WebQuest

Can We Build It? Can We Be It?

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This WebQuest is targeted for grade 7 CCSS Math standards. It will allow the students to do some analysis of salaries/wages, gross income, and educational expenses within the construct of "career search and discovery".


The WebQuest should take 30 minutes for introduction, assignment of teams, and for the teams to assign roles to their members. The research phase should take 35 minutes.  The mathematical analysis phase should take 45 minutes.  The Prezi creation should take 45 minutes.  Presentation will take 12 minutes per team.

This WebQuest may be included as part of a series of WebQuests which use this theme to explore other mathematical concepts.  The job team to which a student is assigned should be switched as should the student's role on her team. Additional math concepts might include loans, interest rates, loan amortization and payback, break-even period, taxes, and fees.

Differentiated Instruction

Differentiated Instruction for ELL

If your ELL student(s) is a native Spanish speaker, you could direct them to use the Spanish-language translation of the Bureau of Labor Statistics' Occupational Outlook Handbook at http://www.bls.gov/es/ooh/. Most of the remainder of the BLS site, however, is not translated into Spanish.  Depending on your student's facility in English, you may need to provide more or less assistance in using the BLS Handbook.

I was not able to locate any other translations of the BLS Handbook.

All of your ELL students may have a more productive experience by being tasked on the research and computation components of the project.  This would include the job descriptions, the salary/wage information, and the computations involved in the five estimates that will be produced.

Differentiated Instruction for TAG

Suggested enrichment tasks for TAG students may include:
  • Perform the same research and computations for careers that they might already be interested, within or outside of the construction field
  • Perform a Break-Even analysis on when their lifetime earnings would have paid for their education.  Assume that they can spend 22% of their earnings in paying back their education expenses.
  • Perform the same kind of Break-Even analysis on the career that the student's team was assigned
  • Perform calculations algebraically, rather than arithmetically, per the CCSS standard CCSS.MATH.CONTENT.7.EE.B.4.A (described below)


Standards

CCSS Section -- Solve real-life and mathematical problems using numerical and algebraic expressions and equations.

CCSS.MATH.CONTENT.7.EE.B.3
Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation.

CCSS.MATH.CONTENT.7.EE.B.4
Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities.

CCSS.MATH.CONTENT.7.EE.B.4.A
Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width?

CCSS.MATH.CONTENT.7.EE.B.4.B
Solve word problems leading to inequalities of the form px + q > r or px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus $3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales you need to make, and describe the solutions.

The Public URL for this WebQuest:
http://zunal.com/webquest.php?w=247181
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