
Web Quests
CHAPTER 2
GUESS THE RECORD!
TASK CONTEXT
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
MATERIALS
pencil and paper
RESOURCES
Guinness World Records Web
site:
www.guinessworldrecords.com
INSTRUCTIONAL PROCESS
Part A: Find Your Records
 As a class, read the Introduction, Task, and Process sections of the
Student page. Answer any questions that come up.
 Have students choose a search engine, or tell them which to use (such
as Google), to find Guinness World Records Web site.
 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
 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.
 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
 After students have finished writing their clues, have them exchange
questions and clues with a partner.
 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.
Part D: Check Your Answers
 Once students have found each of their partner's records, have them
check their answers with their partners.
 Encourage students to discuss with their partners how they can improve
their clues.
 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 indepth 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


