This username and password
combination was not found.

Please try again.

okay

view a plan

 Rate this Plan:

This is an operations and inverses webquest

Subjects:

Computers & Internet, Math  

Grades:

3, 4, 5  

Title – Basic Math Functions Webquest
By – Theresa Robichaud
Primary Subject – Math
Secondary Subjects – Computers / Internet
Grade Level – 3-5

Content:

    This lesson will explore basic math functions and how they relate to each other including multiplication, division, subtraction and addition through the use of a webquest and group activity.

Benchmarks:

      NM-NUM.3-5.2

  • understand meanings of operations and how they relate to one another
  • understand various meanings of multiplication and division
  • understand the effects of multiplying and dividing whole numbers
  • identify and use relationships between operations, such as division as the inverse of multiplication, to solve problems
  • understand and use properties of operations, such as the distributivity of multiplication over addition
  • use basic telecommunication tools (Webquest, IM, blogs, chatrooms, web conferencing) for collaborative projects with other students

Learning Resources and Materials:

  • computers with internet access,
  • a worksheet that goes along with the webquest,
  • a blackboard and chalk.

Development of Lesson:

  • Introduction:
      Begin by placing students into groups of three; give each group a computer workstation. Give each student in the group a worksheet that follows along with the questions asked in the webquest.
  • Methods/Procedures:
        Start the lesson by having each group go to the site

    http://questgarden.com/47/64/5/070308083650/index.htm

        .
        Ask the groups to read the introduction, then click on “Process”. Then ask them as a group to complete the activities in the webquest as outlined in “Process” and each write the answers to the questions asked at the end on their worksheets. (The questions are: Which operations were easy for you to do? Which operations were hard for you to do? Was it easy or hard for you to distinguish the operations?). Also to make the lesson more exciting, you can promise a prize to the group who gets the best percentage on the “Math Magician” challenge. Additionally while groups are completing their webquest, walk around the room and help any group that may be having trouble navigating through the different sites.
      Once every group is done, ask if anyone has any questions about the webquest. Once all questions are answered, discuss what inverse means and ask the student if, from what they learned, can they figure out what the inverse or each of the functions is. After discussing the inverses of multiplication, division, addition and subtraction, reinforce this new knowledge by having students take turns going up to the blackboard and writing the inverse(s) of equations that you have already written on the board (ex. If you wrote 45/5=9 you would want them to write 5*9=45. If you wrote 8+4=12 you would want them to write either 12-4=8 or 12-8=4.)
  • Accommodations/Adaptations:
        For a student who has difficulty with reading, such as a student with dyslexia, I make sure to place them in a group with good readers and ask the group to be patient, read everything aloud and to help the student fill out the worksheet.
        For students with difficulties in either speaking or hearing, provide a set of written instructions as well as notebooks for each member of the group so that they have a way to communicate with each other.
      For a student who is slower with processing information that an average 4th grader, either pair them up with a very bright student or a para-professional, so they can go at their own pace, have extra help and you will not have to worry about other students feeling resentful for being held back by a struggling student.
  • Assessment/Evaluation:
        Evaluation can be done based upon the students individual worksheet responses, group scores on the “Math Magician” challenge, group discussion and board work.
        If the majority of the groups score better than 70% on the challenge and most students come up with correct answers on the board, the lesson can be considered a success.

      You can also consider giving a short quiz on what they learned the next day to make sure they retained the information.

E-Mail Theresa Robichaud !

Print Friendly