Mathematics 4

# Web Quest

## Chapter 6

### BAND OUT FOR FUN

Students have been asked to plan a trip to the theatre for the school band, which will be travelling to different cities in Canada. They have been asked to pick a show and make the seating arrangements for the group.

This task follows the theme and content of the Chapter 6 Chapter Task. Having the students arrange the theatre seating for the band according to set criteria will give them further practice using arrays.

### GOALS

•  identify and describe a series of arrays

•  create fact families for the arrays

### MEETING INDIVIDUAL NEEDS

•  This task can be done individually, in pairs or groups.

•  Students will have a copy of the seating plan for the theater of their choice. Students may find it easier to map out their different arrays on a separate piece of paper, using the seating plan more as a reference point.

•  The seating plans may be irregular. Have students focus on parts of the seating plans that are most suitable for creating arrays.

•  Check the listing of events on the websites to ensure that all current play descriptions are suitable reading material for students.

### INSTRUCTIONAL SEQUENCE

1. Ask students what type of shows you can see at the theatre. Find out if any of the students have ever been to the theatre. Have them share their experiences with the class.
2. Present the student section of the Web Quest to the students. Have them read through the text. Respond to any questions they may have.
3. Have students explore the websites and choose a theatre on which to focus.
4. Have students choose the seating plan that matches their theatre of choice. Explain to students how to print this document, if necessary.
5. Allow students time to work on a series of arrays based on the seating plans and write out the corresponding fact families. Allow students to use counters to represent band members. Circulate amongst the students at this point to ensure they understand the task.
6. Have the students choose the seating plan that they like the best. Have them explain the fact family that describes it, as well as their reasons for picking it. These reasons will probably not be math-based. For example, the seats are closer to the stage or there will be fewer people sitting in front of them.

Websites:

Materials:

counters

### ASSESSMENT

 Level 1 Level 2 Level 3 Level 4 Understanding Concepts •  makes very simple connections between concepts of arrays and seating arrangements •  makes simple connections between concepts arrays and seating arrangements •  makes most connections between concepts of arrays and seating arrangements •  makes all connections between concepts of arrays and seating arrangements Application of Procedures •  writes fact families for chosen arrays with major errors and omissions •  writes fact families for chosen arrays with some errors and omissions •  writes fact families for chosen arrays with few errors and omissions •  writes appropriate fact families for chosen arrays Communication •  uses very little math language to describe fact families and their relation to seating arrangements •  uses some math language to describe fact families and their relation to seating arrangements •  uses sufficient math language to describe fact families and their relation to seating arrangements •  uses all relevant math language to describe fact families and their relation to seating arrangements