grade 5 & 6 math...canada’s wonderland – math grades 5 & 6 3 meeting the expectations cw...

CANADA’S WONDERLAND – Math Grades 5 & 6 1

GRADE 5 & 6 MATH

TABLE OF CONTENTS

In-School Preparation page 2

Student Activities page 19

Answer Key page 52


GRADE 5 & 6

IN-SCHOOL PREPARATION

MEETING THE EXPECTATIONS

HELPFUL HINTS

MAKING MEASUREMENTS

TEACHER NOTES – Poster Activities



CW Physics, Science & Math Day Activities

A correlation with the Ontario Mathematics Curriculum, Grades 5-6

NSN = Number sense and numeration GSS = Geometry and spatial sense

M = Measurement PA = Patterning and algebra

DMP = Data management and probability

ACTIVITY GRADE 5

Overall expectations

GRADE 6

Overall expectations

Numbers the Park collecting and analyzing

data, average, percent

- NSN – represent and explore

relationships between decimals,

mixed numbers, and fractions

- NSN – understand the significance

of numbers within the surrounding

environment

- M – estimate, measure and record

- PA – apply patterning strategies to

problem-solving situations

- DMP – interpret displays of data

and present the information using

mathematical terms





of numbers in the greater world

- NSN – justify and verify the

method chosen for calculations

- NSN – use and verify estimation

strategies






mathematical terms

Geometry at the Park measurement, average

distance, scale of map

- GSS – identify, describe, compare

and classify geometric figures

- GSS – use language effectively to

describe geometric concepts



Measurement at the

Park measurement, estimation

select and justify the most

appropriate standard unit to measure

length, height, width, and distance,

and to measure the perimeter of

various polygons

- M – identify relationships between

and among measurement concepts

(linear, temporal, monetary)

- M – demonstrate an understanding

of and ability to apply appropriate

metric prefixes in measurement and

estimation activities

- M – identify relationships between

and among measurement concepts

(linear, temporal, monetary)

Probability at the Park probability, data

management

- DMP – evaluate and use data from

graphic organizers

- DMP – demonstrate an

understanding of probability concepts

and use mathematical symbols

- DMP – pose and solve simple

problems involving the concept of

probability

- DMP – systematically collect,

organise, and analyse data



mathematical terms

- DMP – evaluate data and make

conclusions from the analysis of

data

- DMP – use a knowledge of

probability to pose and solve

problems



Scavenger Hunt at the

Park

Number, geometry,

measurement, patterning,

probability

- NSN – whole numbers, decimals,

fractions, operations, negative

numbers

- M – length, capacity, volume

- GSS – shapes, figures

- PA – numeric and geometric

patterns

- DMP - probability



numbers




patterns

- DMP – probability

Another Scavenger

Hunt at the Park

Number, geometry,

measurement, patterning,

probability

-- M – length, capacity, volume



patterns

- DMP - probability



numbers




patterns

- DMP – probability

Fermi Questions at the

Park

Measurement, estimation,

problem solving

- M – solve problems




More Fermi Questions

at the Park

Measurement, estimation,

problem solving





Bumper Cars (poster)

Data management and

probability



mathematical terms



mathematical terms

Colourful Accents

(poster)

Data management and

probability



mathematical terms



mathematical terms

Powerful Shapes

(poster)

Geometry and spatial

sense









Motion Curves (poster)

Geometry and spatial

sense











Number Quest (poster)

Number sense and

numeration


fractions



environment


fractions





Tasty Numbers (poster)

Number sense and

numeration


fractions, operations






environment


fractions, operations






Thrill Patterns (poster)

Patterning and algebra


patterns




patterns



Geometric Patterns

(poster)

Patterning and algebra


patterns




patterns



How many riders?

(poster)

Measurement





Average Speed of the

Ride (poster)

Measurement






HELPFUL HINTS

During the school year, you and your students engage in a variety of learning experiences. As the year

progresses, you watch your students grow mathematically.

Now that the school year is coming to an end, it’s time to enjoy an outing at Canada’s Wonderland.

This activity booklet is designed to help you and your students take full advantage of the educational

and recreational opportunities found at the Park.

This booklet contains three different types of activities that can be copied for class use:

. Park-based activities . math-concept-based activities . ride-based activities You and your students can select different activities, begin them in the classroom (think and discuss),

continue them at the Park , and finish them in the classroom (work together).

Most of the student activities have corresponding notes for you, the teacher. These notes contain ideas

that you can use to stimulate motivating discussions (think and discuss), assess student computational

skill (try these), make multidisciplinary connections , extend the Park experience (wrap up), and

assess student growth (ongoing assessment).

In the General Notes section, you will find several items that may help you in organizing

your trip to the Park. For example, there is a planning guide that will help you select the activities that

are appropriate for your students. You also will find a sheet of instructions that you can copy and

distribute to your students. In addition, you will find suggestions for instructing your students about ride

safety and about making measurements. There also is an organization checklist that you can use to keep

track of your preparations for the trip, and a list of ideas for bulletin boards that you and your students

can assemble as a follow-up.

Good luck, and enjoy!


MAKING MEASUREMENTS

TIME Times can be measured easily using a watch with a second hand or a digital watch with a

stopwatch mode. When measuring the period of a ride that involves repetitive or circular motion,

measure the time for several repetitions of the motion and take an average. This will give a better

estimate.

Time measurements can be made while on a ride, but in many instances, it may be easier to take the

time measurements while standing in line - or do both and compare the results.

DISTANCE Since students cannot interfere with the normal operation of the rides, they will not

be able to make direct measurements of the ride heights, diameters, and so on. Most of these types

of measurements have been provided in the data bank, but you may wish to withhold some

measurements from your students and have them either calculate or estimate them for themselves.

Listed below are two suggestions for determining distance:

PACING Students can determine the length of a step by walking at a normal rate

over a measured distance. If they divide the distance by the number of

steps, they can get the average distance per step. Knowing this, they can

estimate horizontal distances.

RIDE STRUCTURE Distance estimates can be made by noting repeated

structures in a ride’s construction. For example, the tracks

on many rides have regularly spaced cross structures, and

students can estimate the space between them easily. A

total distance can then be calculated by multiplying the

number of cross structures by the estimated space between

them. Students can use this method to estimate both

horizontal and vertical distances in rides. Note that the

choice of referent structural components needs to be made

properly by avoiding those that are not equidistantly

spaced.


TEACHERS NOTES

Math Poster Activities - Teacher Notes

There are 10 Math Poster Activities around the Park: 2 Poster Activities per strand.

The posters are at various locations through out the Park. They are mounted at eye-level.

The posters are included on the following pages for your reference.

Decide ahead of time which ones students should complete. You may want to give students some

choice by asking them to complete 1 Poster Activity per strand.

The student notes section has a tracking sheet for students to use (a copy is included below for your

reference), as well as some notes to help them complete the activities.

POSTER TITLE STRAND LOCATION COMPLETED

Bumper Cars Data management and probability

Colourful Accents Data management and probability

Powerful Shapes Geometry and spatial sense

Motion Curves Geometry and spatial sense

Number Quest Number sense and numeration

Tasty Numbers Number sense and numeration

Thrill Patterns Patterning and algebra

Geometric Patterns Patterning and algebra

How Many Riders? Measurement

Average Speed of the Ride

Measurement


BUMPER CARS

Data Management and Probability

Below is a ‘made-up' tally chart and bar graph showing how many

people use the bumper cars, Krachenwagon.

Collect your own data by asking 25 people waiting to use the ride what is

their grade. Use a tally chart to record your data. Then make up a bar

graph to display your data.

What conclusions can you draw?

Grade #of people

4 III

5 IIII

6 III

7 ////

8 //// /

9 ////

10 III

11 II

12 I

Bumper Cars - Who likes this ride?

5

# of people

4 5 6 7 8 9 10 11 12 Grade


COLOURFUL ACCENTS!!


Below is a 'made-up' bar graph showing the colours worn by people at the Park. Collect your

own data by observing 25 people at the Park. For each person, record the most prominent colour

and the accent colour (the third most prominent colour). Use a tally chart to record your data.

Then make up a bar graph like the one shown below to display your data. What conclusions can

you draw?

Colours worn at the Park

0

2

4

6

8

10

12

14

Blue

Red

Gre

en

Gra

y

Black

Yellow

Pur

ple

Ora

nge

Pink

Colour

Nu

mb

er

First

Third


POWERFUL SHAPES

Geometry and Spatial Sense

The Wild Beast is a massive serpentine designed wooden coaster.

With approximately 900 metres of track, this wildcat coaster

reaches maximum speeds through a never-ending stretch of camel

humps and hairpin turns.

Take a close look at the structure that supports the Wild Beast.

Make a sketch of part of the structure and identify the different

shapes used. Discuss the following points with a partner and then

record your thoughts.

. The wooden structure that supports the Wild Beast has

been especially designed to be very strong and safe. How

do the shapes used in the structure add to its strength?

. Suppose that a wooden roller coaster is designed using vertical wooden poles with no diagonal braces. Would this be stronger or

weaker than the structure used in the Wild Beast? Why?

. Diagonal braces are often used in the construction of houses. What purpose do you think they serve? Explain your reasoning.


MOTION CURVES


Visit Antique Carrousel.

. Focus your attention on the head of one person on the ride. . Draw a sketch to show the path of their head through the air (from your perspective).

. Describe the path in your own words.

. Imagine having a birds-eye view of the ride. . Draw a sketch to show the path of their head (from the birds-eye view perspective).

. Describe the path in your own words.

Repeat this for Psyclone.

Repeat it again for Sledge Hammer.


NUMBER QUEST

Number Sense and Numeration

As you walk around the Park, look for numbers written on signs, buildings, etc. . What is the biggest number you can find? Where? What is its use? . What is the smallest number you can find? Where? What is its use?


TASTY NUMBERS


Visit an eating place, such as: Thrill Burger Pizza Pizza You Go Grill Hot Potato Back Lot Café

Pick your favourite options for lunch - include a drink.

. Calculate the total cost - don't forget to add 8% PST and 5% GST.

Visit another eating place.

Pick your favourite options for lunch - include a drink.

. Calculate the total cost - don't forget to add 8% PST and 5% GST.

What is the difference in price?


Thrill Patterns

Patterning and Algebra Visit a thrill ride, such as:

Sledge Hammer, Psyclone, Shockwave,

Riptide, Drop Tower, The Fly, Flight Deck,

Vortex, The Bat, Dragon Fire, Wild Beast, or

Xtreme Skyflyer.

Measure the following:

. The number of seconds of the ride.

. The number of seconds between rides. Use the pattern you've identified to estimate the following:

. How many times can the ride run between 10 am and 8 pm?

. How many people could possibly enjoy this ride between 10 am and 8 pm?


Geometric Patterns

Patterning and Algebra As you walk through the Park, notice the various geometric patterns:

. Patterns in ride structures

. Patterns on pathways

. Patterns in buildings

. Patterns in designs

. Etc. Make a sketch of three of your favourite patterns.

Extend each pattern.

Describe one of the patterns in your own words.

. Someone else reading your description should be able to reproduce the pattern accurately.


HOW MANY RIDERS? Measurement

If all the rides are running at the same time, how many people could possibly

be on the rides at the same time? Use your estimation skills!


AVERAGE SPEED OF THE RIDE

Measurement

Visit Wild Beast.

. This ride has approximately 900 m of track.

. How long does the ride last?

. What is the average speed of the ride in m/s? Visit Mighty Canadian Minebuster.

. Mighty Canadian Minebuster is the largest and longest wooden coaster in Canada.

. Minebuster reaches astounding speeds of more than 90 km/h on its 1200 m of serpentine designed track. . How long does the ride last? .

What is the average speed of the ride in m/s?

Visit Drop Tower.

. On Drop Tower, free falling at more than 100 km/h, 23 stories flash by as the ground races up and catches riders in a silent, smooth stop.

. The ride is about 69 m high.

. How long does the ride last?

. What is the average speed of the ride in m/s?


GRADE 5 & 6

STUDENT ACTIVITIES

NUMBERS AT THE PARK

GEOMETRY AT THE PARK

PROBABILITY AT THE PARK

MEASUREMENT AT THE PARK

SCAVENGER HUNT AT THE PARK

FERMI QUESTIONS AT THE PARK

POSTER ACTIVITIES


NUMBERS AT THE PARK

1. As you walk around the Park, try to find examples for each of the following. Can you find an

example no one else will come up with?

a) The fraction ½.

One half of the shoes at the Park are left and one half are right.

b) The biggest number.

There are approximately 8 000 people at the Park today.

c) A negative integer.

I lost a $5 bill. (-5).

d) The smallest fraction.

Approximately one out of ten people are wearing hats today. (1/10)

e) The smallest decimal.

I bought a cookie and the charge was $0.25.


NUMBERS AT THE PARK

2. Would you save money if you bought a season pass?

a) How much does a day’s admission to the Park cost?

b) How much does a season pass cost?

c) How many times would you have to come to the Park so

that the season pass pays for itself?

d) How much money would you save with a season pass if you came

to the Park once every week in the summer?

3. Which is the most popular ride? a) Complete the table for your three favourite rides at the Park. Your will need to visit each ride and

collect data. Use a calculator to complete the last column.

RIDE

# OF OCCUPIED

SEATS

TOTAL #

OF SEATS

# OF OCCUPIED SEATS

TOTAL # OF SEATS (as a fraction)

# OF OCCUPIED SEATS

TOTAL # OF SEATS (as a decimal)

b) Based on the data in the table, which of the three rides is most popular? Explain.

c) Explain what each of the following numbers would mean if they were in the last column of your

table.

0.5

1

0


NUMBERS AT THE PARK

4. As you walk around the Park, try to find examples of pairs of things that are approximately

equal in number. Explain your reasoning. Can you find an example that no one else will come

up with?

The number of eyes and the number of feet. Each person has two eyes and two feet.

5. How well can you estimate? Explain how you arrived at your answer.

a) Which is greater: The number of people at the Park or the number of litres of water at the

Park?

b) Which is smaller: The number of bills in everyone’s pockets or the number of coins in

everyone’s pockets?

c) Which is taller: The tallest tree at the Park or the shortest ride at the Park?

d) Which is more: The number of seats at the Park or the number of people at the Park?


GEOMETRY AT THE PARK 1. As you walk around the Park, try to find examples for each of the following. Can you find examples

no one else will come up with?

a) A rectangle. Did you know that a square is also a rectangle?

The side of a can of pop is a rectangle (if you take off the ends and cut and flatten the side).

b) A parallelogram. Did you know a rhombus, a square, and

a rectangle are also parallelograms?

The face of a $5 bill is a parallelogram.

c) A triangle.

You’ll find a triangle in a roof.

d) A cone.

Check the tip of you pencil.

e) A rectangular prism.

This sheet of paper is a rectangular prism, if you lay it flat.


GEOMETRY AT THE PARK 2. What other shapes and solids do you see at the Park? Can you find one that no one else will see?

3. Can you find tessellations at the Park? Can you find one that no one else will see?

Some of the walkways at the Park use a tessellation of patio stones.

4. Which are your favourite rides?

a) Complete the table for three of your favourite rides at the Park. You will need to visit each ride and

collect date.

RIDE TWO-DIMENSIONAL SHAPES IN

THE RIDE THREE-DIMENSIONAL FIGURES

IN THE RIDE

b) Which of the two-dimensional shapes you found in the ride is used least often in the ride? Why do you think this is the case?

c) Which of the three-dimensional figures you found in the ride is used most often in the ride?

Why do you think this it the case?


GEOMETRY AT THE PARK

5. Find and sketch three different shapes at the Park. Then draw all the lines of symmetry for each shape.

6. Find and sketch two examples of shape with the following number of symmetry lines. Draw the lines of symmetry for each shape.

a) No lines of symmetry

b) One line of symmetry

c) Two lines of symmetry

d) Four lines of symmetry

7. Can you find shapes that have more than ten lines of symmetry?



Before you get to the Park:

1. The paragraph below describes one of the rides at Canada’s Wonderland.

Riptide: Canada’s Wonderland’s super swing with attitude and altitude. Riptide will take passengers

through snap rollovers and unyielding 360 degree twists and turns and they are propelled through

moments of zero gravity and finally quenched by an inescapable wall of water.

Count how many times each letter of the alphabet appears in the above paragraph. Use the table below to

keep a tally.

A B C D E F G H I J K L M

N O P Q R S T U V W X Y Z

2. Count how many times each letter of the alphabet appears in the paragraph below. Use the table to

keep the tally.

FOR THE KIDS: The best in fun for your kids and the kid in you! Visit Scooby-Doo’s Haunted

Mansion. Plus, bring your kids to KidZville and Hanna-Barbera Land, an entire themed area full of

attractions, show and life-like characters, all designed for the young and the young at heart!





3. Study the data in the tables from questions 1 and 2.

a) Which three letters appear most often?

b) Which three letters appear least often?

c) Do vowels or consonants appear most often?

At the Park:

4. Use the date from questions 1 and 2 to make predictions. a) Which three letters are most likely to appear in signs at the Park?

b) Which three letters are least likely to appear in signs at the Park

5. Test your predictions. a) Record the phrases that appear on the next 10 signs you see at the Park.

1

2

3

4

5

6

7

8

9

10



5. b) Count how many times each letter of the alphabet appears in the phrases you recorded. Use the

table to keep the tally.



c) How many of the three letters you predicted would appear most often actually did so?

d) How many of the three letters you predicted would appear least often actually did so?

6. When you made your predictions in question 4, you used probability. That is, you made an estimate of the chance that some letters would occur more often than others. Consider each of the

following probability statements. Do you agree or disagree? Explain your reasoning.

a) The probability that an X occurs in a sentence is very close to zero.

b) For every ten letters in a sentence, about three of them will be wither A, E, or N.

c) The probability that one of the vowels A, E, I, O or U occurs in a sentence is about 7 out of 20.

7. Make two probability statements of your own. a)

b)



Before you get to the Park:

1. a) Calculate your resting heart rate. Sit still for three minutes. Measure your heart rate for one minute.

Or, measure your heart rate for 20 seconds and multiply by 3.

b) Run slowly on the spot for one minute. Measure your heart rate again.

c) Run vigorously on the spot for one minute. Measure your heart rate again.

d) Sit still for three minutes. Measure your heart rate again.

e) Do you think your heart rate changes as you watch a movie? Explain.

f) Do you think your heart rate changes as you sleep? Explain.

g) Do you think your heart rate changes as you eat? Explain.

h) Do you think your heart rate will change during your visit to Canada’s Wonderland? Explain.

2. a) Measure the length of your normal stride. Walk normally for 5 steps. Measure the distance you traveled. Calculate your stride length.

b) Measure your height.



At the Park:

3. a) Sit on a bench for three minutes. Do you think your heart rate will be different from your heart rate in question 1. a)? Explain. Measure your heart rate.

b) Measure your heart rate as you wait for a ride.

c) Measure your heart rate right after the ride.

d) Make a conclusion about the effect of the ride on your heart rate.

e) Repeat questions 3. b)-d) for another ride. Is the effect on your heart rate the same?

Explain.

4. Use the grid below to sketch a bar graph of your heart rate before, right after and three minutes after

you go on your favourite ride. Describe what is happening at three different points on the graph.



5 a) Decide which ride you’ll visit next. Estimate how far the ride is from where you are.

b) As you walk to the ride, count your steps.

c) Use your stride length measurement from question 2. a) to calculate the distance to the ride.

6. a) Pick your favourite roller coaster ride. Estimate how many times your height it would take to reach the top of the ride. Describe how you arrived at your estimate.

b) Use your measurement from question 2. b) to calculate the height of the ride.



As you make your way through the Park, look for at least two examples that fit in each scavenger hunt

category.

Play a game: At the end of your day at the Park, compare your examples with those of a partner. Count

the examples you came up with that your partner does not have. The person with the highest total wins the

game.


Can you find: Examples

Fractions

Numbers larger than 100

Decimals

Negative numbers

Operations with numbers



Measurement


Something that is approximately 10 metres in length

Something that is best measured in litres

The longest ride

The most/least expensive item you can purchase at the Park

Something whose volume is approximately 1 m3





A cylinder

A rectangular prism

An acute triangle

A regular polygon

A cone



Patterning and Algebra


Something that repeats

A numeric pattern

A geometric pattern



Something that rarely happens at the Park (when the Park is open)

Something that happens about 50% of the time at the Park (when the Park is open)

Something that almost always happens at the Park (when the Park is open)


ANOTHER SCAVENGER HUNT AT THE PARK

As you make your way through the park look for at least two examples of math questions that fit in each

scavenger hunt category, and briefly answer each question (approximate answers are fine). A couple of

examples are given below, to get you started.

The categories match the five strands that you study in mathematics: number, geometry, pattern,

measurement and probability.

Play a game: At the end of your day at the Park, compare your examples with those of a partner. Count

the examples you came up with that your partner does not have on her/his list. The person with the

highest total wins the game.

At the rides


numbers

How many people are waiting at the _______ ride? Answer = ___

geometry

What is the most common shape at the _____ ride? Answer = ___

patterns

What repeating patterns are there at the _____ ride? Answer = ___

measurements

probability



At the food courts


numbers

geometry

patterns

measurements

How many calories are there in a hot dog lunch? Answer = ____

probability

What is the probability that two people in a row will order the same lunch? Answer = ____



At the shops


numbers

geometry

patterns

measurements

probability



At the games


numbers

geometry

patterns

measurements

probability



What is a Fermi Question?

Here is an example of a Fermi question:

If everyone at the Park on Physics, Science, and Math Day held hands and stretched out in a

straight line, how long would the line be?

A Fermi question often does not have an exact answer. It requires that you make reasonable assumptions

and estimates and make calculations that lead to a reasonable guess. Often Fermi questions deal with large

numbers.

In solving the Fermi question above you need to estimate the following:

How many people are at the Park during Physics, Science, and Math Day? What is the average arm span?

Then you need to calculate how long the line would be. Try it

Fermi questions are named after the Italian physicist Enrico Fermi (1901-1954) who is best known for his

contribution to nuclear physics. Fermi was also famous for his ability to figure out in his head problems

like the one above.

When solving the questions below, share your assumptions, estimates and calculations with a partner.

Discuss how your thinking is similar or different.

Quenching Your Thirst

If all the drinks purchased today at the Park were poured into a container, how big would the container

have to be? Would the fountain area by the main gate be too big or too small?

Assumptions and Estimates Calculations



Footsteps

How many footsteps will there be at the Park today?


Heartbeats

How many heartbeats will there be at the Park today?




Visitors to the Park

How many people visit the Park during one season?


A Long Way to Go

What is the total distance walked and traveled on rides by everyone at the Park today?


Pages and Pages

How many pages would it take to record all the words spoken by everyone at the Park today?




Screams

How many screams will there be at the Park today?



MORE FERMI QUESTIONS AT THE PARK

What is a Fermi Question?

Here is an example of a Fermi question:

If you add the ages of all the people at Physics, Science and Math Day, what would be the total

number of years?

In solving the Fermi question above you need to estimate the following:

How many people are at the Park during Physics, Science and Math Day? What is the average age?

Then you need to calculate the total number of years. Try it


There are _____ people at the Park. The average age is ______

When solving the questions below, share your assumptions, estimates and calculations with a partner.

Discuss how your thinking is similar or different.

Blink, blink

We all blink many, many times each day without even noticing that we’re doing it. If you count all the

blinks of all the people at Canada’s Wonderland, what would be the total number of blinks?




Visits to the Park

How many times have you visited Canada’s Wonderland? What is the total number of visits to the Park,

for all the people attending Physics, Science and Math Day?


Lots of smiles

How many smiles will there be at the Park during Physics, Science and Math Day?




How far?

How many kilometres did you travel to get to the Park? What is the total distance traveled by cars and

buses to bring people to Physics, Science and Math Day?


A sea of basketballs

How many basketballs would it take to fill Krachenwagon, the bumper cars, driving area when not in

use?




Take a breath

How many breaths will there be at the Park during at Physics, Science and Math Day?


Your question

Make up your own Fermi question. Then answer it below.

………………………………………………………………………………………………………………

………………………………………………………………………………………………………………



POSTER ACTIVITIES

There are 10 Math Poster Activities around the Park. The posters are at various locations through out the

Park. They are mounted at eye-level. Your teacher will tell you which Poster Activities you should

complete.

Use the chart below to keep track of the Poster Activities: where you have found them and whether you

have completed them.

POSTER TITLE STRAND LOCATION COMPLETED

Bumper Cars Data management and probability

Colourful Accents Data management and probability

Powerful Shapes Geometry and spatial sense

Motion Curves Geometry and spatial sense

Number Quest Number sense and numeration

Tasty Numbers Number sense and numeration

Thrill Patterns Patterning and algebra

Geometric Patterns Patterning and algebra

How Many Riders? Measurement


Measurement


POSTER ACTIVITIES

Use the following notes to help you complete the Poster Activities.

Bumper Cars

Use the tally chart to collect your data.

Use the grid to draw the bar graph.

Colourful Accents

Use the tally chart to collect your data.

Use the grid to draw the bar graph.

# of

people

Grade

Grade #of people

#

Colour

Colour 1st 3rd


POSTER ACTIVITIES

Powerful shapes

The diagrams below show three wooden constructions, held together by nails.

Imagine putting pressure on the vertices (as shown by the arrows). Which construction(s) would keep its

(their) shape under pressure? Why?

Motion Curves

Take the time to share your diagrams with your partner. Discuss similarities and differences. Justify your

reasoning.

Number Quest

As you walk around the Park, look for numbers written on signs, buildings, etc.

Tasty Numbers

Here is a calculation that shows you how to calculate the cost of a meal, including 13% tax (PST + GST):

Cost of meal before tax = $7.95

13% tax = $7.95 x 0.13 = $1.03

Total = $7.95 + $1.03 = $8.98

Thrill Patterns

As you walk around the park, notice how many people fit in each of the rides.

Which ride holds the most people?

Also, notice how long the rides last and how much time elapses between rides.

Which ride lasts the longest?


POSTER ACTIVITIES

Geometric Patterns

As you walk through the Park, notice the various geometric patterns:

Patterns in ride structures Patterns on pathways Patterns in buildings Patterns in designs Etc.

How Many Riders?

As you walk around the Park, notice how many people fit in each of the rides. Use the map below to

record your findings.


If you travel 200 metres in 25 seconds while on a ride, then the average speed is calculated as follows:

Average speed = distance / time = 200 m / 25 s = 8 m/s.


GRADE 5 & 6

ANSWER KEY


ANSWER KEY

Numbers at the Park

1. a) Time: one half hour, 30 seconds, 12 noon. Measurement: compare distances or heights to find ½ relationships. Geometry: Imagine symmetry lines of shapes.

b) Teaching Tip: Encourage students to use their estimation and reasoning skills: How many trees are there in the Park? How many leaves? How many people are there at the Park? How many

eyes? How many heart beats in the day? How many hairs on their heads?

c) Upward speed is often considered as positive and downward speed as negative (you’ll find several examples of positive and negative speed at the rides). Paying for a ride is a negative in that you

end up with less money.

d) 1/100 = 1 penny (compared to a dollar). 1/60 = 1 second (compared to a minute). 1/3600 = 1 second (compared to an hour). Teaching Tip: Encourage students to create fractions by

comparing numbers. 1/10 = the number of people divided by the number of fingers they have.

See question 1. b) for ideas for large numbers.

e) $0.01 = 1 penny. Se question 1. d) for ideas. (convert the fractions to decimals)

2. Teaching Tip: Admissions change from year to year. Admission prices are posted at the entrance to the Park. There are approximately 13 weeks in the summer (9 weeks if you only consider the

summer break for schools).

3. Teaching Tip: Encourage students to work in pairs. c) 0.5 means half the seats are occupied. 1 means all the seats are occupied. 0 means none of the seats are occupied.

4. Consider some of your answers to question 1.

5. a) There are more litres of water at the Park. For example, every cubic metre of water is 1000 litres of water. Also, since our bodies are made up mostly of water, each one of us has several litres of

water in us.

b) Usually there are more coins. What do you think? c) The shortest ride. For example, Speed City Raceway. d) There are more seats. There are about 8000 – 10000 people at the Park for Physics, Science and

Math Day. Keep in mind that the Park has enough seating for major concerts. Teaching Tip:

Ask students to consider all the places that have seats.

Geometry at the Park

1. a) Some examples of rectangles: window, doors, sides of buildings, face of a brick, face of a

ticket to the Park, face of a $5 bill, the fountain pool.

b) All examples in 1. a) would apply.

c) Some examples of triangles: vertical cross-section of an ice cream cone, profile of a nose, the top

part of the letter A, some flags, the wing of an airplane. Also look at the various designs around

the Park.

d) Some examples of cones: ice cream cone, tip of a pen or pencil, a headlight, a drinking cup (if

extended). Also look at various designs around the Park.


ANSWER KEY

Geometry at the Park

e) Some examples of rectangular prisms: a $5 bill, some buildings, a brick, a door, the slat of a bench, some walkway tiles.

2. You can find cylinders (flag poles, coin, some watches and clocks), trapezoids (vertical cross-section of a cup), and circles (sun’s outline, shape of a coin, horizontal cross-section of a cup or any cylinder).

3. Some examples of tessellations: bricks in a wall, tiles in a bathroom, the floor of the bumper cars. Also look at the various designs around the Park.

4. Refer to questions 1 – 3 for ideas of 2-D shapes and 3-D figures.

5. A square has 4 lines of symmetry, a rectangle that is not a square has 2 lines of symmetry, a circle has an infinite number of lines of symmetry, an equilateral triangle has 3 lines of symmetry, an isosceles

triangle has 1 line of symmetry.

6. See question 5.

7. A circle has an infinite number of lines of symmetry.

Probability at the Park

1. 242 letters:


26 2 5 13 26 7 8 8 12 0 1 16 3


22 11 7 1 17 15 17 9 2 8 0 5 1

2. 228 letters:


21 5 4 15 21 8 4 10 17 0 6 10 2


21 18 1 0 17 13 17 9 2 2 0 6 1


ANSWER KEY

Probability at the Park

3. a) A, E, and N

b) J, X, and Q

c) Consonants

4. a) A, E, and N would be a reasonable prediction, based on questions 1 and 2.

b) J, X, and Q would be a reasonable prediction, based on questions 1 and 2.

6. a) Yes. Based on the data from questions 1 and 2, X is not very likely to occur. X does not appear

in very many words.

b) Yes. Based on the data from questions 1 and 2, the letters A, E and N occur 137 times out of 470

letters. 137/470 = 0.29, or approximately 3/10.

c) Yes. Based on the data from questions 1 and 2, the letters A, E, I, O, and U occur 170 times out of

470 letters. 170/470 = 0.36, or approximately 7/20.

Measurement at the Park

1. a) to d) Teacher Note: For these questions, students can use a classroom clock to count their heart

beat for 20 seconds. Or, the teacher can be the timer. Ask students why we multiply by 3 (so we

can find the number of heart beats per minute).

e) Yes. Action or scary scenes tend to increase heart rates.

f) Yes. Dreams can have the same effect as movies.

g) Yes. Some foods, like chocolate, can affect heart rate.

h) Yes. By walking at different rates or when on a ride.

2. Teacher Note: For these questions, use masking tape to mark heights on the wall and distances on the floor so students can independently make measurements.

3. a) Possibly. It depends how strenuously you were walking just before you sat down. Also, the excitement of being at the Park can increase heart rate.

b) to e) The excitement of the ride should increase the heart rate. The effect will likely vary with

different rides.

4. Teacher Note: Students may need some assistance with the scale on the vertical axis. Increments of 10 or 15 (100 or 150 heart beats) should be sufficient. Students should also label the vertical

axis (number of heart beats) and each of the bars on the horizontal axis.

5. Teacher Note: It may be easier for students to estimate the number of steps half way or a quarter the way to the ride and then multiply by 2 or 4, respectively.

6. Teacher Note: It may be easier for students to estimate the number of height half way or a quarter the way up the ride and then multiply by 2 or 4, respectively. Also, some rides have structures

with evenly divided sections that can assist in making estimates.


ANSWER KEY

Scavenger Hunt at the Park

Guide students to see numeric examples in unexpected places. For example:

A cup that is half full can represent the fraction ½.

Money can be represented using decimals.

Negative numbers need a frame of reference. If zero is the main gate, where at the Park is the

number 100? The number -100? Also, spending money can be represented using negative

numbers.

Try some of the questions before coming to the Park and have students share and justify their answers.

This will give students ideas for what to look for.

Another Scavenger Hunt at the Park

Some examples of questions are included in the activity pages. Also, refer to the Scavenger Hunt at the

Park, Grades 5-6 activity for more examples of questions that might be asked.

Engage students in posing questions before coming to the Park and have students explain their thinking.

Fermi Questions at the Park

Before going to the Park, involve students in estimation activities such as:

How far do you walk in one day?

How many breaths do you take in one day?

Ask students to share their estimates and to justify their reasoning. Let them decide which estimates are

more accurate. Give clues if necessary (see below for ideas).

Quenching Your Thirst

Some clues for students that need them:

A pop can is about half of a litre. How many people at the Park? How much will the average

person drink? There are 1000 litres in a cubic metre. Visualize a cubic metre. How wide is the

fountain? How long? How deep? How many cubic metres of water are there in the fountain?

Footsteps


Two footsteps are about 1 metre for young children. The average person may take 3 steps to

travel 2 metres. How many metres will the average person walk? How many people are there at

the Park?


ANSWER KEY

Fermi Questions at the Park

Heartbeats


Students can measure the number of heartbeats for 1 minute. This can be done in a group and

students can estimate the number of heart beats per minute for the average person.

Visitors at the Park


How many days is the Park open? How many people come to the Park on an average day?

A Long Way to Go


How many metres will the average person walk? How many people are there at the Park? How

many rides are there at the Park? How far do they travel? How many times does each ride

operate in a typical day?

Pages and Pages


How many words on a page? How many words will the average person speak in one hour? How

many hours will they be at the Park? How many people are there at the Park?

Screams


How many people are there at the Park? How many of them scream on rides? How many rides

will they go onto?


ANSWER KEY

More Fermi Questions at the Park

Before going to the Park, involve students in estimation activities such as:

How far do you walk in one day?

How many breaths do you take in one day? Ask students to share their estimates and to justify their reasoning. Let them decide which estimates are

more accurate. Give clues if necessary (see below for ideas).

Blink, blink


Students can use a stopwatch to count how many times a person blinks in one minute. They would need a few different samples and then they can calculate an average. Some questions to

consider: Do we blink more indoors than outdoors? Does humidity matter? Does wind speed

matter?

Visits to the Park


Students could do a small-scale survey to find out how many times other people visit the Park.

Lots of smiles


Observing people as they walk by would be a source of data that would help students estimate how many times the average person may smile in one hour.

For example, over a period of 5 minutes, students can record the number of people they observe and how many of them are smiling. They can multiply the number of smiles by 12 (to get the

number of smiles in one hour) and then divide by the number of people they observed to get an

average number of smiles per hour per person.

Students also need to estimate what is the average number of hours that people will spend at the Park.

How far?


Students need to estimate the average distance traveled by people in getting to the Park.

They also need to estimate the number vehicles used to bring people to the Park.


ANSWER KEY

More Fermi Questions at the Park

A sea of basketballs


What is the diameter of a basketball?

What are the dimensions of the Bumper Cars driving area?

Take a breath


Students can use a stopwatch to count how many times a person breathes in one minute. They would need a few different samples and then they can calculate an average.

Do we breathe at the same rate all the time?

grade 5 & 6 math...canada’s wonderland – math grades 5 & 6 3 meeting the expectations cw...

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