Chapter 3: Number Relationships

Group Camping Trip

INTRODUCTION

When a big group of kids or teenagers goes camping, it is important to organize the tents on the group campsite so that the supervisors can make sure that everyone is safe.

THE TASK

Imagine that a big group of teenagers is going camping at Grouse Campsite at Bow Valley Provincial Park in Alberta. 12 adult supervisors are also going on the camping trip and each will stay in his or her own tent. The teenagers will be in tents to fill the rest of the units of the campsite. You need to find out the best way to arrange the tents on the group campsite so that each supervisor’s tent sits at the end of a row of tents.

THE PROCESS

Visit Alberta Parks Group Use Information and scroll down to find out how many units (tents) can be set up at Grouse Campsite in the Bow Valley Provincial Park. The unit number is the total number of tents that will be used on the camping trip.
If each of the 12 adult supervisors needs to be at the end of a row of tents, how many tents will be in each row?
Explain why you think your answer is correct.
What are the 5 other ways that the tents could have been arranged on the campsite, if the supervisors didn’t need to each be at the end of a row?

RESOURCES

Website:

Alberta Parks Group Use Information

Materials:

pencil

grid 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

Reasoning

• often draws insightful and logical conclusions and recognizes inappropriately drawn conclusions without prompting

• comprehensively analyzes situations and makes insightful generalizations

• in many situations, draws logical conclusions and recognizes inappropriately drawn conclusions when prompted

• completely analyzes situations and makes logical generalizations

• sometimes draws simple, logical conclusions and sometimes recognizes inappropriately drawn conclusions when prompted

• superficially analyzes situations and makes simple generalizations

• rarely draws conclusions from a mathematical situation and usually does not recognize inappropriately drawn conclusions

• is unable to analyze situations and make generalizations

Problem Solving

• chooses efficient and

effective strategies when applying knowledge of multiples and factors

• chooses workable and reasonable strategies when applying knowledge of multiples and factors

• chooses efficient and

effective strategies when applying knowledge of multiples and factors

• chooses inappropriate and/or unworkable strategies when applying knowledge of multiples and factors