Introduction
How many times have you sat in class and thought "teaching isn't that hard, I could do it better than ...? Well now you're going to get your chance. No you're not going to be thrown completely in the deep end, really all you need to do is use your design skills to create a textbook from which you can teach someone else, probably another classmate, about a new concept.
So you're wondering what the new concept is?...
Your task is to create an introductory textbook on the basics of Algebra.
This is what your final product could look like: (Click on the Links to see)
or maybe this....
But of course yours will be much better! It doesn't have to be a traditional textbook like I've shown above it could be a movie, a podcast or a slideshow?
MCC9-12.A.CED.1 Create equations and inequalities in one variable and use them to solve problems. Include equations arising from linear and exponential functions.
MCC9-12.A.CED.2 Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales.
MCC9-12.A.CED.3 Represent constraints by equations or inequalities, and by systems of equations and/or inequalities, and interpret solutions as viable or non-viable options in a modeling context.
MCC9-12.A.CED.4 Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations.
MCC9-12.N.Q.1 Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays.
MCC9-12.N.Q.2 Define appropriate quantities for the purpose of descriptive modeling.
MCC9-12.N.Q.3 Choose a level of accuracy appropriate to limitations on measurement when reporting quantities.
MCC9-12.A.SSE.1 Interpret expressions that represent a quantity in terms of its context.
MCC9-12.A.SSE.1a Interpret parts of an expression, such as terms, factors, and coefficients.
MCC9-12.A.SSE.1b Interpret complicated expressions by viewing one or more of their parts as a single entity.
Process Standards
The following process standards are essential to mastering each of the mathematics content standards. They emphasize critical dimensions of the mathematical proficiency that all students need.
MM1P1. Students will solve problems (using appropriate technology).
a. Build new mathematical knowledge through problem solving.
b. Solve problems that arise in mathematics and in other contexts.
c. Apply and adapt a variety of appropriate strategies to solve problems.
d. Monitor and reflect on the process of mathematical problem solving.
MM1P2. Students will reason and evaluate mathematical arguments.
a. Recognize reasoning and proof as fundamental aspects of mathematics.
b. Make and investigate mathematical conjecture.
c. Develop and evaluate mathematical arguments and proofs.
d. Select and use various types of reasoning and methods of proof.
MM1P3. Students will communicate mathematically.
a. Organize and consolidate their mathematical thinking through communication.
b. Communicate their mathematical thinking coherently and clearly to peers, teachers, and others.
c. Analyze and evaluate the mathematical thinking and strategies of others.
d. Use the language of mathematics to express mathematical ideas precisely.
MM1P4. Students will make connections among mathematical ideas and to other disciplines.
a. Recognize and use connections among mathematical ideas.
b. Understand how mathematical ideas interconnect and build on one another to produce a coherent whole.
c. Recognize and apply mathematics in contexts outside of mathematics.
MM1P5. Students will represent mathematics in multiple ways.
a. Create and use representations to organize, record, and communicate mathematical ideas.
b. Select, apply, and translate among mathematical representations to solve problems.
c. Use representations to model and interpret physical, social, and mathematical phenomena.
Task
To create a textbook (or other instructional tool) that Introduces the Basics of Algebra for your class. It must include, but is not limited to addressing: (click on the following links for examples and/or explanations)
- anything else that you feel your students would need to know to meet the outcomes of the class.
You should collate all your research and information in a powerpoint or other presentation format and then jazz it up using one of the many free online tools (eg.Prezi, Issu, Slideshare etc). You could also turn it in to a video and post in onYouTube or in some other format.
Process
Below is all the details you will need to successfuly accomplish this task. You will need to come back to this page regularly to check that you have covered everything, the Marking Criteria and Rubric on the Evaluation page will also be very beneficial.
First you'll be assigned a partner from your class as there are a range of tasks and components which will be an enormous task for you by youself. See your teacher if you do not yet have a partner.
Aim: To create a textbook or other learning tool which explains (giving theory and examples) the Basics of Algebra.
Requirements: Your textbook / learning tool must include the following:
- What is algebra? - how does it work, what is a variable, etc
- What is an algebraic expression? - rules, abbreviations involved
- Substitution - how does it work, what is the process
- Simplifying algebraic expressions - what are the rules
- What is an equation - how does algebra help solve equations
It must also be compiled in a digital format such as a powerpoint presentation, pdf file, or a dynamic online format like the samples shown on the Introduction page.
There is an enormous range of resources online for you to research these concepts and help you with your investigation. You may be able to make up some examples for each concept yourself which would be fantastic.
The purpose is not to just quote a website or other source but to develop the content from scratch.
Complete your research, some readings, and then explain the concept in your own words.
You must submit a reference page, works cited, using APA:
A great place to find APA rules is at:
Evaluation
This is the assessment rubric for your final product, a textbook or other teaching tool, that you completed in this WebQuest project. Please check your work against this rubric to self-assess. The same rubric will be used by your teacher to grade your work.
Assessment Rubic
|
Beginning 1 |
Developing 2 |
Very Good 3 |
Exemplary 4 |
Score |
|
|---|---|---|---|---|---|
|
Content
|
Does not contain required elements or contains elements not pertaining to Algebra |
Contains few of the required elements outlined in the process page. |
Contains most of the required elements outlined in the process page. |
Contains all required elements as outlined in the process page. |
|
|
Accuracy
|
The mathematical instructions and the worked examples contain numerous errors. |
Either the mathematical instructions or worked examples contain numerous errors. |
Most of the mathematical instructions and worked examples are valid and correct. |
All of the mathematical instructions and worked examples are valid and correct. |
|
|
Structure
|
No structure has been used to separate elements within the teaching tool. |
The layout of content, space or worked examples is confusing and not logical. |
The layout of content, space or worked examples are easy to follow, read and are logical. |
The layout of content, space and worked examples are easy to follow, read and are logical. |
|
|
Relevance / Engagement |
The teaching tool contains images, content or other material which is not relevant and engaging. |
The teaching tool contains images, content or other material which is not relevant or engaging. |
The teaching tool contains images, content or other material which is mostly relevant or engaging. |
The teaching tool contains images, content or other material which is relevant and engaging. |
|
|
Design |
The teaching tool is poorly designed and is in a form not acceptable for use in the classroom. |
The teaching tool is poorly designed but still in a form acceptable for use in the classroom. |
The teaching tool is well designed but is in a form not acceptable for use in the classroom. |
The teaching tool is well designed and is in a form acceptable for use in the classroom. |
Conclusion
By completing this activity you, the learner, have stepped in to the shoes of an educator and taken ownership over a body of knowledge. The content you have summarized, synthesized, analysed and evaluated classifies your work at the highest level of Bloom's Taxonomy pyramid. (see pyramid below). The learning product you have created, if done well, will have taught you a range of skills that you can apply across any subject area which demonstrates the benefits of higher order thinking. Well done.
Image Source: Dr. Richard Overbaugh's site Bloom's Taxonomy.
Credits
You must submit a reference page, works cited, using APA:
A great place to find APA rules is at: