Nelson EducationSchoolMathematics 7  
Web QuestsCHAPTER 2PLANNING A TRIP
TASK CONTEXT
This Web Quest allows students to practise working with fractions, percents, decimals, rates, and ratios to solve problems in a reallife context. The Web Quest's focus on travelling and buying tickets will help students see the importance of proportional thinking in everyday life.
GOALS7m6 solve and explain multistep problems involving simple fractions, decimals, and percents 7m7 explain, in writing, the process of problem solving using appropriate mathematical language 7m8 use a calculator to solve number questions that are beyond the proficiency expectations for operations using pencil and paper 7m12 explain numerical information in their own words and respond to numerical information in a variety of media 7m24 explain the process used and any conclusions reached in problem solving and investigations 7m27 solve problems that involve converting between fractions, decimals, and percents MATERIALSpaper and pencil calculator
INSTRUCTIONAL PROCESSFROM STUDENT PAGENOTES FOR TEACHER: As a group, read the Introduction. Brainstorm about things you need to do to plan a trip. Divide students into pairs. This Web Quest can also be done individually.
INTRODUCTIONGoing on a trip is a lot of fun, but it also takes a lot of planning. What are some of the things you need to decide before going on a trip? NOTES FOR TEACHER: Have students read through the Task section. Ensure that they are clear on what is expected of them. Stress that there are several parts to each question, so they will need to follow the steps carefully. To provide extra support, allow students who have difficulty expressing their thoughts in writing to explain their steps orally to you in an interview format. TASK
Your friend's parents are thinking of taking you and your friend on a trip to Orlando, Florida over the holidays. Before they make their final decision, they would like you and your friend to do some Internet research. They have given you this list of things to research:
NOTES FOR TEACHER: You may want to give your students the abbreviation for their province. You may also want to ask students to use the address for your school, so they are all starting from the same point. While students are working, observe and/or interview students to see how they are interpreting and carrying out the task. If students are having trouble converting miles to kilometres, hint that they need to create two equivalent ratios. If they need more help, tell them they need to find a scale factor.
QUESTION 1 SAMPLE ANSWER: The distance from Markdale, Ontario to Orlando, Florida is 1352.21 miles and it would take 22 hours and 33 minutes.
I know that 1 kilometre is equal to1.6 miles. I can express this as a ratio 1:1.6. I know the distance is 1352.21 miles. I want to know the distance in kilometres, so I wrote the second ratio as 1352.18:___ .
I wrote a proportion with a missing term for the distance in kilometres. 1:1.6 = 1352.18 : ___
The ratios must be equivalent. Since 1 x 1352.21 = 1352.21, the scale factor is 1352.21.
I multiplied 1.6 by 1352.21 to get the missing term, which is 2163.54. The distance from Markdale, Ontario to Orlando, Florida must be 2163.54 km.
QUESTION 2 SAMPLE ANSWER: I know the trip will take 22 hours and 33 minutes and there are 60 minutes in an hour. 60 minutes is 100% of an hour. To figure out what percent of an hour 33 minutes is, I wrote a proportion with a missing term for the percentage of an hour. 33/60 = ___ /100
To calculate the missing term, I divided 60 by 100 to get a scale factor of 1.6. Then I divided the number of minutes (33) by 1.6 to get the missing term, which is 55. I now know that 33 minutes is 55% of an hour and I can express this as a decimal: 0.55. So I know that the total amount of time the trip takes is 22.55 hours.
I wrote the distance in kilometres and the time in hours as a rate. To find the kilometres per hour, I wrote a proportion:
2163.54 km / 22.55 h = ___ km / 1 h
The scale factor is 22.55 because 22.55 divided by 1 equals 22.55. So I divided 2163.54 by 22.55, which equals 95.9.
The average rate of the car would be 95.9 km/h.
NOTES FOR TEACHER: If students are having trouble finding attractions on the Web site, suggest that they click on the Discount Orlando Attraction Tickets button.
NOTES FOR TEACHER: Sample question: "Why would you convert the savings to percentages? " Sample answer: It is easy to figure out what percent is higher or lower because all percents are out of 100.
QUESTION 3 SAMPLE ANSWER:
a) The fullprice adult ticket is $19.95 and the discount ticket is $15.95. I rounded the price of each type of ticket to whole numbers.
Fullprice ticket: $20 Discount ticket: $16
b) To calculate the percent of savings for each ticket, I expressed the price of a discount ticket and the price of fullprice ticket as a ratio.
16 20
To find the percent, I wrote a proportion that includes a ratio with 100 (since percent means out of 100) and a missing term.
16 = __ 20 100
I divided 20 by 100 to determine the scale factor of 0.2. I divided 16 by the scale factor to calculate the missing term, which is 80.
I now know that the discount ticket is 80% of the price of the fullprice ticket. If I subtract 80 from 100, I get 20. So I save 20% buying the discount ticket. To provide extra challenge to students, suggest the following: • Have students calculate the price of admission tickets in Canadian dollars. Have students answer the following question: "Does converting the price of admission to Canadian dollars change your percentage of savings? Explain your answer." (You can use this link to an Online Conversion Web site to find out the current conversion rate.) • Have students calculate the percentage of savings on admission tickets without rounding the prices to whole numbers.
ASSESSMENT


