Mathematics 5

# Web Quests

## CHAPTER 10

### PLAY DAY - YEAH!

This Web Quest builds on the Planning a Play Day theme introduced at the beginning of Chapter 10. In pairs, students will create a menu for students attending the Play Day. Each student pair will be responsible for a group of the 54 students. Students will visit a number of websites where they can choose the type and quantity of food they will need to feed their group. Students will use multiplication and division to establish how much food and the size of items they will buy. They will be responsible for placing all this information on a fact sheet, as well as showing their work. This activity will also review the procedure for inserting a picture found on the Internet into a document.

GOALS

•  collect and organize data

•  multiply and divide 2-digit and 3-digit numbers by 1-digit numbers

•  interpret remainders

•  estimate quantities

MEETING INDIVIDUAL NEEDS

•  If students have problems inserting pictures they can print them separately and then cut and paste them onto their fact sheet.

•  To create an extra challenge you could encourage some or all students to buy certain items in bulk for the entire group of 54 students, which would then be divided amongst all the groups.

•  Students may use calculators or multiplication tables or counters.

•  Many food items are presented by weight, and in some cases pounds. Before the students begin looking at the items you may want to briefly discuss different weights. Bringing in examples of different food and comparing them could help to demonstrate this point. This will hopefully help avoid any pairs selecting a 25-pound bag of lollipops for their group!

INSTRUCTIONAL SEQUENCE

1. Refresh students' memories of the Planning a Play Day unit at the beginning of Chapter 10. Explain that they will be organizing a very important element of the Day.
2. Read the Introduction and the Task of the student sheet. Field any questions they may have. This would be a good point to help students visualize different weights.
3. Explain to students that sometimes they will have to estimate the quantity they will need. As an example you could use a box of cookies.   Have the students estimate the number of rows in a box of cookies and the number of cookies in a row. Use an array to demonstrate the estimated total of cookies in a bag.
4. Have students work out how many people will be in each group. Discuss the answer with the class and have them explain their strategy for finding the answer (7).
5. Allow students to discuss in pairs what kind of food they would like to provide for their group. Encourage them to focus on the quantity they would need by asking them questions. For example,

"When you go to a party how many drinks do you usually have?"

"Do people usually eat a whole big bag of chips or do they share? How many people do you think could share 1 big bag of chips?"

6. Have students start exploring the websites. For the website, Grocery Gateway you will have to provide a postal code to access the demo. If your school's postal code does not work, try M6H 1W3. Because many of the websites provide items in bulk, be sure to verify that students are not mistakenly buying in very large quantities. You may want to urge them to focus on trial-size items, which can be found at Bulk Foods.
7. Have students complete My Play Day Menu. If necessary, review the steps for inserting a picture in a document.
8. As a class, have pairs share their menus with each other.

RESOURCES

Websites:

Grocery Gateway

Mr. Case

President's Choice

Bulk Foods

Files:

Materials:

calculators (optional)

counters (optional)

multiplication tables (optional)

scissors (optional)

tape or glue (optional)

examples of food for weight demonstration (optional)

ASSESSMENT

 Level 1 Level 2 Level 3 Level 4 Problem Solving •  shows insufficient   understanding of the task •  shows partial understanding of the task •  shows complete understanding of the task •  shows an in-depth understanding of the problem Application of Procedures •  makes major   errors or omissions when dividing,   multiplying and estimating •  makes several errors or omissions when dividing, multiplying and estimating •  makes only a few errors or omissions when dividing,   multiplying and estimating •  makes almost no errors or omissions when dividing,   multiplying and estimating Communication •  provides only a partial explanation of choices •  uses very little mathematical language •  provides a partial explanation of thinking that shows some clarity •  uses some   mathematical   language correctly •  provides a complete and clear explanation of thinking •  uses mathematical language correctly •  provides a thorough, clear and insightful   explanation of thinking •  uses precise mathematical language