Mrs. Fukushima

**Essential Question**

Which method do you prefer to use in justifying choosing the Car Rental company, using the graph or the equations? What other real-world situations could you apply this type of analysis?

**Learners**

This webquest is designed for a ninth grade Algebra class. A typical class size consists of twenty-five students. The classes are typically diverse, there is a pretty even mix of boys to girls. There is often an even mix of students from various ethnic groups or race. In class of twenty-five there is usually 20% to 40% of the class receive accommodations, as in an IEP or 504 Plan. Most students will tell you they are tactile learners, but often excel after receiving direct instruction. The webquest and directions can be read allowed for the students who need. Students will also be provided with a calculator and a hard copy of the directions. Students will have a visual display and equations in order to complete the analysis. Students can find it difficult to determine what is the changing rate (slope) and the starting point (y-intercept) when writing a linear equation. Completing the table once they have the equation is an easy calculation for most.

**Goals**

CC.2.2.HS.D.7 Create and graph equations or inequalities to describe numbers or relationships. A1.1.2.1.1, A1.1.2.1.2, A1.1.2.1.3, A1.1.2.2.1, A1.1.2.2.2, A1.1.3.1.1, A1.1.3.1.2, A1.1.3.1.3, A1.1.3.2.1, A1.1.3.2.2, A2.1.3.1.1, A2.1.3.1.2, A2.1.3.1.3, A2.1.3.1.4, A2.1.3.2.1, A2.1.3.2.2, A2.2.2.1.1, A2.2.2.1.2, A2.2.2.1.3, A2.2.2.1.4

CC.2.2.HS.D.8 Apply inverse operations to solve equations or formulas for a given variable. A1.1.2.1.1, A1.1.2.1.2, A1.1.2.1.3, A2.1.3.1.1, A2.1.3.1.2, A2.1.3.1.3, A2.1.3.1.4, A2.1.3.2.1, A2.1.3.2.2

CC.2.2.HS.D.9 Use reasoning to solve equations and justify the solution method. A1.1.1.4.1, A1.1.2.1.1, A1.1.2.1.2, A1.1.2.1.3, A1.1.2.2.1, A1.1.2.2.2, A1.1.3.1.1, A1.1.3.1.2, A1.1.3.1.3, A2.1.3.1.1, A2.1.3.1.2, A2.1.3.1.3, A2.1.3.1.4, A2.1.3.2.1, A2.1.3.2.2

CC.2.2.HS.D.10 Represent, solve, and interpret equations/inequalities and systems of equations/inequalities algebraically and graphically. A1.1.2.1.1, A1.1.2.1.2, A1.1.2.1.3, A1.1.2.2.1, A1.1.2.2.2, A1.1.3.1.1, A1.1.3.1.2, A1.1.3.1.3, A1.1.3.2.1, A1.1.3.2.2, A2.1.3.1.1, A2.1.3.1.2, A2.1.3.1.3, A2.1.3.1.4

CC.2.4.HS.B.3 Analyze linear models to make interpretations based on the data. A1.2.2.2.1, A1.2.3.1.1, A1.2.3.2.1, A1.2.3.2.2, A1.2.3.2.3, A2.2.3.1.1, A2.2.3.1.2

**Objectives**

- Students will write and solve two-step equations.
- Students will use technology to create graphs that represent real-world data.
- Students will compare three problem situations using a graphical representation or calculate the answer using the equations.
- Students will determine the better deal.

**Time and Organization**

Students will have three class periods to complete the webquest. The students will work individually, this is a self-paced project. They will check in with the teacher after they complete the mini lessons on the computer. Teacher will monitor progress and answer questions as needed.

**Habits of Mind**

**Persisting**:*“The true test of character is not how much we know how to do, but how we behave when we don’t know what to do.”*John Holt

This quote highlights the importance of perseverance. It is easy for students to get wrapped up in thinking they are stuck and do not know what to do so why not give up. A task needs to be sought through until the end goal is reached, even if it is challenging. As educators we need to remind students that it is okay to not know what to do, it is not okay to just do nothing.

**Striving for Accuracy**:*“Success is a process, a quality of mind and way of being, an outgoing affirmation of life.”*Alex Noble, philosopher

This quote emphasizes the importance of always doing your best. Learning is an ongoing process; it does not happen all at once. We need to set the bar high and constantly raise it and challenge ourselves to be better. Students become so quick to finish a task that the work is not complete to their ability. We need to strive to check our work and make sure it represents what we are capable of.

**Applying Past Knowledge to New Situations**:*“Take the money in your wallet and invest it in your mind.**And in return, your mind will fill up your wallet!”*Benjamin Franklin

This quote provides a good reminder of how to apply the skills you have learned to help to achieve success in new tasks. In math we constantly build on previous skills and work on making connections to what we learned in the past. As a student you can continue to grow when you apply what you know. In this webquest, students are taking what they learned previously in the year and applying it to new real-world situations.

**Thinking and Communicating with Clarity and Precision**: “*It is not enough to have a good mind. The main thing is to use it well.”*Rene Descartes

Thinking through scenarios and being able to communicate your answers is an essential part of learning. Many students struggle with putting their words into writing and then translating it onto paper. In this project students will need to make a decision and then justify why they chose it.

**Differentiated Instruction**

The webquest is a self-paced activity. ** **It will allow students will make decisions based on interest and ability. Students will complete activities for visual and auditory learners. It is designed with the individual student in mind to maximize growth. Both students and teachers benefit from the differentiation. Students needs are being met to help them become successful. Teachers are continuing to get to know their students needs in order to plan future activities.