Teacher's Copy

Myuna Farm

Maths Trail
Name:____________________________________

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Contents:
Map
Rationale
MathematicalFoci
LinkstoProficiencies
CrossCurricularLinks
Reminders
RulesandRegulations
Reminders
MyunaFarmInformation
MyunaFarmTasks:
Task1TheFeedTrail
Task2PigsinthePen
Task3Kangaroos
Task4SortingtheAnimalDisplayCenter
Task5Maze
ExtendedResponseTasks:
Task1PigsinthePen

Task2SortingtheAnimalDisplayCenter
References

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WelcometoMyunaFarm!

Rationale:

ThistermstudentshavebeeninvestigatingthescienceunitItsabigworldout
there!,wheretheyhavelearningabouthowtogrouplivingthingsfromtheirobservable
features

(ACSSU044),toplanandconductinvestigationstofindanswerstoquestions
(ACSIS054)
,tousearangeofmethodstorepresentdatatofindtrendsorpatterns
(ACSIS057)andtocommunicateyourideasinavarietyofwayssuchasatableor
drawing(ACSIS060).

Inourmathsunitsthistermstudentshavelearntaboutfractions,using
multiplicationtoproblemsolve,usingdifferenttypesofmeasurementtomeasure
objects,howtocollectandrepresentdataintablesorgraphs,creategridmapsanduse
anglesasameasureofturninreallifesituations.Inthismathstrail,studentswill
combinewhattheyhavelearntacrossthetwodomainstoinvestigateproblemsat
MyunaFarm
(
Ausvels,2016).Thismathstrialpromotesactivelearningthrougha
processwherestudentsengageinactivitiesthatemphasiseanalysis,synthesisand
evaluateclasscontent(Uq.edu.au,2016).

MathematicalFoci:

ContentStrand
Task

ContentSubstrand

Task1
The
Fractionsand
feedtrail
Decimals

NumberandPlace
Value

Task2
Pigsina
Pen

ContentDescriptions
NumberandAlgebra
Studentswill
Modelandrepresentunitfractionsincluding
1/2,1/4,1/3,1/5andtheirmultiplestoacompletewhole
(ACMNA058)
Studentswillrepresentandsolveproblemsinvolving
multiplicationusingefficientmentalandwrittenstrategies
andappropriatedigitaltechnologies(ACMNA057)
NumberandAlgebra

NumberandPlace
Value

Studentswillrepresentandsolveproblemsinvolving
multiplicationusingefficientmentalandwrittenstrategies

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andappropriatedigitaltechnologies(ACMNA057)
MeasurementandGeometry
Usingunitsof
measurement

Task3
Kangaroos

Measure,orderandcompareobjectsusingfamiliarmetric
unitsoflength,massand
capacity(ACMMG061)
NumberandAlgebra

Studentswillrepresentandsolveproblemsinvolving
NumberandPlace
Value

multiplicationusingefficientmentalandwrittenstrategies
andappropriatedigitaltechnologies(ACMNA057)
MeasurementandGeometry

Usingunitsof
measurement

Task4
Animal
Display
Center

Task5
Maze

Measure,orderandcompareobjectsusingfamiliarmetric
unitsoflength,massand
capacity
(ACMMG061)
StatisticsandProbability

Datarepresentation
andinterpretation

Collectdata,organiseintocategoriesandcreatedisplays
usinglists,tables,picturegraphsandsimplecolumn
graphs,withandwithouttheuseofdigitaltechnologies
(ACMSP069)

Identifyquestionsorissuesforcategoricalvariables.
Identifydatasourcesandplanmethodsofdatacollection
andrecording.
(ACMSP068)
MeasurementandGeometry

GeometricReasoning

Identifyanglesasmeasuresofturnandcompareangle
sizesineverydaysituations
(ACMMG064)

Locationsand
transformation

Createandinterpretsimplegridmapstoshowposition
andpathways(ACMMG065)

(
Ausvels,2016)

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Linkstoproficiencystrands:

Understanding

Studentsarerequiredtopartitionandcombinenumbersflexibly.
Studentsarerequiredtorepresentunitfractions
Studentsarerequiredtoidentifyenvironmentalsymmetry

Fluency

Studentsarerequiredtorecall
multiplication
facts
Studentsarerequiredtoorderandcompareobjects
Studentsarerequiredtointerpretmapsandcommunicatepositions

ProblemSolving

Studentsarerequiredtoformulateandmodelauthenticsituations
involvingplanningmethodsof
data
collectionandrepresentation
Studentsarerequiredtouse
number
propertiestocontinue
number
patterns

Reasoning

Studentsarerequiredtogeneralisefrom
number
propertiesand
resultsofcalculations
Studentsarerequiredtocompareangles
Studentsarerequiredtocreateandinterpretvariationsintheresults
of
data
collectionsand
data
displays
(
Ausvels,2016)

Linkstootherareasofthecurriculum:

English:
YouareafarmeratMyunafarm,keepajournalofhowyourunyourfarm.
Year3:
Createimaginativetextsbasedoncharacters,settingsandeventsfrom
studentsownandotherculturesusingvisualfeatures,forexampleperspective,
distanceandangle(ACELT1601)

Science:
Lookingatanimals
Year3:
Livingthingscanbegroupedonthebasisofobservablefeaturesandcanbe
distinguishedfromnonlivingthings(ACSSU044)

History:
CommunityandRemembrance
Year3:
Therolethatpeopleofdiversebackgroundshaveplayedinthedevelopment
andcharacterofthelocalcommunity
(ACHHK062)
.

(
Ausvels,2016)

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Reminders

StudentChecklist:
Pleaseensurethatstudentshavetheseitemspriorto
leavingforMyunaFarm.
Lunch
Playlunch
Pencils
Mathstrailbooklet
Either1eachorinpairs,uptotheteacher'sdiscretion.
MeasuringTools
Length
Hat
Waterbottle
Sunscreen
Sunglasses

RulesandRegulationsforMyunaFarm.
MyunaFarmisapopulardestinationformanyseniorcitizengroups,young
familiesandforDisabilityInclusionServices.Withthisdiversityatthefarm,
weneedtoensurethatourstudentsdonotinterferewiththeirenjoymentor
dothingsthatpotentiallycouldcauseharm.

Withthisinmind,pleaseremindstudentsto:
usetheirmannersaroundthefarm.
nottopickupanyoftheanimals.Theyaresaferontheground.
Studentsareallowedtotouchtheanimalsandgivethempats.
notrunaroundthefarm.
makesurethatthenoiselevelisnttooexcessive.
beawareofpeoplearoundthemsothattheydonothurtanyone.
andfinally

Have Fun!

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MyunaFarmTrailInformation:

Somethingstoconsider:

HereatMyunafarmthingsarealwayschanging,animalsmovingpens,areasbeing
closed,anddifferentamountsofbreadbeinggivenout.Thisisreallyimportantto
realisewhenlookingatstudentsanswersastheywillallbedifferent.Theimportant
thingistofocusonstudentsjustificationsandreasoningfortheiranswers.Thistrailwill
takestudentsanywherefrom5080minutes.

Openingtimes:
Everyday10am4pm
Bookingyourvisit:
Call(03)97069944
Address:
182Kiddsrd,Dovetonvic3177
Cost:
$12perchild,Adultsarefreewitha1adultto5childrenratio.AdditionalAdults
cost$10.

Studentgrouping:
Studentsshouldbeplacedingroupsof45childrenandanadultfor
thistrail,itisn'tanindividualtask.Arecommendedgroupingstrategywouldbeplacing
studentsinmixedabilitygroups,toensurethatallstudentsareactivelyinvolvedand
understandthemathematicsinthetasks(Barzdiukien,Urbonien&Klimovien,
2006).Groupcollaborationiskeyforthismathstrailtoensurestudentsarebuildingon
eachothersunderstandingsandideas,goingbeyondtheirownwaysofthinking(Goos,
Galbraith&Renshaw,1994).Thesegroupsshouldbefinalisedpriortovisitingthefarm
toensurethateveryonehasagroup.

Vocabulary:
Itisalsoimportanttolookoverthemathematicalvocabularyofthemaths
trailasaclassbeforegoing.Wordssuchasformalandinformalunits,categories,
rotate,turn,estimate,andcommonfractions,suchas.

Assessmentstrategies:
Assesshowstudentsarecollaboratingasagroup.
Studentsuseofproblemsolvingduringeachtaskandfocusingontheir
justificationsfortheirchoiceofmethodandanswer.

Tips:
iPadswouldbeagreattooltousewhenreflectingonthemathematicstasksand
thenextendingthembackintheclassroom.

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Task1:
Thefeedtrail.

Atthestartofthetraileachgroupwillreceiveoneloafofbread.Youwillneedtodividethe
breadevenlyamongsttheanimalsyoufeed.

Howmanyslicesofbreaddoyouhave?

Eachgroupwillbedifferentapproximately20slicesofbread

Withoutcountingtheanimals,howmanypiecesofbreaddoyouthinkyouwillneedtofeedall
theanimalsonthefeedtrailandwhydoyouthinkthis?

Studentsanswerswillvarybecausethenumberofanimalsintheenclosurechangeson
adaybydaybasis.Focusontheirjustificationandwhetherthechildrenaredividingthe
breadevenlyamongstthenumberofanimalsthattheythinkthereare.

Instructions:
Youwillneedtoappoint
one

persontokeeptrackofthenumberofanimalson
thefeedtrail.

Youwillneedtoremindchildrentoupdatetheirtally.Insteadoftellingthemexplicitly,
askquestionssuchas
howmanyanimalshaveyoufeednow?.

Howmanypiecesdidyouneedtogiveeachanimalandwhy?

Againstudentsanswerswillvary,focusonjustification.

E.g.20slicesofbread,sharedbetween38animals.soapproximatelyhalfasliceof

breadeach.

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Task2:
Pigsinthepen.

Myunafarmneedstoknowhowmanypigsitcanhaveinasmallpenatonetime.Youwillneed
toworkouthowtomeasurethepenwithoutformalunitstosolvetheproblem.

Drawthesmallpigpen.

Howwillyoumeasure?
Studentsanswerswillvary.Theymaychoosetomeasureinformalorinformalunits.(egArm
spans)

Howmanypigsdoyouthinkwillfitinthepenandwhy?

Studentsanswerswillvary,howeveryoushouldfocusonthemathematicsthattheyareusing
tosolvetheproblem.Aretheycalculatingtheirareascorrectly.

eg,Thepenis7armspansx7armsspans
1armspan=lengthofthepig
ofanarmspan=widthofthepig
7x14=98
98pigscanfitinthepen.

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Task3:
Kangaroos

Usingtheinformationboardhowtallisamaleeasternkangaroo?
2metres

Howhighdoyouthinkthefenceshouldbeforamalekangarooandwhydoyouthinkthis?

Weestimatedthatakangaroowouldbeabletojumphalfofitsheight.Thereforeitcouldjumpto
1metrehigh,butitsheadwouldreach3metrestall.Thereforethefenceshouldbeaminimum
of3metres

Doestheheightofthefencematchhowhighyouthinkthefenceshouldbe?Howdoyouknow?

Accordingtoourtoppredictionyesitlookstobeverycloseto3metres.Wemeasuredthis
againstourownheights.

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Task4:
SortingtheAnimalDisplayCenter

Weneedtosortoutalltheanimalsintheanimaldisplaycentre.Theywillneedtobesortedby
theirfeatures,suchassize,colourorkind.

Whichfeaturewillyoucategorisetheanimalsby?________

Categorisetheanimals.Howmanyanimalsineachcategory?
*NotethesearePOSSIBLErecordingstrategies

Animaltypes
Goats

Sheep

Rabbits

Guinea
Pigs

Ducks

Snakes

Turtles

Lizards

Alpacas

Chickens

AnimalColours

or

Black White

2colours

3ormore
colours

Green

Yellow

Grey

Animalsize
Small Medium

Large

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Brown

Task5:
Maze.

Weneedtogettotheplaygroundbutwehavetogothroughthemazetogetthere!

Inpairs,writedownthedirectionsforanotherpairtofollowinorderforthemtogettothe
playground.

Studentsmanyuseinformalorformalunits(egmetres,steps,etc)
5steps
turntotheright(or90turn)
2steps
turntotheleft
2steps
turntotheleft
10steps
turntotheright
4steps
turntotheleft
2steps
turntotheright
4steps
turntotheright
6steps
turntotheright
2steps
turntotheleft
2steps
turntotheleft
2steps
turntotheright
2steps
turntotheleft
2steps
success

Didyourdirectionswork?Why/Whynot?
Reasonswhythedirectionsmaynotwork:stepsizemayvary,studentsdontusedegreeofturn
(90degrees,turn)ortheremaybenotleftorrightmentioned.Studentswhoarefollowingthe
directionsmaynotknowtheirleftorright,understanddegreeofturnortheirmeasurementof
lengthmaydifferfromthestudentswhowrotetheinstructions.

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ExtendedResponsetasks:

ResponseTask1:
Respondingtopigsinapen.

Therearethreepensatmyunafarm,twoaresmallliketheoneyoumeasuredandoneislarge.
Thelargepenisequivalentorthesameastwosmallpens.

DrawthepigpensfromMyunaFarm:

HowmanypigscouldpossiblyfitinthepigpensatMyunaFarm?Howdoyouknow?
Hint:Useyourmeasurementsfromtask2.

Studentsanswerswillvary,howeveryoushouldfocusonthemathematicsthattheyareusing
tosolvetheproblem.Aretheycalculatingtheirareascorrectly.

eg,Thesmallpenis7armspansx7armsspans
1armspan=lengthofthepig
ofanarmspan=widthofthepig
7x14=98
98pigscanfitinthepen.
Thereare2smallpansso,98pigsx2=196pigs
Thelargepenisthesameastwosmallpensso196pigscanfitinthere.
196+196=392pigscanfitintothepensatMyunaFarm.

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ResponseTask2:RespondingtoSortingout.

Intheanimaldisplaycentreyoucategorisedtheanimalsandcollectedthedataonhowmany
animalsfitintoeachcategory.Nowyouwillrepresentthedatainagraph.

Graph:

Studentsgraphswillallbedifferentanimalsaccordingtotheircategories.Herestudentswillbe
assessedontheaccuracyoftheirgraphandwhetherornottheyhavelabeledaxis,usedan
appropriategraph,providedatitleandiftheyunderstandtheinformationthegraphprovides.
Studentsmaydrawagraphsomethinglikethefollowing:

Studentsmaydraworuseageneratedgraph,likeabove,backintheclassroom.Thisisupto
thediscretionoftheteacher.

Whatcategoryhadthegreatestnumberofanimals?
2coloursormore*

Whatcategoryhadtheleastamountofanimals?
Blackcolouredanimals*
*Responsewilldependondatacollected.

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References:

Ausvels.vcaa.vic.edu.au,.(2016).
AusVELSHome
.Retrieved3February2016,
fromhttp://ausvels.vcaa.vic.edu.au/

Barzdiukien,R.,Urbonien,J.,&Klimovien,G.(2006).Developingcritical
thinkingthroughcooperativelearning.
KalbStudijos
,9,7784.

Goos,M.,Galbraith,P.,Renshaw,P.(1994).Collaboration,Dialogueand
Metacognition:TheMathematicsClassroomasaCommunityofPractice.Graduate
SchoolofEducation.TheUniversityofQueensland.

Uq.edu.a,.(2016).
ActivelearningpedagogiesTheUniversityofQueensland,
Australia
.Retrieved1February2016,from
http://www.uq.edu.au/teach/flippedclassroom/activelearning.html

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