Name:_________________

MarvellousMelbourneMathsTrail

Introduction
StudentsofGradeThree,

Welcome to the Marvellous Melbourne maths trail at the Melbourne Museum! Today we are
combining our inquiry topic of Australian History with our mathematics unit. You will soon
explore the
Melbourne Gallery
located at the Melbourne Museum, and discover that maths can
befoundinmanydifferentplaces,andthatweusemathsformanydifferenttasks.

Wewillberevisingallthedifferentmathstopicswehavestudiedthisyear,including:

MeasurementandGeometry

Shape

Number

DataandStatistics

To complete your maths trail you will be working with a partner.

You will both need your own
copy of the maths trail and each member of the pair must record their answers in their own
booklet.
Wewillbeusingourcompletedbookletsbackatschoolforfurtherinvestigation.

As you read through the questions there will be directions to help you with where you need to
go.Makesureyoutryyourhardesttoanswereachquestiontothebestofyourability.

Materialsthatyouwillneed:

Aclipboard

Pencils,makesureyouhavedifferentcolours

Ruler

Goodluck!Wewillbelookingatourworkbackatschool,andcompletingsomenewtasksthat
willberelatedtoourMarvellousMelbournemathstrail!


QuestionOne:
TheRoyalExhibitionBuilding
Before you enter the Melbourne Museum, look opposite themuseumandyouwillseetheRoyal
Exhibition Building. Look at its beautiful architecture. Draw and name all the shapesyousee
onthebuilding.Classifythemintocategories.

Back at School:
Look for someone who has put their shapes into categories that are named
differentlytoyours.
Doesanyonehaveashapethatyouhavenotincluded?

TheMelbourneGallery

Theremaining7questionsofyourmathstrailarebasedontheMelbourneStoryexhibition.

TheMelbourneStoryexhibitionexploresMelbourne'severchanginganduniquetale.
Throughoutthisgalleryyouwillbeabletoexploredifferentdisplaysthatsharethestoriesof
iconsandpersonalitiesthathaveshapedMelbourneintothe
marvelous
citythatitistoday.

Asyouexplorethegallerytryandmakeconnectionswithdifferentfactsandstoriesyouhave
learntthroughoutourinquirytopicAustralianHistory.Whenwereturntoschoolwewill
discussanyconnectionsandnewinformationwehavediscoveredonourmathsjourney.

***IMPORTANTINFORMATIONBEFOREYOUCONTINUE***

TheMelbourneGalleryisfullofmanyamazingartifactsincludingsomeamazinganimal
sculpturesandtaxidermyanimals.Question7ofourmathstrailrequiresyoutokeeparecord
ofanyanimalsyouseethroughoutyourtourofthegallery.
Thereisspaceunderquestion7foryoutocollectyourdata.


QuestionTwo:
PharLap
As you enter the Melbourne Museum, pass through the
ticket area. Turn left and go to the upper level on the
escalators remember to keeptotheleftandstaysafewhile
on the escalators! Onceyouareontheupperlevel,youwill
find the Melbourne Gallery. AsyouentertheMelbourne
Gallery, you will see the famous race horse Phar Lap.
Readtheblueandwhitestripedcolumn:

PharLapwasbornin1926anddiedin1932.HowoldwasPharLapwhenhedied?

Phar Lap ran 51 races. He came first 37 times. HowmanyracesdidPharLap

notfinishinfirst
place?

QuestionThree:
Thesewingmachines
Continue towards the back wall of the gallery. Stopatthe
first glass display cabinet on the left. Look at andexplore
theinterestingartefactsandinformation.

Trace your hand on this page, and estimate the length and
widthofyourhand.

Estimatedlength:________
Estimatedwidth:________
BackatSchool:
We will check the accuracy of our estimates.
What might we use to check the accuracy of our
measurements?
Wewillcollectthedatawefind,andgraphittogetherasaclass.
5

QuestionFour:
ThehousesofLittleLon
Continue on towards the back wall of the gallery. Turn
right and keep walking until you see two weatherboard
houses side by side. Explore the inside of both of the
houses remember to be respectful of your surroundings
andthespecialobjectsyouwillfindinside.

Find an item that is 1cm, 5cm, 10cm and 30cm. Draw a small diagram of each item you find.
Whatwillyouusetomeasuretheitems?

QuestionFive:

TheCobb&CoCarriage

After completion of question four, walk

through the rainbow arch which signifies the
entrance toColesBookArcadeandturnright
towards the Cobb & Co Carriage which is
locatedontherighthandside.

Observe the carriage and read through the information on the plaque that details thehistoryand
wondrousfactsofthispieceofarchitecture.

In the space provided below record as many of the numbers as you can that are written within
eachoftheparagraphs.

Canyouorderthesenumbersfromsmallesttolargest?

QuestionSix:
TheArch
Continue to explore the beautiful pieces of architecture and history
surrounding the carriage, including the glass cabinets and the
mining display. After a thorough exploration follow the path
through the mining display and turn left. You will seebeforeyoua
beautifulwhiteandgoldenarch.
With the students in your group discuss what features of the arch
youcansee.Canyouseeanyshapesorangles?
In the space below draw a picture of the arch. Make sure you takeyour timeanddrawanimage
thattakesupthewholepage!
Using arrows, label all the angles you can find classifyingthemaseitheracute,obtuseoraright
angle.
Canyoufindanylinesofsymmetry?Ifyoucanbesuretodrawtheminadifferentcolour.

QuestionSeven:
Animals
You have now successfully explored the Melbourne
Galleryatthemuseum!
At the beginning of our trail we asked you to
record/draw any animals that you saw along your
journeyofexploration.

Compare your list with other members of your group. Did you all collectthesamedata?Doyou
needtoaddanyanimalstoyourlist?Useadifferentcolourtoaddtoyourlist.

Once you have finalized your list, order your animals from largesttosmallestaccordingtotheir
height.Youcaneitherwritealist,illustratealist,oruseatable.

Canyouextendyourself?
Is there a way you could group these animals by placing them in different categories? What
categoriescouldyouuse?

QuestionEight:
Floorplan
Hereisyourlastchallenge!Thistermwecompletedaunitonlocationandtransformation.
Using the skills you haveacquiredoverthepastfewweeks,inthespacebelowcanyouillustrate
afloorplanoftheMelbourneGallery(whereyoujustexplored).
Makesureyouclearlyillustratethepathwaysaroundthedisplaysandshowthepositionofwhere
youcompletedeachquestion(PharLapdisplay,sewingmachinedisplayetc.)

BackatSchool:
Back at school we will use graph paper topublishafinalcopyofourfloorplanthatwillinclude
a fact you learnt from each display accompanied by an illustration. This floor plan will be your
portfoliopieceforourMelbourneMuseumexcursion.

10

Congratulations!

Youhavevictoriouslyfinishedthe
MarvellousMelbourneMathsTrail!

11

APPENDIX

TEACHERSNOTES

12

Name:_________________

MarvellousMelbourneMathsTrail

13

IntroductiontoTeacherNotes
Title:
MarvellousMelbourneMathsTrail

Grade/Level:
3

Trialledby:
TonyGranataandAnthonyGranata(onFebruary14th2016).

MathsTrails:
A maths trail is an active learning experience in which students are guided on a planned route,
where they are able to experience and observe mathematics in the real world beyond their
classroom walls (Richardson, 2004). The following maths trail has been designed to immerse
studentsinavarietyofcontentstrandsfromtheAusVELScurriculum.

StudentGrouping:
Mathematics is a social and active experience (Walshaw & Anthony, 2006). Studiesconducted
by Walshaw and Anthony (2006) state that students of all abilities benefit from collaborative
environments in the areaofmathematics. Therefore,forthistask, studentswillworkinpartners,
however will have their own copy of the maths trail to work on. Students will move aroundthe
gallery in groups of approximately 6 (3 pairs). Each group will be allocated a parent helper or
teacher who will supervise their completion of the maths trail. Itistheroleoftheparent/teacher
to prompt higher order thinking through questioning and make sure students are following
instructions correctly and understand what is being asked of them. Students should be
encouraged to communicate with their peerswhileonthetrailandwhilecompletingthebackat
schoolactivities.

Expecteddurationoftrail:
The duration of this maths trail should be approximately one hour, with extra time dedicated
back in the classroom to discuss the answers and complete the back to school activities
connected with this maths trail. If students complete the maths trail quickly and to a high

14

standard, use theremainingtimeinthegallerytofurtherexploretheexhibitionandchallengethe

studentstocreatetheirownmathstrailquestionthattheycansharewiththeclassbackatschool.

ConnectionstoAusVELS:
ContentDescriptors:
Thecontentdescriptorsthatwillbeexploredinthismathstrailwillbe:
NumberandAlgebrapatternsandalgebra
Measurement and Geometry using units of measurement, shape, location and
transformationandgeometricreasoning.
Statistics and Probability datarepresentationandinterpretation(VictorianCurriculum
andAssessmentAuthority[VCAA],2012).
Proficiencies:
Fluency:orderingandcomparingobjectsandnumbers.
Problemsolving:datacollectionandrepresentation
Reasoning: comparing and identifying angles and interpreting results from data collection
(VCAA,2012).
Crosscurricularlinks:
Australian History This maths trail is an accompaniment to the topic of Australian History
which the students are currently studying as an inquiry topic. At Grade 3, students are to
understand and learn about the importance of Australias diverse history through the areas and
advancement of education, work, transport and entertainment in Australia (VCAA, 2012.
ACHHK062). The Melbourne Gallery of the Melbourne Museum will expose students to the
changes that have occurred in Melbourne overtime and how different events throughout history
haveshapedandinfluencedtheMelbournethatexiststoday.

ScaffoldingandExtending:
The Marvelous Melbourne maths trail has been designed to incorporatetheuseofopenended
questions to ensure the learning explored is accessible by all students. Open ended tasks are a
highly regarded tool in the mathematics classroom as they provide educators with the

15

opportunity todeeplyexploreallareasofcurriculumwhilstdeliveringrichcontentto all students

regardless of individual ability and student diversity (Sullivan, 1997). Rich open ended
questions are formulated and presented to students in a way that allows key mathematical
concepts to be reached and understood by both low achieving students and high achieving
students,providingbothscaffoldingandfurtherextension(Ferguson,2009).
Majority of questions within this maths trail have been designed to have both a lowrange
response and a highrange response allowing for mixed abilities amongstudents.Itistheroleof
the supervisor for each group to ensure that students are providing answers that reflect their
mathematicalabilitiesanddemonstratedeepmathematicalthinking.

16

Introduction
StudentsofGradeThree,

Welcome to the Marvellous Melbourne maths trail at the Melbourne Museum! Today we are
combining our inquiry topic of Australian History with our mathematics unit. You will soon
explore the
Melbourne Gallery
located at the Melbourne Museum, and discover that maths can
befoundinmanydifferentplaces,andthatweusemathsformanydifferenttasks.

Wewillberevisingallthedifferentmathstopicswehavestudiedthisyear,including:

MeasurementandGeometry

Shape

Number

DataandStatistics

To complete your maths trail you will be working with a partner.

You will both need your own
copy of the maths trail and each member of the pair must record their answers in their own
booklet.
Wewillbeusingourcompletedbookletsbackatschoolforfurtherinvestigation.

As you read through the questions there will be directions to help you with where you need to
go.Makesureyoutryyourhardesttoanswereachquestiontothebestofyourability.

Materialsthatyouwillneed:

Aclipboard

Pencils,makesureyouhavedifferentcolours

Ruler

Goodluck!Wewillbelookingatourworkbackatschool,andcompletingsomenewtasksthat
willberelatedtoourMarvellousMelbournemathstrail!

17

QuestionOne:
TheRoyalExhibitionBuilding
Before you enter the Melbourne Museum, look opposite themuseumandyouwillseetheRoyal
Exhibition Building. Look at its beautiful architecture. Draw and name all the shapesyousee
onthebuilding.Classifythemintocategories.

This question is designed to prepare students for their immersion into maths in the real world,
through this maths trail. Students are required to identify and draw alltheshapesthattheysee
in the architecture and design of this building. Studentsarethenrequiredto classify theshapes
into categories no particular categories have been identified, as it is up to the students as to
howtheywillgroupandclassifytheirshapes,thusgivingthemownershipoftheirownwork.

Lowrange responses will merely have categories for the number of sides of each shape they
identify, however, high quality responses to this question will move beyond the number of sides
to each shape. Such categories may include: types of anglesfoundintheshapes(acute,obtuse,
rightangle),iftheshapeshaveparallellines,or,numberofvertices.

BackatSchool:
Look for someone who has put their shapes into categories that are named differently to yours.
Doesanyonehaveashapethatyouhavenotincluded?

18

TheMelbourneGallery

Theremaining7questionsofyourmathstrailarebasedontheMelbourneStoryexhibition.

TheMelbourneStoryexhibitionexploresMelbourne'severchanginganduniquetale.
Throughoutthisgalleryyouwillbeabletoexploredifferentdisplaysthatsharethestoriesof
iconsandpersonalitiesthathaveshapedMelbourneintothe
marvellous
citythatitistoday.

Asyouexplorethegallerytryandmakeconnectionswithdifferentfactsandstoriesyouhave
learntthroughoutourinquirytopicAustralianHistory.Whenwereturntoschoolwewill
discussanyconnectionsandnewinformationwehavediscoveredonourmathsjourney.

***IMPORTANTINFORMATIONBEFOREYOUCONTINUE***

TheMelbourneGalleryisfullofmanyamazingartifactsincludingsomeamazinganimal
sculpturesandtaxidermyanimals.Question7ofourmathstrailrequiresyoutokeeparecord
ofanyanimalsyouseethroughoutyourtourofthegallery.
Thereisspaceunderquestion7foryoutocollectyourdata.

19

QuestionTwo:
PharLap
As you enter the Melbourne Museum, pass through the ticket area.
Turn left and go to the upper level on the escalators remember to
keep to the left and stay safe while on theescalators! Onceyouare
on the upper level, you will find the Melbourne Gallery. As you
enter the Melbourne Gallery, you will see the famous race horse
PharLap.Readtheblueandwhitestripedcolumn:

PharLapwasbornin1926anddiedin1932.HowoldwasPharLapwhenhedied?
PharLapwas6yearsoldwhenhedied.

Phar Lap ran 51 races. He came first 37 times. HowmanyracesdidPharLap

notfinishinfirst
place?
Outofthe51racesPharLapran,hedidntfinishinfirstplace14times.

These questions requires students to useadditionandsubtractiontosolvewordedquestionsthat

have been posed to them. These questions also requires students to read and interpret the
wordedquestionscorrectlyinordertoobtainthecorrectresponses.

The highest quality answers will not only state the correct answers, but will display their
thinking (working out) in the spaces provided. Students working outmaycomeintheformof
numberlines,algorithmsornumbersentencesetc.

20

QuestionThree:
Thesewingmachines
Continue towards the back wall of the gallery. Stop at
the first glass display cabinet on the left. Look at and
exploretheinterestingartefactsandinformation.

Trace yourhandonthispage,andestimatethelengthand
widthofyourhand.

This question looks at the role of estimation in measurement. While on the maths trail in the
Melbourne Gallery of the Melbourne Museum, students are required to estimate the length and
width of their own hand. The highest quality answers for this question will include the correct
unit of measurement (centimetres)in theirestimation. Furthermore,ahigh qualityresponsewill
have an estimation that is quite reasonable for the estimation of a students hand length and
width.Forexample,answerswithinareasonablerangemaybebetween5cm20cm.

The back at school task requires students to check their estimations by using a formal
measuring tool that will provide them with the actual width and length of their hand. Students
will use their estimates and actual measurements to create a bar graph. High quality graphs
willbepresentedinaneatmannerwithcorrectaxesandbars.

Estimatedlength:________
Estimatedwidth:________
BackatSchool:
We will check the accuracy of our estimates.
What might we use to check the accuracy of our
measurements?
Wewillcollectthedatawefind,andgraphittogetherasaclass.
21

QuestionFour:
ThehousesofLittleLon
Continue on towards the back wall of the gallery. Turn
right and keep walking until you see two weatherboard
houses side by side. Explore the inside of both of the
houses remember to be respectful of your surroundings
andthespecialobjectsyouwillfindinside.

Find an item that is 1cm, 5cm, 10cm and 30cm. Draw a small diagram of each item you find.
Whatwillyouusetomeasuretheitems?

High quality responses to this question will include labelled pictures or diagrams oftheobjects
that the studentmeasured. Theobjectsshouldalsobeappropriatetothemeasurementsstatedin
thequestion.

For this question, itisalsoidealtoobservestudentsandquestionwhenpossible,abouthowthey

usearuler,toassesswhethertheyknowhowtousearulercorrectly.

22

QuestionFive:

TheCobb&CoCarriage

After completion of question four, walk

through the rainbow arch which signifies the
entrance toColesBookArcadeandturnright
towards the Cobb & Co Carriage which is
locatedontherighthandside.

Observe the carriage and read through the information on the plaque that details thehistoryand
wondrousfactsofthispieceofarchitecture.

In the space provided below record as many of the numbers as you can that are written within
eachoftheparagraphs.

Canyouorderthesenumbersfromsmallesttolargest?

Question five focusesonthe student'sabilitytorecogniseandordernumberssequentially,which

is a requirement for level 3 outlined under the number and place value content descriptor. The
questioned posed does not outline exactly how many numbers are embedded within thetext,but
instead provides thestudentswiththeoptiontorecordasmanynumbersastheyfeelcomfortable
workingwith.
Lowrange responses will only show a record of a small portion of possible numbers, however
highrangeresponseswilldetailallnumberscorrectlyordered.

23

QuestionSix:
TheArch
Continue to explore the beautiful pieces of architecture and history
surrounding the carriage, including the glass cabinets andthemining
display. After a thorough exploration follow the path through the
mining display and turn left. You will see before you a beautiful
whiteandgoldenarch.
With the students in yourgroupdiscusswhatfeaturesofthearchyou
cansee.Canyouseeanyshapesorangles?
In the space below draw a picture of the arch. Make sure you takeyour timeanddrawanimage
thattakesupthewholepage!
Using arrows, label all the angles you can find classifyingthemaseitheracute,obtuseoraright
angle.
Canyoufindanylinesofsymmetry?Ifyoucanbesuretodrawtheminadifferentcolour.

Question six incorporates the level 3 content descriptor measurement and geometry focusing
on geometric reasoning and location and transformation. Students are required to demonstrate
their ability to identify and name different angles and recognise their existence in everyday
situations. This question also asks students to explore the idea of symmetry and highlightstheir
abilitytoidentitysymmetryintheenvironment.

The highest quality responses to this question will involve students drawing an accurate
representation of the arch with ALL angles labelled. Their diagram will also depict a line of
symmetry down the centre of the arch drawn in a different colour. It is expected that some
students may draw lines of symmetry through individual shapes, however this is not a
requirement.
Lowrange responses will only display each type ofanglelabelled once.Ifthisoccursbesureto
encourage students to continue looking for other angles hidden within the arch. A prompt
questionmaybeCanyoufindananglethatisthesameastheoneyouhavealreadylabelled?.

24

QuestionSeven:
Animals
You have now successfully explored the Melbourne
Galleryatthemuseum!
At the beginning of our trail we asked you to
record/draw any animals that you saw along your
journeyofexploration.

Compare your list with other members of your group. Did you all collectthesamedata?Doyou
needtoaddanyanimalstoyourlist?Useadifferentcolourtoaddtoyourlist.

Once you have finalized your list, order your animals from largesttosmallestaccordingtotheir
height.Youcaneitherwritealist,illustratealist,oruseatable.

Question seven is formulated around the content descriptor statistics and probability focusing on data
representation andinterpretation. Studentsare required tocollectdataandrecordinformationthroughtheuseof
atable or list. Students arealso invited to exercisethe skillofinterpretingandcomparing datawithotherstudents.
Theextensioncomponentofthisquestionsfocusesonorganisingdataintocategories.

Lowrange responses to thisquestionwillonlyshowevidenceofafewanimals observedalongthemathstrail(47).

Responseswillshowlittleevidenceofliaisingwithotherstudentstodeveloptheirlists.
High range responses will depict a wide range of different animals, show evidence of discussion with students
through the use ofa different colour pen and animalswillbe ordered correctly accordingto height.Students may
have also attempted the extension questionidentifyingsome possible categories such as numberoflegs,flyingand
walkinganimalsect.

Canyouextendyourself?
Is there a way you could group these animals by placing them in different categories? What
categoriescouldyouuse?

25

QuestionEight:
Floorplan
Hereisyourlastchallenge!Thistermwecompletedaunitonlocationandtransformation.
Using the skills you haveacquiredoverthepastfewweeks,inthespacebelowcanyouillustrate
afloorplanoftheMelbourneGallery(whereyoujustexplored).
Makesureyouclearlyillustratethepathwaysaroundthedisplaysandshowthepositionofwhere
youcompletedeachquestion(PharLapdisplay,sewingmachinedisplayetc.)
Thefinalcomponent ofthismathstraildoublesasboththefinalquestionandadraftofaportfoliopiece
forthestudents.Questioneighthighlightsthe measurementandgeometry contentdescriptorfocusing
onlocationandtransformation.Studentsarerequiredtodemonstratetheirabilitytoillustrate/createa
simplefloorplanwhichdictatespositionandshowspathways.

This question may appear quite difficult for students as they maystruggleto visualise the environment
they are attempting todraw.As itis the last question,ifnecessary, allowstudentstheoption toquickly
and safely walk around the exhibition a second timeto remindthemselves ofthedifferent displays and
theirlocations.

High responses to thisquestion will include aclearbirdseyeviewoftheexhibitionwithclearpositioning

of the differentdisplays.Eachdisplay willbelabelled(mayusearrows)andapatharoundtheexhibition
willbeclearlydrawn.
Lowrange responses will depict incorrect placement of different displays and some elements may be
missing.

Thebackat schoolcomponentto this questionisacrosscurricularactivitythatincorporatesboth the

studentsinquiry topicandliteracy.Studentswillpublishtheirfloorplans(aftersharinganda discussion
as a class to makesure allstudentshave includedkey elements) and includesomenew knowledgethey
acquiredalongtheirjourneysaboutthehistoryofMelbourne.

BackatSchool:
Back at school we will use graph paper topublishafinalcopyofourfloorplanthatwillinclude
a fact you learnt from each display accompanied by an illustration. This floor plan will be your
portfoliopieceforourMelbourneMuseumexcursion.

26

REFERENCES:

Ferguson, S. (2009). Same Task, Different Paths: Catering for Student Diversity in the
Mathematics Classroom.
Australian Primary School Classroom, 14
(2), 3236. Retrieved from
https://ap01.alma.exlibrisgroup.com/view/action/uresolver.do?operation=resolveService&packag
e_service_id=1138525580002352&institutionId=2352&customerId=2350

Richardson, K. M. (2004). Designing math trails for the elementary school.

Teaching
ChildrenMathematics,11
(1),814.

Sullivan,P.(1997).MixedAbilityMathematicsTeaching.
LearningMatter,2
(3),2023.

Victorian Curriculum and Assessment Authority. (2012).

Mathematics: Curriculum.
Retrievedfrom

http://ausvels.vcaa.vic.edu.au/Mathematics/Curriculum/F10

Walshaw, M., & Anthony, G. (2006). Classroom arrangements that benefit students. In P.
Grootenboer, R. Zevenbergen & M. Chinnappan (Eds.),
Proceedings of the 29th
annual
conference of the Mathematics Education Research Group of Australasia
(pp. 527534).
Adelaide:MERGA.

27