Put the Title of the WebQuest Here

A WebQuest for 10th Grade Algebra

Designed by

Ryan Stegbauer
rstegbau@emich.edu

Introduction

In this next chapter we will be learning about factoring and its applications. Factoring is a very useful tool that will serve as the basis for understanding concepts discussed later in this semester. Factoring itself is a complex process with several methods. Before we can begin those methods, we must first explore the underlying definitions and methods of factoring.

In this activity we will begin to explore the concepts behind factoring.

How we factor an equation depends on its form. First, you will define and give expamples of several forms of equations and their parts. Next, you will examine the process of finding the greatest common factor. Finally, you will synthesize this information and determine how the GCF is necessary in factoring. Your work will be recorded on the worksheet handed out in the beginning of class.

The Process

Researching Forms of Equations:

Use the first website to define the following terms:
• Coefficient
• Prime Number
• Monomial
• Binomial
• Trinomial
• Polynomial
Now give an example of each of these terms. Your example must be different from the one on the first website.

Researching the Greatest Common Factor:

1. Use the second website to review the method for finding the Greatest Common Factor.
2. In 2-3 sentences summarize the Greatest Common Factor method.
3. Apply this method to find the Greatest Common Factor of 56 and 92.
Synthesizing Research:

1. On which parts of a polynomial can the GCF be applied?
2. If the GCF deals with integers, what do you this factoring will work on?
3. Can we find the GCF of a prime number? How might this make factoring a prime coefficient more difficult?
4. Find the GCF of the coefficient in your examples for the Monomial and Prime Number.

Evaluation

Describe to the learners how their performance will be evaluated. Specify whether there will be a common grade for group work vs. individual grades.

Beginning

1

Developing

2

Accomplished

3

Exemplary

4

Score

Stated Objective or Performance

Description of identifiable performance characteristics reflecting a beginning level of performance.
Description of identifiable performance characteristics reflecting development and movement toward mastery of performance.
Description of identifiable performance characteristics reflecting mastery of performance.
Description of identifiable performance characteristics reflecting the highest level of performance.

Stated Objective or Performance

Description of identifiable performance characteristics reflecting a beginning level of performance.
Description of identifiable performance characteristics reflecting development and movement toward mastery of performance.
Description of identifiable performance characteristics reflecting mastery of performance.
Description of identifiable performance characteristics reflecting the highest level of performance.

Conclusion

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.http://www.classzone.com/cz/books/ml_alg_1_ca/crossword.htm?id=xword_ch9

Credits & ReferencesImage Two: http://www.mathsisfun.com/algebra/images/polynomial.gif

Last updated on May 9, 2010.