Mr. Worland's Winter Project
or
How to throw a
REALLY Big Party

How to throw a really BIG party!

A WebQuest for 8th Grade (Algebra)

Teacher's Page

Designed by

Stephen Worland
swarland@lausd.net

Introduction | Learners | Standards | Process | Resources | Evaluation | Conclusion | Credits | Student Page  | Home

 


Introduction

This lesson was developed as a way to give students a real life application for the math that they were learning. It was originally created for an Eighth grade Pre Algebra class. It has evolved into a class for all Eighth grade classes.

This project comes from a real life situation. When I was the Dietary supervisor at a Hospital the director of the Food Service Department came to me and asked if I would like to organize the Christmas party one year. I told her it sounds like fun. She told me "Great, I am glad that you are so enthused. By the way, there will be around 800 people to be served."  After my heart started beating again I got to work and set up a menu, found out the food costs and arraigned for the food to be cooked and served.  It was a great success!

Your task will be to do the same thing for only one part of the meal. You are going to pick a recipe, figure out how to make it for 800 people, find the costs and graph it


Learners

The current incarnation of this project is geared toward either a low eighth grade Algebra class or a gifted 6th or 7th grade math class. There is a tie in with the 8th grade history curriculum.

Students will need to be able to:

  • Multiply fractions
  • Make function tables
  • Graph functions
  • Convert Standard Measurements

Curriculum Standards

California Algebra Standards Addressed

  • 1.0 Students identify and use the arithmetic properties of subsets of integers and rational, irrational, and real numbers, including closure properties for the four basic arithmetic operations where applicable.
  • 5.0 Students solve multistep problems, including word problems, involving linear equations and linear inequalities in one variable and provide justification for each step.

 

  • 17.0 Students determine the domain of independent variables and the range of dependent variables defined by a graph, a set of ordered pairs, or a symbolic expression.


Process

This is designed for a student to do at home as an individual project. I assign this project to be done over winter break. I give the students the project the Monday before the break and collect it the Friday after the break. Students could do the project in these two weeks and not impact their break. I also give this project out in a non Web version for those students without internet access. 

Variations

This project can be done completely without computers or the internet. I give a written version that is done by going to the market and using a calculator.

 


Resources Needed

Since this is a project that is voluntarily done on the computer, the students must supply their own access and computer time. No class room materials are needed.


Evaluation

I  have found that this task is successful when the students and the parents work together and make the recipe. I have gotten favorable comments from parents about this project in the past. Students have a better idea of the Customary units of measurement and a better understanding of fractions when they are done with this project. 


Conclusion

I have found that this project is a good lesson for students that have trouble taking tests and need that other way to show their ability. Parents also seem to like this project and feel that the student does get something out of it. 


Credits & References

 Based on a template from The WebQuest Page

 
Created by Stephen Worland
swarland@lausd.net
 Last updated on 11/29/2008