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Web Quest Linear Functions Assignment

This document provides instructions for a web quest on linear functions. It includes questions about slope-intercept form, manipulating lines by changing slope and y-intercept, and solving real-life word problems that can be modeled with linear functions. Students are asked to create their own example of a linear function using a method of their choice, such as a poster, PowerPoint, or Excel document. Their work will be evaluated using a rubric focusing on mathematical concepts, checking work, reasoning, organization, and completion.

Uploaded by

Angela Joan Yedersberger
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
754 views

Web Quest Linear Functions Assignment

This document provides instructions for a web quest on linear functions. It includes questions about slope-intercept form, manipulating lines by changing slope and y-intercept, and solving real-life word problems that can be modeled with linear functions. Students are asked to create their own example of a linear function using a method of their choice, such as a poster, PowerPoint, or Excel document. Their work will be evaluated using a rubric focusing on mathematical concepts, checking work, reasoning, organization, and completion.

Uploaded by

Angela Joan Yedersberger
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Web Quest Linear Functions

PART I Go to Ms. Yedersbergers Blog and go to the web quest link


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?

7. Summarize the rap in three sentences.

8. Record the answers for problems 1-6 on the next pages.

Solve Real Life Problems #9-11 (dont do #9-15 in web quest because the link does not work)

9. I buy a printer for $100 and the ink cartridges cost $25 each.
a. What is the relationship between ink cartridges and total cost?

b. What is the equation in slope-intercept form?

c. What is m?
d. What is b?
e. How much does it cost to buy 4 cartridges with the printer?

10. I get a $100 iTunes gift card for my birthday and then start buying $1 songs.
a. What is the relationship between number of songs I buy and how much is left on
the card?
b. What is the equation in slope-intercept form?
c. What is m?
d. What is b?
e. How much money is left on the card if I have bought 35 songs?

11. I spend $100 in one-time costs to open a lemonade stand. Every glass I of lemonade I

make costs $.05 and I sell them for $.25.


a. Assuming I sell all the lemonade I make, what is the relationship between
number of glasses of lemonade I sell and the profit I make?

b. How many glasses do I need to sell to break even?

Part II Poster or PPT or Excel or


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 slopeintercept form, title your graph, and make it aesthetically pleasing. Have a classmate evaluate your
product using the rubric found on the next page before turning it in.
EXAMPLE:

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

Mathematical
Concepts

Explanation shows Explanation shows Explanation shows Explanation shows


complete
substantial
some
very limited
understanding of understanding of understanding of understanding of
the mathematical the mathematical the mathematical the underlying
concepts used to concepts used to concepts needed concepts needed
solve the
solve the
to solve the
to solve the
problem(s).
problem(s).
problem(s).
problem(s) OR is
not written.

Checking

The work has been The work has been Work has been
checked and all
checked and most checked but a
appropriate
appropriate
number of
corrections made. corrections made. corrections were
not made.

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
The work appears
presented in a
presented in an
sloppy and
neat and
organized fashion unorganized. It is
organized fashion but may be hard to hard to know what
that is usually easy read at times.
information goes
to read.
together.

Completion

All problems are


completed, all
questions are
answered.

All but 1-2 of the


problems or
questions are
completed or
answered.

Work was not


checked by
classmate OR no
corrections were
made based on
feedback.

Some evidence of Little evidence of


mathematical
mathematical
reasoning.
reasoning.

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.

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