Web Quests

CHAPTER 7

CREATING A FLAG

TASK

As in the Chapter 7 Chapter Task - Creating a Mosaic, students will use shapes to create a design. This Web Quest is broken in to 3 parts. In Part A students will browse a website featuring flag designs. They will choose two flags to describe using math language. In Part B, students will create their own flag, which will follow specific rules. In Part C, students will describe their flag design and explain their choice of design.

GOALS

identify and describe 2-D shapes
identify and describe congruent shapes
identify lines of symmetry
identify/create geometry patterns
explain their choice of flag design

MEETING INDIVIDUAL NEEDS

Part A of the Web Quest can be done in pairs.
Some of the flag websites offer background on the symbolism of certain flags. Students could provide one or two pieces of information on the 2 flags of their choice.
Students could describe their flags orally or in writing.

Part A

Have students read the Introduction of the Web Quest. As a group, brainstorm a list of flags. Discuss their design and usage, as well as what they represent, if possible. Aside from national flags, students will probably be familiar with the peace flag, pirate flag, white flag, provincial flag, girl guide/scout flags and racing flags.
As a group, read the Task section of the Web Quest to ensure students are clear on the nature of the Task.
Have students browse through one of the following sites:

World Flag Database
Flags of All Countries
Flags of the World

While the students are looking at the flags, encourage them to focus on the shapes found in the flag designs.
Have students choose 2 flags to describe. Have students print a copy of their flags. Review the process if necessary.
Have students describe each of their chosen flags. Observe and/or interview students to see how they are interpreting and carrying out the task.

PART B

Tell students to take a couple of minutes to brainstorm ideas for their flag designs. Remind them that their flag should symbolize something or tell a story using shapes and patterns.
Provide them with the materials to create their flags. Remind them to follow the rules laid out in the task section of the Student Page.

PART C

Have students describe their flags. Their descriptions should explain what their flags represent as well as a mathematical description of their designs.

RESOURCES

Websites:

World Flag Database
Flags of All Countries
Flags of the World

Materials:

paper for your flag
pencil
ruler
coloured pencils/pens
scissors
glue

ASSESSMENT

	LEVEL 1	LEVEL 2	LEVEL 3	LEVEL 4
Understanding of Concepts	• demonstrates a superficial or inaccurate understanding of congruency, symmetry, and patterning	• demonstrates a growing but still incomplete understanding of congruency, symmetry, and patterning	• demonstrates an appropriate understanding of congruency, symmetry, and patterning	• demonstrates and in-depth understanding of congruency, symmetry, and patterning
Application of Procedures (Part B)	• makes major errors and/or omissions when creating a flag design according to identified criteria	• makes several errors and/or omissions when creating a flag design according to identified criteria	• makes only a few minor errors when creating a flag design according to identified criteria	• makes almost no errors when creating a flag design according to identified criteria
Communication (Part A and C)	• provides incomplete or inaccurate descriptions that lack clarity, using minimal words, pictures and/or numbers • uses very little mathematical vocabulary, and uses vocabulary that lacks clarity and precision	• provides partial descriptions that exhibit some clarity using simple words, pictures and/or numbers • uses a limited range of mathematical vocabulary with some degree of clarity and precision	• provides complete and clear descriptions using appropriate words, pictures and/or numbers • uses mathematical vocabulary with sufficient clarity and precision to communicate ideas	• provides thorough and clear descriptions using a range of words, pictures and/or numbers • uses a broad range of mathematical vocabulary to communicate clearly and precisely