WebQuest Title:

An Internet WebQuest on Number Systems

Created by M= s. Keisha D. Smith

and Mrs. Roz= elia Williams

John L. LeFlore Magnet High School of Communication and Arts

700 Donald Street

Mobile, AL 36617

kdsmith@mcpss.com

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Introduction Task   Process=   Evalu= ation   Conc= lusion   Tea= cher Page

Introduction

Have you ever wondered how our number system evolved? Did you know that mathematics and history have a history with one another?   "What could mathematics and history possibly have in common?" A= s it turns out, a great deal. Behind every mathematical symbol or equation, ther= e is a story; behind every story, there is a mathematician.” We in America use the Hindu-Arabic = Number System. This particular number system is used in many parts of the world, because of the U.S.= 217;s standing in the world today. = The Hindu-Arabic Number System is not the only number system in the world, there are many others.    = Each group will investigate an assigned number system as a part of Math Scene Investigation (MSI). Each gro= up will be producing PowerPoint presentations about their number system. =

Introduction   Task   Process=    Eval= uation   Conc= lusion   Tea= cher Page

Task

You and your partners (groups of 4) will have your own specific jobs as a part = of the MSI (Math Scene Investigation) Team in investigating the number system.     You= will have to do a background check on the number system, include the characters = used in this system, use this system to write number characteristics about yours= elf, and research a country where the number system was used.

Introduction   Task   Process=    Eval= uation   Conc= lusion   Tea= cher Page

Process

        =             &nb= sp;            =

Part= 1: Write a thorough report on the ____________________Number System. Each group member will research th= e one of following specifications about the number system, and prepare the content for that particular slide in the presentation:

1) The beginnings

2) The different types of numerals systems within your number system, if any.

3) Characteristics of the number systems.

4) Is it still used today?

5) Were there any numbers missing from this system? If so, which ones.

6) Link for us to decipher the number system (Egyptian).

7) And any other interesting facts that you found about this number system.

Pa= rt 2: Include a copy entire ____________________ Number System.= The characters used in this system and what they represented. <= /o:p>

Part= 3: Use the ________= ______________ Number System and write the following “Personals”.    No more than two “Personals” per page. Each person in the group should do= 3 personals in order for all 12 to be done.&= nbsp;

1.= Your age               &= nbsp;           &n= bsp;         &nb= sp;        2.= Your birth date   &nb= sp;         &= nbsp; 3. Your zip code

4.= Your weight &n= bsp;                                    &= nbsp; 5.= Your height                   &= nbsp; 6. Phone number=

7.= Shoe Size             =                    &= nbsp; &nb= sp;        8.= Pant/skirt size   &nb= sp;         &= nbsp; 9. Address

10= . Favorite radio/TV STATION        &= nbsp; 11.   Locker number        &= nbsp;   12. Weekly/Monthly allowance

        &= nbsp;           &nbs= p;                &= nbsp;           &nbs= p;

Part= 4: Include a colore= d map and a description of a country where the __________________ Number System is/was used.

Pa= rt 5: The “Investigation” will be presented in the form of a PowerPoint presentation as the following component of your findings. Your PowerPoint presentation is to= include a title slide (group member names, date due, and period ), table of content= s, a slide for each of the “Personals”, a map with country description, a reference slide (sites that you used to get your information), and a Group Members Responsibil= ity slide where you will specify which slides each actually created. Decorate your presentation with nu= mbers from your number system.    BE CREATIVE!!!!!!

Use= the Internet information linked below to research information specifically rela= ted to History of Mathematics:

·      =    Links to Web Sites on the History of Mathematics (British Society for the History of Mathematics) =

·      =    Mathematics Archives - History of Mathematics (University of Tennessee, Knoxville) =

·      =    The Internet Mathematics Library - Histo= ry and Biography (The Math Forum, Drexel)

·      =    Ma= th-Net Links: The Mathematical Museum - History Wing

·      =    History of Mathematics (American Mathematical Society)

·      =    <= cite>History of Mathematics Web Sites (David Calvis, Baldwin-Wallace College)

·      =    = Open Directory - Science: Math: History

·      =    = Historia de las Matemáticas (José Barrios García, Universidad de La Laguna) (in Spanish)<= /a>

·      =    História da Matemática (Ja= ime Carvalho e Silva, Universidade de Coimbra) (mostly in Portuguese) =

·      =    Mathematical Journey through Time (Natio= nal University)

Use= the Internet information linked below to research information specifically rela= ted to Number Systems of the World:

·         Number Systems of the World=

·        Information on Number Systems

Use= the Internet information linked below to research information specifically rela= ted to Maps of the World:

·        World Maps=

·        Maps of the = World

=

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Introduction   Task   Process=    Eval= uation   Conc= lusion   Tea= cher Page

Evaluation

Research Repor= t : Number Systems of the World

CATEGORY

4

3

2

1

Organization

Information is very organized with well-constructed paragraphs and subheadings. =

Information is organized with well-constructed paragraphs.

Information is organized, but paragraphs are not well-constructed. =

The information appears to be disorganized. 8)

Sources

All sources (information and graphics) are accurately documented in the desir= ed format.

All sources (information and graphics) are accurately documented, but a few a= re not in the desired format.

All sources (information and graphics) are accurately documented, but many are not in the desired format.

Some sources are not accurately documented.

Paragraph Constr= uction

All paragraphs include introductory sentence, explanations or details, and concluding sentence.

Most paragraphs include introductory sentence, explanations or details, and concluding sentence.

Paragraphs included related information but were typically not constructed well.

Paragraphing structure was not clear and sentences were not typically related within t= he paragraphs.

Visual Aids

Diagrams and illustrations are neat, accurate and add to the reader's understandin= g of the topic.

Diagrams and illustrations are accurate and add to the reader's understanding of t= he topic.

Diagrams and illustrations are neat and accurate and sometimes add to the reader's understanding of the topic.

Diagrams and illustrations are not accurate OR do not add to the reader's understanding of the topic.

Map & Country Description

Map and country description has been completed and shows accurate representat= ion of the country and provides accurate information about this country =

Map and country description has been completed and shows an accurate representation of the country and provides some information about this country.

Map and country description been started and includes some information about = this country.

Map and country description has not been attempted.

Introduction   Task   Process=    Eval= uation   Conc= lusion   Tea= cher Page

Conclusion

So how quickly can you solve t= he case about how number systems evolved?&nbs= p; Take an interest in your assigned number system. Present a quality presentation. Feel proud to be member of MIS (Math Scene Investigation) Team

Back to Student Pag= e

Introduction   Task   Process=    Eval= uation   Conc= lusion   Tea= cher Page

Teacher Page

S= ubject Area: Mathem= atics, Language Arts, Social Studies, Geography, and Math history.

Grade Level:        &= nbsp;     Grades 3 - 12<= o:p>

Learner Information:

OBJECT= IVE: The student will do a project on an assigned number system of the world.   This project integrates math= with several subject areas, such as English, writing, social studies, geography, and math history.

DURATION: Three (3) class periods or more as needed.

NUMBER SYSTEMS: CHINESE BAMBOO, GREEK HERODIANIC (= ATTIC), MAYAN, CHINESE, IONIAN GREEK, ROMAN, EGYPTIAN HIERATIC, EGYPTIAN HIEROGLYPHIC, and BABYLONIAN

Standards:

      Curriculum:=

=

Mathematics:     &nb= sp; 1) Demonstrate a proficie= ncy of place value.

2)        Demonstrate a proficiency of basic nu= mber concepts and skills.

3)        Investigate number systems of the wor= ld.

=

Language Arts= : 1) Use available technology related to English language arts.

= 2)&n= bsp;   Write to clarify and to organize th= oughts and ideas.

3)      = Use audiovisual aids in presentations.

4)&n= bsp;     Demonstrate proficiency in using available technology for expression and learning.

5)&n= bsp;   Use available technology for a variety of communication purposes.

6)&n= bsp;     Write for a varie= ty of purposes. =

7)&n= bsp;     Revise and edit w= ritten drafts apply conventions of standard English.

8)&n= bsp;     Use precise vocab= ulary in writing and speaking.

9)&n= bsp;     Produce a formal = oral presentation for a variety of purposes.

10)&= nbsp;           &nbs= p;   Apply conventions of standard English, appropriate dic= tion, and proper tone in     =           class discussions.

        =        11)    Demonstrate the ability to r= ead and omprehend materials encountered in         &= nbsp;           &nbs= p;                  =        daily life and in all content areas.

    = ;            &n= bsp;                    12)    Expres= s an awareness of diversity of various cultural groups.

    = ;            &n= bsp;                    13)    Acquir= e and interpret information.

        &= nbsp;           &nbs= p;                14)    Interpret and construct meanin= g by applying appropriate strategies to    = ;            &n= bsp;            = ;            &n= bsp;            = ;                   = materials across the curriculum.

            &= nbsp;           &nbs= p;            15)     = Select and indicate preference for sources of information.

            &= nbsp;           &nbs= p;            16)    Demonstrate an awarene= ss of the research process.

            &= nbsp;           &nbs= p;            17)    Spell correctly in final written works.

    = ;

Social Studies:    = 1)      Extend development of map and globe skills.

2)      =             Use references for independent invest= igations of selected topics.

3)&n= bsp;            = ;   Interpret and display information and data.

4)&n= bsp;            = ;     Map and Globe Skills.

= 5)&n= bsp;            = ;   Compare the significant features of civilizations that developed in = the Tigris-Euphrates, Nile, Indus, and Huang He River valleys.

= 6)&n= bsp;            = ;   Analyze the cultural contributions of Classical Greece.

= 7)&n= bsp;            = ;   Compare the Hellenic and the Hellenistic world.

= 8)&n= bsp;            = ;   Interpret elements of classical civilization in India.

= 9)&n= bsp;            = ;   Assess the Roman cultural contribution.

= 10)&= nbsp;         Interpret elements of classical civilization in China.<= o:p>

Geography:          1)      Relate place names with cultur= al and/or political perspectives.

2) &n= bsp;   Relate the use of technology to the way culture groups perceive and use places and regions.

Technology:

1) Use appropr= iate current technology to facilitate the understanding various number                syste= ms of the world.

2) Use audiovisual aids in presentations.

3) De= monstrate proficiency in using available technology for expression and learning. &nbs= p;

4) Use available technology for a variety of communication purposes.

Group Members Responsibility

(Example)

Tammy: Slides 4, 9, 10, = 10, 21

John:   =     Slides 3, 6, 11, 15, 17

Kenny:   = ; Slides 2, 5, 13, 20, 18

Stephanie: Slides 1, 7, 12, = 16, 19

Slides 8 &= 14 were done as a group.

Please notify me if you would like to make modifications to this WebQuest.

Content by Ms. Smith

CATEGORY	4	3	2	1
Organization	Information is very organized with well-constructed paragraphs and subheadings. =	Information is organized with well-constructed paragraphs.	Information is organized, but paragraphs are not well-constructed. =	The information appears to be disorganized. 8)
Sources	All sources (information and graphics) are accurately documented in the desir= ed format.	All sources (information and graphics) are accurately documented, but a few a= re not in the desired format.	All sources (information and graphics) are accurately documented, but many are not in the desired format.	Some sources are not accurately documented.
Paragraph Constr= uction	All paragraphs include introductory sentence, explanations or details, and concluding sentence.	Most paragraphs include introductory sentence, explanations or details, and concluding sentence.	Paragraphs included related information but were typically not constructed well.	Paragraphing structure was not clear and sentences were not typically related within t= he paragraphs.
Visual Aids	Diagrams and illustrations are neat, accurate and add to the reader's understandin= g of the topic.	Diagrams and illustrations are accurate and add to the reader's understanding of t= he topic.	Diagrams and illustrations are neat and accurate and sometimes add to the reader's understanding of the topic.	Diagrams and illustrations are not accurate OR do not add to the reader's understanding of the topic.
Map & Country Description	Map and country description has been completed and shows accurate representat= ion of the country and provides accurate information about this country =	Map and country description has been completed and shows an accurate representation of the country and provides some information about this country.	Map and country description been started and includes some information about = this country.	Map and country description has not been attempted.