qvmag_inveresk_maths_trail_gr_56_teachers.pdf

Education kit designed by Lana Ross, Kathleen Hodges and Emma Cooper http://www.qvmag.tas.gov.au/education.html

Maths trail Grades 5/6Teacher Instructions QVMAG Museum InvereskQueen Victoria Museum and Art Gallery at Inveresk Opening hours 10am to 4pm daily (closed Good Friday and Christmas Day)www.qvmag.tas.gov.au


TeAcher NoTes

overviewThis Maths Trail is aimed at students in Grades 5 and 6. It includes questions related to numbers, estimating, measuring with informal units, geometry and data collection. It is anticipated that the trail would be completed in groups of 4 to 5, with an adult helper. It should take about 50 to 60 minutes to complete and you can undertake the questions in any order.

Where is the maths? (Including links with the Australian Curriculum)

This Maths Trail could be used to introduce, develop or extend upon the following mathematical concepts:

Number • Investigateequivalentfractionsusedincontexts(ACMNA077)

• Findasimplecommonfractionthatisequaltoaportionofanobject,wheretheresultisa partofawholenumber(ACMNA127)

• Makeconnectionsbetweenequivalentfractions,decimalsandpercentages(ACMNA131)

• Selectandapplyefficientmentalandwrittenstrategiestosolveproblemsinvolvingrelevant operationswithmixednumbers(ACMNA123)

Measurement • Informalunitscanbeusedformeasuring,buttheunitcannotchange,andtheunitsmust be lined up end to end with no gaps

• Wecanuseourknowledgeofinformalunitstomakereasonableestimatesaboutthe lengthofobjects

• Solveproblemsinvolvingthecomparisonoflengthsandareasusingappropriate units(ACMMG137)

• Connectdecimalrepresentationstothemetricsystem(ACMMG135)

Geometry • Connectthree-dimensionalobjectstotheirtwo-dimensionalrepresentations(ACMMG111)

Data collection • Collect,analyseandinterpretcategoricalandnumericaldata(ACMSP118)


Proficiency strandsThrough engaging in the Maths Trail, students will have the opportunity to demonstrate the proficienciesofUnderstanding,Fluency,Problem-SolvingandReasoning.Theproficienciesreinforce the significance of working mathematically within content and describe how the contentisexploredordeveloped(ACARA,2011).

Before the visit • ContacttheQVMAGMuseumandbookyourvisit,[email protected] bycalling0363233798(weekdays8.30amto4.30pm).PleaseadviseBookingsOfficerof reason for visit.

• Lookatthemathematicalvocabularyusedinthetrail–itmaybenecessarytoreview some of these terms (eg, geometrical shapes, solids, triangle, cylinder, square, rectangle, estimation, four operations, scale, analogue time, common fractions, including ½).

• Photocopyorprintenoughmathstrailsforoneanddecidehoweachgroupwillbe organised; establish recording expectations.

• ThisMathsTrailhasbeendesignedforstudentsnottorequireanyequipmentotherthan theStudentNotes,aclipboardandapencil.Asitemapwouldbeusefulforaccompanying adults.TheTeacher/Parent/AdultHelpernotesarethesameastheStudentNoteswiththe addition of italicised prompts to assist and extend understanding.

• Pleasedownloadthisfromourwebsite.

After the visit • Reflectanddiscusstherelevanceofmathsoutsidetheclassroom.

• Teachersmaywishtousestudents’workingtoinformfutureplanningandfocusareas to further benefit students learning.


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TrANsPorT: The TrIALs AND TrIUMPhsPedal Power exhibition

Find this display

1. transport timeline: Find the penny farthing and place the date it was made on the timeline below

1860 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1940

2. how many years were there between 1860 and 1940? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

3. What percentage of the bikes on display have 2 or more different-sized wheels?

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

1

N.B. Whilst completing activities if you find students asking for adult help please encourage peer tutoring e.g. ‘Who in your group could you ask for help’?

80 years

40%


4. Out of the 10 bikes how many have chains? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

5. What is another way of writing the answer to question 4? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

The sydney cove: Australia’s oldest Merchant shipwreckPainted Plates exhibition

Find this display

1. look at the bird’s eye view of the tea saucer type 2, tea saucer type 8, the soup plate, the warming plate and the wash basin. estimate what fraction of each plate has been recovered and is on display.

tea saucer 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

tea saucer 8 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

soup Plate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Warming Plate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Wash Basin . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

2

5/10

50%

Students will look at the amount of china recovered and estimate the fraction of china that is covering the picture. There is no exact answer to this question, however you will be able to determine children’s perceptions of the amount of china on the picture. Children will have to visualise the amount that has been recovered if it is all moved together. It is advised to estimate using the common fractions; halves, thirds and quarters.

about 1/2

1/4 or 1/3

1/3

1/2 (misconception 2/3)

1/4


take a walk upstairs

1. Work out the perimeter of the vacant space using the glass panels on the railing as your unit of measure.

Perimeter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

2. Work out the area of the vacant space using the glass panels on the railing as your unit of measure.

area . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

3. What fraction of the vacant space does the transport exhibition take up assuming that it finishes at this cement pole?

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

3

At each end of the railing there are two smaller glass panels about a third 1/3 each in length. Do students take this into consideration when working out perimeter and area? They could say they are ¼ pieces as well. They have to add these pieces in, they can’t say they are a whole panel or not include them.


4. What fraction of the vacant space does the dinosaur exhibition take up? (the dinosaur exhibition finishes at the end of the podium that the dinosaur is on)

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

5. What fraction of the vacant space does the animal exhibition take up? (animal exhibition starts at edge of dinosaur podium) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

6. draw a diagram of the vacant space and draw in the sections of the exhibitions of the floor below.

4

Answers:Glass panels: 4 2/3 glass panels wide and 20 glass panels long.Or: 4 ½ glass panels wide and 20 glass panels long. N.B. Students may use decimals instead of fractions.4.66 glass panels wide and 20.0 glass panels long. Or: 4.5 glass panels wide and 20.0 glass panels long.

Glossary:Area: The space which the object takes up (2D). *Area= length x width.Perimeter: The measurement of the all the sides of the object as a 2D shape not including the space in the middle. *Perimeter = (length + width) x 2

qvmag_inveresk_maths_trail_gr_56_teachers.pdf

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