**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 |