Mathematics 5

# Web Quests

## GUESS THE RECORD!

This Web Quest extends the Chapter 2 Task ( Nelson Mathematics 5, p. 58) by asking students to surf the Guinness Word Records Web site, choose 2 records that interest them, and then create math clues to allow another student to guess the records.

### EXPECTATIONS

5m10   recognize and read numbers from 0.01 to 100 000

5m11   read and write whole numbers to 100 000 in standard, expanded, and written forms

5m14   compare, order, and represent the place value of whole numbers and decimals from 0.01 to 100 000 using concrete materials, drawings, and symbols

5m18   explain processes and solutions with whole numbers and decimals using mathematical language

5m26   read and write decimals numbers to hundredths

pencil and paper

### RESOURCES

Guinness World Records Web site:

www.guinessworldrecords.com

### Part A: Find Your Records

1. As a class, read the Introduction, Task, and Process sections of the Student page. Answer any questions that come up.
2. Have students choose a search engine, or tell them which to use (such as Google), to find Guinness World Records Web site.
3. Set a time limit (such as 10 minutes) for students to find 2 records that fulfill the math conditions. Make sure students understand the rules for choosing records.

### Part B: Make Up Clues

1. Have students introduce each record with a question, such as "What is the speed of the fastest train in kilometres per hour?" They will show this question to the student trying to guess the number for their record.
2. Once students have finished writing their questions, they can begin working on their 4 clues for each record. While students are working, observe and/or interview them to see how they are interpreting and carrying out the task. Allow 15 to 20 minutes for students to create clues. Make sure students understand the rules for creating clues.

### Part C: Guess the Record

1. After students have finished writing their clues, have them exchange questions and clues with a partner.
2. Have students work out the answers to the clues for each record. Remind them to write out their answers in standard form and in words. Allow about 10 minutes for students to answer the clues.

1. Once students have found each of their partner's records, have them check their answers with their partners.
2. Encourage students to discuss with their partners how they can improve their clues.
3. Have students take a few minutes to make improvements to their clues.

### MEETING INDIVIDUAL NEEDS

• Parts A and B of this Web Quest can be done individually or in pairs.
• To save time, give students the Web address instead of having them conduct their own searches: www.guinnessworldrecords.com
• You may want to direct students to pick records based on a specific topic to tie in with other class material.
• If students are having trouble finding records, make suggestions such as the following:
• Look up records for your favourite sport.
• Think of something that you want to know the record speed of.
• Look up the largest collection of something that interests you.
• If students are having trouble creating clues, use the clues in the Chapter 2 Task (Nelson Mathematics 5, p. 58) as examples.

### ASSESSMENT

 LEVEL 1 LEVEL 2 LEVEL 3 LEVEL 4 Understanding of Concepts • demonstrates a superficial or inaccurate understanding of numeration • demonstrates a growing but still incomplete understanding of numeration • demonstrates an appropriate understanding of numeration • demonstrates and in-depth understanding of numeration Application of procedures (Part B) •  makes major errors and/or omissions when creating clues according to identified criteria •  makes several errors and/or omissions when creating clues according to identified criteria •  makes only a few minor errors when creating clues according to identified criteria •  makes almost no errors when creating clues according to identified criteria Communication (Part B) •  provides incomplete or inaccurate clues that lack clarity, using minimal words and numbers •  provides   partial clues that exhibit some clarity using simple words and numbers •  provides complete and clear clues using appropriate words and numbers •  provides thorough and clear clues using a range of words and numbers Part B,C & D (creating clues and solving problems) •  uses very little mathematical vocabulary, and uses vocabulary that lacks clarity and precision •  uses a limited range of mathematical vocabulary with some degree of clarity and precision •  uses mathematical vocabulary with sufficient clarity and precision to communicate ideas •  uses a broad range of mathematical vocabulary to communicate clearly and precisely