Algebra 2 Function Fun

Introduction

  

  

This web quest is designed to help review the section we just covered on functions, graphing, and the order of operations. There will be many different things to accomplish and many ways of presenting the information. Do not procrastinate as you will need plenty of time to do this project! Good luck!

Task

There are seven steps to this web quest. I have put you into groups of 3 or 4 to complete all of the steps and should be completed as a group. We will be working on this in class so I can observe how your group works together, but this will also need to be worked on outside of class. ALL WORK will need to be saved and kept neatly in a binder for me to see (one binder per group). You will be working on basic graphing skills, as well as graphing more abstract ideas, solving different equations, and reviewing the order of operations. 

Process

1. Read and review your section in its entirety. Make sure you fully understand the section and would be able to explain it to me and/or your group mates. 

 

2. Log into your IXL. Complete J.4.  

https://www.ixl.com/math/algebra-2/graph-a-quadratic-function

Complete to 90% SmartScore.

 

3. Create 3 examples problems of your own using the website and the section from the book. DO NOT COPY OTHER PROBLEMS. Think outside the box and think of one that maybe hasn't been covered yet. You do not have to solve these problems. 

 

4. Get some practice graphing different functions. Go through the book and pick any 5 functions (doesn't have to be from section). First graph them by hand, using a ruler if needed. Then use the link below to graph the function. Compare graphs to see if your work is correct. Print out graph from computer as well. Do not cheat; you will not be counted off if the graphs do not match up. This is just for practice!

http://rechneronline.de/function-graphs/

 

5. We have also covered the order of operations. I gave you the mnemonic device "Please Excuse My Dear Aunt Sally." With assigned group, come up with your own mnemonic device and come up with an illustration for it to show off to the class. This will be hung up in the classroom so make it good and appropriate! If you cannot think of one on your own, use the website below to help. 

http://www.spacefem.com/mnemonics/

 

6. Lastly, come up with a creative game that you would like to play. It must be educational and appropriate. There must be set rules that are fair for everyone. You do not need to create the game. Just write down your idea and how it applies to our learning. Use the links below to see some examples of different math games, however DO NOT COPY!

http://www.coolmath.com/

http://www.mathcats.com/

http://www.funbrain.com/brain/MathBrain/MathBrain.html

Evaluation

 

 

CATEGORY

4

3

2

1

Contributions

Routinely provides useful ideas when participating in the group and in classroom discussion. A definite leader who contributes a lot of effort.

Usually provides useful ideas when participating in the group and in classroom discussion. A strong group member who tries hard!

Sometimes provides useful ideas when participating in the group and in classroom discussion. A satisfactory group member who does what is required.

Rarely provides useful ideas when participating in the group and in classroom discussion. May refuse to participate.

Time Management/Quality of Work

Routinely uses time well throughout the project to ensure things get done on time. Provides work of the highest quality and shows that time management was used.

Usually uses time well throughout the project, but may have procrastinated on one thing. Provides high quality work.

Tends to procrastinate, but always gets things done by the deadlines. Provides work that occasionally needs to be checked/redone by other group members to ensure quality.

Rarely gets things done by the deadlines because of this person's inadequate time management. Provides work that usually needs to be checked/redone by others to ensure quality.

Problem-solving

Actively looks for and suggests solutions to problems. Never is publicly critical of the project or the work of others.

Refines solutions suggested by others. Rarely is publicly critical of the project or the work of others.

Does not suggest or refine solutions, but is willing to try out solutions suggested by others. Occasionally is publicly critical of the project or the work of other members of the group

Does not try to solve problems or help others solve problems. Lets others do the work. Often is publicly critical of the project or the work of other members of the group.

Focus on the task

Consistently stays focused on the task and what needs to be done. Very self-directed.

Focuses on the task and what needs to be done most of the time. Other group members can count on this person.

Focuses on the task and what needs to be done some of the time. Other group members must sometimes nag, prod, and remind to keep this person on-task.

Rarely focuses on the task and what needs to be done. Lets others do the work.

Working with Others

Almost always listens to, shares with, and supports the efforts of others. Tries to keep people working well together.

Usually listens to, shares, with, and supports the efforts of others. Does not cause "waves" in the group.

Often listens to, shares with, and supports the efforts of others, but sometimes is not a good team member.

Rarely listens to, shares with, and supports the efforts of others. Often is not a good team player.

Overall

Everything has been completed to the best of the person's ability. Work is neatly put together in a folder/binder.

Almost everything has been completed in a neat manner. Put together in a folder/binder.

Almost everything has been completed but not in neat manner and not put in a folder/binder.

Less than half of the project has been completed and it very sloppy/messy.

Accuracy

100%-85% of the work was correct.

84%-70% of the work was correct.

69%-50% of the work was correct.

Less than 50% of the work was correct.

 

Conclusion

The project is now complete! Look over all directions and requirements to make sure everything has been completed. I hope after doing this project you all will be more comfortable when graphing equations, solving linear equations, and order of operations. 

Teacher Page

This is a project that should take no more than a week to complete. Simple but takes a lot of effort and group collaboration. 

Standards

The Standards for Mathematical Practice

The Standards for Mathematical Practice describe varieties of expertise that
mathematics educators at all levels should seek to develop in their students.
These practices rest on important “processes and proficiencies” with longstanding
importance in mathematics education. The first of these are the NCTM process
standards of problem solving, reasoning and proof, communication, representation,
and connections. The second are the strands of mathematical proficiency specified
in the National Research Council’s report Adding It Up: adaptive reasoning, strategic
competence, conceptual understanding (comprehension of mathematical concepts,
operations and relations), procedural fluency (skill in carrying out procedures
flexibly, accurately, efficiently and appropriately), and productive disposition
(habitual inclination to see mathematics as sensible, useful, and worthwhile, coupled
with a belief in diligence and one’s own efficacy).

Algebra Overview

Seeing Structure in Expressions
• Interpret the structure of expressions
• Write expressions in equivalent forms to solve 
problems

Arithmetic with Polynomials and Rational 
Expressions
• Perform arithmetic operations on polynomials
• Understand the relationship between zeros and 
factors of polynomials
• Use polynomial identities to solve problems
• Rewrite rational expressions

Creating Equations
• Create equations that describe numbers or 
relationships

Reasoning with Equations and Inequalities
• Understand solving equations as a process of 
reasoning and explain the reasoning
• Solve equations and inequalities in one variable
• Solve systems of equations
• Represent and solve equations and inequalities 
graphically

To see more go to the following link: http://www.corestandards.org/assets/CCSSI_Math%20Standards.pdf