources of any images, music or text that you're using. Provide links back to the original source. Say thanks to anyone who provided resources or help.

List any books and other analog media that you used as information sources as well.

Include a link back to The WebQuest Page and The WebQuest Slideshare Group so that others can acquire the latest version of this template and training materials.

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Credits & References (Teacher)