Put
the Title of the WebQuest Here
A WebQuest
for 10th Grade Algebra
Designed
by
Ryan Stegbauer rstegbau@emich.edu
Introduction
 Task
 Process
 Evaluation
 Conclusion
 Credits
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.
The
TaskIn 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
Websites: http://www.mathsisfun.com/definitions/ http://www.mathsisfun.com/greatestcommonfactor.html 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:
 Use the second website to review the method for finding the Greatest Common Factor.
 In 23 sentences summarize the Greatest Common Factor method.
 Apply this method to find the Greatest Common Factor of 56 and 92.
Synthesizing Research:
 On which parts of a polynomial can the GCF be applied?
 If the GCF deals with integers, what do you this factoring will work on?
 Can we find the GCF of a prime number? How might this make factoring a prime coefficient more difficult?
 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 One: http://heath.weblab.brookline.k12.ma.us/math/calendar/math.jpg Image Two: http://www.mathsisfun.com/algebra/images/polynomial.gif
Last
updated on May 9, 2010.
