WebQuest
Time to Buy a Car!
Teacher Page
This Unit can be done individually or as a class. Students can work independently, in groups, or both. You can modify it to change the monthly income and break students into groups, based on their incomes. Some parts of the activity can be skipped depending on time, student ability, and grade level. Extentions: Upon completion students could do PowerPoint presentations describing their choice of vehicle and the process.
Essential questions:
Compare short-term and longer-term loans. What are the advantages and disadvantages of each?- How does the length of a loan effect the interest rate?
- What are all the factors involved in making a large (expensive) purchase?
- How do decimals and percentages apply to our real lives?
Students utilize a variety of math skills with adaptations and scaffolding to engage in the process of purchasing a car. This will be used with structure and guidance in my special education classroom. Depending on accommodations and adaptations, Unit will likely take 5 to 10 instructional periods. Recommended prerequisites: simple interest, calculating percentages, interest rates, basic knowlege of loans and banking, basic computer skills.
National Educational Technology Standards (NETS):
Creativity and Innovation: c. use models and simulations to explore complex systems. and d. identify trends and forecast possibilities.
Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively to support individual learning and contribute to the learning of others.
Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information.
Critical Thinking, Problem Solving, and Decision Making: Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.
Digital Citizenship: a) advocate and practice safe, legal, and responsible use of information and technology. b) exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity. c) demonstrate personal responsibility for lifelong learning.
Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems, and operations.
Math standards: Grade levels 6th through 9th: simple interest, breaking large tasks into smaller tasks, calculating percentages, working with forms and manuscripts, technology integration, functions, budgeting, using and interpreting tables and diagrams, data entry and analysis
Sources: cover car image (google images-free), car in shopping cart (Google images-free), Power point slide show by Mr. Bollinger, "Congratulations" image from Google images-free (keepandshare.com.) monetary logo Google free images, worksheets by Mr. Bollinger, Clip art on teacher page- Zaconal free clip art.
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