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Nelson Education > School > Mathematics K-8 > Mathematics 5 > Teacher Centre > Web Quests > Chapter 4
 

Web Quests

CHAPTER 4

PIZZA PARTY

TASK CONTEXT

In this Web Quest, students will continue their work with addition and subtraction of whole numbers and decimals. The task will focus on estimating, calculating the cost of purchases, and determining the change they will receive. Working in groups, students will decide on a pizza party order for 28 students with a budget of $75.00.

EXPECTATIONS

5m7     select and perform computation techniques appropriate to specific problems involving whole numbers, decimals, and [equivalent fractions, and] determine whether the results are reasonable

5m9     justify in oral and written expression the method chosen for calculations: estimation, mental computation, concrete materials, algorithms, or calculators

5m30   use mental computation strategies to solve number problems

5m33   select operations and solve two-step problems involving whole numbers and decimals with and without a calculator

5m35   explain their thinking when solving problems involving whole numbers [fractions,] and decimals

5m36   use and explain estimation strategies

5m52   make purchases of and change for items up to $100

 

MATERIALS

pencil and paper

calculator (optional)

base ten blocks (optional)

 

RESOURCES

Pizza shop Web sites:

www.pizzapizza.ca

www.241pizza.com

 

INSTRUCTIONAL PROCESS

  1. As a class, read the Introduction, Task, and Process sections of the Student page. Answer any questions that may arise.
  2. Divide students into groups. Have them discuss possible menu choices and the quantity of food they think they will need. You may want groups to appoint a secretary to record the group's order. Make sure students justify the estimation strategy they used to come up with the rough order.
  3. Once the groups have a good idea of what and how much food they will need, have them go to www.pizzapizza.ca or www.241pizza.com. Students can browse the Web site for prices. You may want to suggest that the students look for special deals available.
  4. Have the students estimate the total cost of their purchases based on the prices they find on the Web site. Ask them to record their work. Encourage them to use estimation strategies such as rounding and regrouping. If they are over budget, have them make changes to their order. While groups are working, interview or observe students to see how they are interpreting and carrying out the task.
  5. Have each group make a final copy of their order, which includes the price of each item and the quantity of each item.
  6. Have them calculate the total cost of their order and the amount of change they will receive if they give the pizza delivery person $75.00.
  7. As a class, moving from one group to the next, find out how much each group spent on their pizza party. For an extra challenge, after each group shares how much they spent, have students calculate the difference in spending from the previous group.

 

MEETING INDIVIDUAL NEEDS

  • Allow students to use calculators and base ten blocks to help them add and subtract.
  • The number of students and the budget can be changed to offer a greater or lesser challenge.
  • This task could also be done individually or in pairs, instead of in groups.

 

ASSESSMENT

 

 

LEVEL 1

LEVEL 2

LEVEL 3

LEVEL 4

Understanding Concepts

• demonstrates a superficial or inaccurate   understanding of estimating and adding or subtracting 2-digit numbers and decimals

• demonstrates a growing but still incomplete understanding of estimating and adding or subtracting 2-digit numbers and decimals

• demonstrates a grade- appropriate understanding of estimating and adding or subtracting 2-digit numbers and decimals

• demonstrates an in-depth understanding of estimating and adding or subtracting 2-digit numbers and decimals

Application of Procedures

•  makes major error and/or omissions when estimating, adding, or subtracting quantities and prices

•  makes several errors and/or omissions when estimating, adding, or subtracting quantities and prices

•  makes only a few errors and/or omissions when estimating, adding, or subtracting quantities and prices

•  makes almost no errors when estimating adding, or subtracting quantities and prices

Communication

•  provides an incomplete or inaccurate justification for estimates of   quantity and cost

•  creates a order that lacks clarity or logical thought

•  provides a partial justification for estimates of quantity and cost

 

•  creates a order that exhibits some clarity and logical thought

•  provides a complete, clear, and logical justification for estimates of quantity and cost

•  creates a order that is complete, clear, and logical

•  provides a thorough and clear justification for estimates of quantity and cost

•  creates a order that is clear, logical, and shows creative problem solving

 


 

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