WebQuest
Exploring Linear Functions
Introduction:
“Why Do We Have To Learn This Stuff?
Many students have this question floating around in their head in math class. Have you ever
wondered this, but not wanted to be rude and ask your teacher? Many math students go through
the motions of learning how to solve problems without a true understanding of the MEANING of
the problem and how we use math in real life. Using the internet, you have the opportunity to
learn more about linear functions and how they relate to everyday life. After gaining a deeper
understanding of linear functions, you will get to use your creative juices to create your own
example of a linear function. Enjoy your WebQuest adventure!
Task:
Part 1: You will be exploring linear functions using virtual manipulatives and online tutorials.
During your Quest you will encounter vocabulary that you should be familiar with. Words such
as these: Keywords: rate, change, rate of change, slope (meaning), slope formula, y-intercept, xintercept, coefficient, slope-intercept form, standard form, point-slope form. You will also be
discovering real life examples of linear functions and gaining ideas for your own creation to
come.
Part 2: Using your understanding of linear functions you gained during Part 1 of the WebQuest,
you will come up with your own example of a linear function. You will graph your function in
slope-intercept form and present your example to your classmates in a visual format.
Process:
Part I
You will be exploring the following sites and using the sites to complete and answer the
following questions:
Equation of a Line: Slope-Intercept Form
Use the virtual manipulative to see what happens to the line as you change slope and y-intercept.
1. What is slope-intercept form?
2. What does m represent?
3. What does b represent?
Use the "you control" button to manipulate slope and y-intercept.
4. Describe what happens to the line as you increase and decrease slope.
5. Describe what happens to the line as change y-intercept.
6. What are the coordinates (x,y) for the y-intercept?
Slope-Intercept Form Rap.
Listen to this rap about slope-intercept form.
7. Summarize the rap in one paragraph.
Real World Examples
8. Record the answers for problems 1-6
Graphing Linear Equations
Part II
You are to create your own example of a linear function. You are to represent your linear
relationship using a method of your choice. You may create a poster, PowerPoint, Excel
document, or use another creative method that is teacher-approved. You need to create a graph
similar to the examples shown in Part I. Make sure you label your x and y axis, write an
equation in slope-intercept form, title your graph, and make it aesthetically pleasing. Have a
classmate evaluate your product using the rubric found under the "evaluation" page before
turning it in.
Evaluation
This is the rubric that will be used to evaluate your work. Use it as a guide in determining the
quality of your work.
CATEGORY
4
3
2
1
Mathematical
Concepts
Explanation
shows complete
understanding of
the mathematical
concepts used to
solve the
problem(s).
Explanation
shows substantial
understanding of
the mathematical
concepts used to
solve the
problem(s).
Explanation
shows some
understanding of
the mathematical
concepts needed
to solve the
problem(s).
Explanation
shows very
limited
understanding of
the underlying
concepts needed
to solve the
problem(s) OR is
not written.
Checking
The work has
been checked and
all appropriate
corrections made.
The work has
been checked and
most appropriate
corrections made.
Work has been
checked but a
number of
corrections were
not made.
Work was not
checked by
classmate OR no
corrections were
made based on
feedback.
Mathematical
Reasoning
Uses complex and Uses effective
refined
mathematical
reasoning
mathematical
reasoning.
Some evidence of Little evidence of
mathematical
mathematical
reasoning.
reasoning.
Neatness and
Organization
The work is
presented in a
neat, clear,
organized fashion
that is easy to
read.
The work is
presented in a
neat and
organized fashion
that is usually
easy to read.
The work is
presented in an
organized fashion
but may be hard
to read at times.
The work appears
sloppy and
unorganized. It is
hard to know
what information
goes together.
Completion
All problems are
completed, all
questions are
answered.
All but 1-2 of the
problems or
questions are
completed or
answered.
All but 3-4 of the
problems or
questions are
completed or
answered.
More than 4 of
the questions or
problems are not
completed or
answered.
Total ___/20
For Math I Students ONLY
Exploring Relationships for Linearity
Purpose:
Related pairs of variables are everywhere. Some have linear, or approximately linear,
relationship; others do not. Many such relationships were described in this unit and in the
previous one. In this project, you will need to compare real-world variables, collect data,
and describe the relationship between these variables.
Directions:
1. You are going to go to the link provided in order to collect data on Olympic gold
medals corresponding to these years for the USA:
1976, 1980, 1984, 1988, 1992, 1994, 1998, 2002, 2006, 2010
Olympic Gold Medal Count
You are going to go to this link provided and collect data on American Shoe sizes
compared to that of European shoe sizes for men’s shoes. You are to find the
corresponding shoe sizes to that of size:
6, 7, 8, 9, 10, 11, 12, 13, 14, 15
Shoe Size Conversion
Next you are going to compare width to height on the picture frame sizes that are
given to you. These sizes include:
2x3, 4x6, 5x7, 8x10, 11x14, 16x20, 24x36, 12x12, 10x13, 20x24
2. For each set of data that you have collected, organize the data into a table and make
a scatterplot. Using the scatterplot, describe the relationship between the variables.
In particular, comment on whether a linear model would fit the trend in the data.
3. For each set of data, find the linear regression model for your data and draw it on
your scatterplot. Explain the strengths and limitations of the linear regression
model for your data.
4. Organize all of your data into a report that is put together neatly. Include a final
section of your report in which you explain how to judge, before collecting data,
whether a pair of variables has a linear relationship.
Mathematical
Concepts
Explanation shows
complete
understanding of the
mathematical
concepts used to
solve the problem(s).
Explanation shows
substantial
understanding of the
mathematical
concepts used to
solve the problem(s).
Explanation shows
some understanding
of the mathematical
concepts needed to
solve the problem(s).
Checking
The work has been
checked and all
appropriate
corrections made.
The work has been
checked and most
appropriate
corrections made.
Work has been
Work was not
checked but a number checked by classmate
of corrections were OR no corrections
not made.
were made based on
feedback.
Mathematical
Reasoning
Uses complex and
Uses effective
refined mathematical mathematical
reasoning.
reasoning
Neatness and
Organization
The work is
presented in a neat,
clear, organized
fashion that is easy to
read.
The work is
The work is
presented in a neat
presented in an
and organized
organized fashion but
fashion that is usually may be hard to read
easy to read.
at times.
The work appears
sloppy and
unorganized. It is
hard to know what
information goes
together.
Completion
All problems are
completed, all
questions are
answered.
All but 1-2 of the
problems or
questions are
completed or
answered.
More than 4 of the
questions or
problems are not
completed or
answered.
Report
Report is put together Report isn’t as neat
well and is organized as it needs to be but
as well as complete everything is
complete
Some evidence of
mathematical
reasoning.
All but 3-4 of the
problems or
questions are
completed or
answered.
Explanation shows
very limited
understanding of the
underlying concepts
needed to solve the
problem(s) OR is not
written.
Little evidence of
mathematical
reasoning.
Report is missing
Report has some
items out of it and is work done but the
not fully completed majority of the report
is not completed
Total
___/24