Surf For More Math

Chapter 2: Numeration

Water for Villages

INTRODUCTION

Clean water can be difficult to get for people in Africa. Many people have to walk long distances to find clean water. One person can carry only about 19 litres of water at a time. A company has invented a special kind of pump that brings clean water from underground right into African communities. It is like a merry-go-round that people can spin to pump the water up above the ground.

THE TASK

Imagine that you are making a presentation about the water pump to a very small community in Africa. There, 20 people walk to get 19 litres each of water, once every day. To help explain to the people in the community how the pump will help them, you need to estimate how much water the pump would bring in a year. Then you can compare that amount with the amount of water that people can carry to the community.

THE PROCESS

Visit National Geographic Kids: PlayPumps and read the Fast Facts on page 2 of the article to find out how many litres of water the pump can pump in an hour.
How many litres of water would the pump produce in one day if it were pumped for 10 hours?
Estimate how many litres of water the pump would produce if it were pumped for 10 hours every day for one year.
About how many litres of water would the community receive in a day, if 20 people each carried 19 litres to it?
Estimate how many litres of water would be carried by foot to the community in one year.
About how many more litres of water would the community get from the pump than from carrying water to the community?

RESOURCES

Website:

National Geographic Kids: PlayPumps

Materials:

pencil

paper

ASSESSMENT

Mathematical Processes	Work meets standard of excellence	Work meets standard of proficiency	Work meets acceptable standard	Work does not yet meet acceptable standard
Mental Mathematics and Estimation	• I demonstrate computational fluency that is efficient and flexible • I choose an efficient and effective strategy to estimate a solution	• I demonstrate computational fluency that is workable and understood • I choose a workable and reasonable strategy to estimate a solution	• I demonstrate computational fluency that is routine and familiar • I choose a familiar strategy to estimate a solution, even though it might not be the most appropriate	• I have difficulty demonstrating computational fluency and must work through procedures • I choose a random or inappropriate strategy to estimate a solution
Communication	• I use effective and specific mathematical language, symbols, and conventions to enhance communication about multiplying and estimating large numbers	• I use appropriate and correct mathematical language, symbols, and conventions to support communication about multiplying and estimating large numbers	• I use mathematical language, symbols, and conventions to partially support communication about multiplying and estimating large numbers	• I use mathematical and non-mathematical language and conventions incorrectly and/or inconsistently, which interferes with communication about multiplying and estimating large numbers
Problem Solving	• I develop a thorough plan for solving the problem • I choose efficient and effective strategies when applying multiplication and estimation skills to solve the problem; may demonstrate creativity and innovation in his/her approach	• I develop a workable plan for solving the problem • I choose appropriate and workable strategies when applying multiplication and estimation skills to solve the problem	• I develop a basic plan for solving the problem • I choose simplistic and/or routine strategies when applying multiplication and estimation skills to solve the problem	• I develop a minimal and/or flawed plan for solving the problem • I choose inappropriate and/or unworkable strategies when applying multiplication and estimation skills to solve the problem
Connections	• I make insightful connections between real-world contexts and estimating	• I make meaningful connections between real-world contexts and estimating	• I make simple connections between real-world contexts and estimating	• I make minimal or weak connections between real-world contexts and estimating