Learners
This WebQuest is intended for students in a 9th grade mathematics course. It may used in a classroom that has students at a variety of ability levels, with the middle range being students that are of average competency in 9th grade regents level geomtetry and corrollary skills (i.e. logical reasoning).
Students of various competency levels with the core concepts, formulas, and skills required for this activity may be best accomodated by assigning group roles according to ability. The chart below lists the role and the relative skill level required.
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Customer Representative |
Least math intensive, but still requires a sound understanding of the general task. This role may best suit a student less comfortable with basic geometry formulas. In terms of Bloom's, this role would suit students not beyond the comprehension level with these concepts. It is also appropriate for students who may benefit from/excel with interpersonal and decision making responsibilities. |
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Designer |
Average, or at level, mathematical rigor. Suitable for students that are competent or approaching competency with area, perimeter, and other geometric concepts. This role requires some analytical thinking and decision making based on the involved concepts. It also requires some abstract thinking skills. This is probably the role most appropriate for visual and creative thinkers, as the designer must be able to imagine what the final reuslt will look like, and plan accordingly. |
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Engineer |
This role is of the most relative mathematical rigor. Students competent enough with area and perimeter concepts and to apply them in more advanced, dynamic ways (at or approaching the sythesis level) will be best suited by this role. This role requires the most mathematical reasoning, and strong analytical and logical thinkers will likely do best in this role. |