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Introduction
The students in your math class have studied linear functions for the last few weeks. Your teacher believes you have acquired the skills and knowledge you need to complete this webquest.
In order to ensure success in this quest you will need to:

1st be very observant

2nd write down anything that is new or different information

3rd be ready to use your skills to solve real life situations
Task
The first task you are to complete is to go to specific websites to review all that you have learned. This experience will reinforce what you already know, which will make you more confident in your knowledge.
Your next leg in this journey is to work your way through a brief but important tutorial. As you make your way through the exercises remember to write your reflections in your math journal.
Finally, your destination is to complete several real life situations that need to be solved by using linear functions. We know that you will be successful on this webquest. If you have questions please remember your teacher is always available for guidance. Enjoy!!
Process
Lesson: 10 pts.
1. Click on the following link.
http://id.mind.net/~zona/mmts/functionInstitute/linearFunctions/linearFunctions.html
2. Click on the Linear Functions title. Follow the lesson and work with the linear graphs.
3. Describe in your journal what you observe, how it relates to what you already knew, and finally explain anything you have learned.
Tutorial 1: 20 pts.
Click on this link.
http://www.zweigmedia.com/ThirdEdSite/tutorialsf0/frames1_3.html
Once on this site you will work through the tutorial titled, “Part A: Basics: Slope and Intercept.” (While going through this tutorial keep in mind to write in your journal 1) what you observe, how it relates to what you already knew, and describe anything you have learned. Follow the following procedures.
1. You will practice filling in missing values to a table.
2. Review the formula y = mx + b.
3. Review the role of the y intercept.
4. Review the role of the slope, m.
5. Determine the graph of a formula.
6. Recognize positive and negative slope.
7. Compute the slope of a line.
When you have completed this tutorial you will continue to the next tutorial titled “Part B: Finding the Equation of a Line”.
Tutorial 2: 20 pts.
Continue to write you observations, notes on what you already knew and anything you have learned.
1. You will use the pointslope formula to find the equation of a line when given a point on the line and the slope.
2. You will find the equation of a line when given two points.
3. Finally, for added mental strength, try to find the equation of a line when provided a point and the equation of a parallel line.
Final Activity: 50 pts.
Now that you know all about linear functions and their relationship with value tables and graphs, you will get to show off your knowledge. You will also use what you know to solve reallife problems. This answers your “Why do I need to know this stuff?” question. Click on the website below and solve the five scenarios using linear equations. Of course once you’ve solved each situation write in your journal a short description of the problem and what steps you took to solve the problem. You are so smart!!! Flaunt it!
http://teacherline.pbs.org/teacherline/resources/activities/real_life_data/applets/lineargraphs3.htm
Resources
Bonus: 10 pts.
Use the following sites to find any other additional information related to this topic. In your journal add a section titled, “Additional Information”. You may draw pictures, write short detailed notes or use formulas to describe anything else you can find that is new to you.
http://argyll.epsb.ca/jreed/math7/strand2/2202.htm
http://www.learner.org/channel/courses/learningmath/algebra/session5/index.html
Evaluation
Your success in this webquest will be based on how well you complete the assigned tasks. The rubric below will be used by your teacher as the standard for assessment. Complete each activity and be sure to have well written responses in your journal.
Math  Problem Solving : Webquest: Linear Equations 

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 refined mathematical reasoning. 
Uses effective mathematical reasoning 
Some evidence of mathematical reasoning. 
Little evidence of mathematical 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 12 of the problems or questions are completed or answered. 
All but 34 of the problems or questions are completed or answered. 
More than 4 of the questions or problems are not completed or answered. 
Conclusion
You have hopefully now completed all activites of this webquest. If this quest was successful then you should have obtained a little more knowledge or gained a clearer understanding of linear functions. Thank you for traveling with us as we continue our quest for more math knowledge.
Teacher Page
The academic guides supporting this webquest are based on the Georgia Performance Standards for 8th grade designed by the Georgia Dept. of Education. Teachers utilizing this webquest will address the following standards and
M8A3. Students will understand relations and linear functions.
a. Recognize a relation as a correspondence between varying quantities.
b. Recognize a function as a correspondence between inputs and outputs where
the output for each input must be unique.
c. Distinguish between relations that are functions and those that are not
functions.
d. Recognize functions in a variety of representations and a variety of contexts.
e. Use tables to describe sequences recursively and with a formula in closed
form.
f. Understand and recognize arithmetic sequences as linear functions with whole
number input values.
g. Interpret the constant difference in an arithmetic sequence as the slope of the
associated linear function.
h. Identify relations and functions as linear or nonlinear.
i. Translate among verbal, tabular, graphic, and algebraic representations of
functions.
M8A4. Students will graph and analyze graphs of linear equations and inequalitites.
a. Interpret slope as a rate of change.
b. Determine the meaning of the slope and yintercept in a given situation.
c. Graph equations of the form y = mx + b.
d. Graph equations of the form ax + by = c.
e. Graph the solution set of a linear inequality, identifying whether the solution set is an
open or a closed halfplane.
f. Determine the equation of a line given a graph, numerical information that defines the
line or a context involving a linear relationship.
g. Solve problems involving linear relationships.
M8A5. Students will understand systems of linear equations and inequalities and use them to solve problems.
a. Given a problem context, write an appropriate system of linear equations or
inequalities.
b. Solve systems of equations graphically and algebraically, using technology as
appropriate.
c. Graph the solution set of a system of linear inequalities in two variables.
d. Interpret solutions in problem contexts.
Note: Although this is designed as an independent activity, students will need teacher guidance for specific parts of the WebQuest. Instructors may need to model or provide direct instruction so students experience an effective interaction with the various websites. Students with specific learning diabilities or other academic deficits may require additional support for success. Feel free to adjust this webquest to fit your particular student needs.
Credits
Written and Designed by Donna M. Washington, MEd.
Georgia Department of Education
RubiStar