PLANNING A GAMES AFTERNOON
This Web Quest builds on the multiplication and division
skills learned in Chapter 6. The task requires students to plan a games
afternoon for Boy Scouts and Girl Guides. Working in pairs, students will
research Crokinole and Chinese Checkers on the Internet. Students will
use this research to help them solve multiplication and division problems.
5m7 select and
perform computation techniques appropriate to specific problems involving
whole numbers [decimals, and equivalent fractions,] and determine whether
the results are reasonable
explain processes and solutions with whole numbers [and decimals] using
recall multiplication and division facts to 144
use mental computation strategies to solve number problems
5m33 select operations
and solve two-step problems involving whole numbers
paper and pencil
- Crokinole Rules
- Chinese Checkers Rules
- The Online Guide to Traditional Games. http://www.tradgames.org.uk/index.html
- Divide students into pairs. Students will be using the Internet only
for the research portion of this Web Quest. So if you would prefer students
work in larger groups, have pairs join up to form groups of four once
they have completed their Internet research.
- As a class, read the Introduction and brainstorm types of games.
Some examples could include computer games, board games, and physical
games. Possible benefits could include physical or mental exercise,
team building, spending time with friends and family, developing good
sportsmanship, and having fun.
- Have students read the Task and Process sections of the Web Quest.
Ensure that students are clear on what is expected of them.
- While students are working, observe and/or interview pairs to see
how they are interpreting and carrying out the task.
1: The following links provide information on the two games:
Online Guide to Traditional Games
The first two sites provide students with the
number of players and materials needed for each game and the last site
focuses on interesting facts about these games. Students can gather
information on these games either by taking notes while reading off
the screen, or they can print out copies of the Web pages to consult
later. If students will be taking notes, stress the need to double-check
that they have all the information they need to complete the task, so
they will not have to return to their computer terminal.
Question 2: To help students decide whether
to multiply or divide, ask them what information they have been given.
If they have been given a total, it is a hint that they need to divide.
If the question is asking them to find a total, it may be a multiplication
Question3: Remind students to keep in
mind the number of Chinese Checkers and Crokinole games they decided
on in question 2.
Question 4: Ask the following question:
"Why would you estimate after you have calculated a product?"
MEETING INDIVIDUAL NEEDS
- For extra support, provide students with a multiplication table.
- For extra challenge in question 4, ask students to find out how many
yellow marbles would be in 2, 3, and 4 bags of marbles.
Shows little or no evidence of a plan for calculations
Shows evidence of a partial plan for calculations
Shows evidence of an appropriate plan for calculations
Shows evidence of a thorough plan for calculations
Makes major errors and/or omissions when calculating products and
Has difficulty using estimation to verify answers
Makes several errors and/or omissions when calculating products
ability to use estimation to verify answers
Makes only a few minor errors and/or omissions when calculating
products and quotients
Uses estimation to verify answers
Makes almost no errors or omissions when calculating products and
to verify answers and judges whether or not it is reasonable
Provides incomplete explanations that lack clarity and use very
little mathematical language
Provides partial explanations that show some clarity, using some
Provides complete explanations of thinking using appropriate math
Provides thorough, clear, and insightful explanations of thinking
and uses a variety of math language