My textbook proves the theorems for linear transformations by methods of analytic geometry. I want my students to learn to use the fundamental postulates to prove these theorems. The purpose of this WebQuest is to convey the feeling of linear transformations by visits to such web sites as Mathsnet, and then let the students prove the theorems to each other using the fundamental postulates and using web pages as a presentation medium.
Since your textbook probably uses analytic geometry to discuss linear transformations, you cannot expect your students to grasp the ideas of this WebQuest in one night. The unit in my textbook starts by discussing functions on the first day, followed by reflections, translations, rotations, and dilations. I go quickly through these topics one day at a time and then return to them, starting with reflections on the second pass.
On the first pass I use the WebQuest to supplement each topic: For example, on day 2 we discuss reflections as defined in the textbook; that evening the students visit the WebQuest for the topics that deal with reflections.
On the second pass, the students work on the creative thinking project of the WebQuest.
Notice that the rubrics used to evaluate the reporter, recorder, and webmaster are not compatible: The reporter has a 6 point potential, the recorder a 6 point potential, and the webmaster a 12 point potential. You will have to perform a dilation to contract the webmaster's potential to 6 points. The reporter and recorder both have to understand the mathematics of their tasks to perform their duties; the webmaster only has to understand how to combine the web pages. However you will be able to assess his proof along with the others. Also, presumably a rotation for a later project will test the webmaster's mettle at reporting and recording.
The quiz on the rotation proof should essentially ask the students to reproduce the proof and diagram from the SDENEB Mathematics web site. If they can reproduce the proof and diagram, they will probably be in good shape to attack their chosen transformation toward the end of the unit. Use the 2 column proof rubric to assess the quiz.