Maths Trail

Grades 5/6

Teacher Instructions
QVMAG Museum Inveresk
Queen Victoria Museum and Art Gallery at Inveresk
Opening hours 10am to 4pm daily (closed Good Friday and Christmas Day)
www.qvmag.tas.gov.au

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

Teacher Notes
Overview
This 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
Investigate equivalent fractions used in contexts (ACMNA077)
Find a simple common fraction that is equal to a portion of an object, where the result is a
part of a whole number (ACMNA127)
Make connections between equivalent fractions, decimals and percentages (ACMNA131)
Select and apply efficient mental and written strategies to solve problems involving relevant
operations with mixed numbers (ACMNA123)

Measurement
Informal units can be used for measuring, but the unit cannot change, and the units must
be lined up end to end with no gaps
We can use our knowledge of informal units to make reasonable estimates about the
length of objects
Solve problems involving the comparison of lengths and areas using appropriate
units (ACMMG137)
Connect decimal representations to the metric system (ACMMG135)

Geometry
Connect three-dimensional objects to their two-dimensional representations (ACMMG111)
Data Collection
Collect, analyse and interpret categorical and numerical data (ACMSP118)

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

Proficiency strands
Through engaging in the Maths Trail, students will have the opportunity to demonstrate the
proficiencies of Understanding, Fluency, Problem-Solving and Reasoning. The proficiencies
reinforce the significance of working mathematically within content and describe how the
content is explored or developed (ACARA, 2011).

Before the visit

Contact the QVMAG Museum and book your visit, email to bookings@qvmag.tas.gov.au or
by calling 03 6323 3798 (weekdays 8.30am to 4.30pm). Please advise Bookings Officer of
reason for visit.
Look at the mathematical vocabulary used in the trail it may be necessary to review
some of these terms (eg, geometrical shapes, solids, triangle, cylinder, square, rectangle,
estimation, four operations, scale, analogue time, common fractions, including ).
Photocopy or print enough maths trails for one and decide how each group will be
organised; establish recording expectations.

This Maths Trail has been designed for students not to require any equipment other than
the Student Notes, a clipboard and a pencil. A site map would be useful for accompanying
adults. The Teacher/Parent/Adult Helper notes are the same as the Student Notes with the
addition of italicised prompts to assist and extend understanding.

Please download this from our website.

After the visit

Reflect and discuss the relevance of maths outside the classroom.
Teachers may wish to use students working to inform future planning and focus areas
to further benefit students learning.

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

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

Space available to hire.

Please contact 03 6323 3744.

Children under 12 years of

age must be supervised by a
responsible person over 16
years of age at all times.

No photographs or digital
recording of exhibits on display
is permitted.

No food or drink in the

exhibitions except in
the Caf.

Please check in all backpacks,

large bags and umbrellas at
the information desk.

MUSEUM
LEARNING
CENTRE

MUSEUM
SHOP

Temporary Exhibition Space

Weighbridge

GROUND LEVEL (West)

MEETING
ROOM

PLAY ZONE

OBJECTS
GALLERY

Auditorium

CAFE

courtyard

Planetarium

Southern Skies

Transforming the Island

The Blacksmith Shop

Phenomena Factory

GROUND LEVEL (South)

Tasmanian Connections

Replay>>Sporting Life in Tasmania

UTAS SCHOOL OF VISUAL

AND PERFORMING ARTS

QVMAG History Centre

ENTRY

Please refer to the areas highlighted

in orange to locate features and
attractions on the Ground Level.

CAR PARK

Please refer to the areas highlighted

in green to locate features and
attractions on Level 1.

GROUND LEVEL (North)

The Compressor Room

LEVEL ONE

Mezzanine Exhibitions

QVMAG Museum Site Guide

The area covered in the trail is marked in yellow

traverse way

Transport: The Trials and Triumphs

Pedal Power Exhibition
Find this display

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?

1. Transport Timeline: Find the penny farthing and place the date it was made on the
timeline below
1860.......... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1940
. . . . . . .years
. . . . . . . . . . . . . . . . . . . . . ........
2. How many years were there between 1860 and 1940? .. . . . . . . . . . . . . . . . . . .80

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

40%

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

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

4. Out of the 10 bikes how many have chains?.. . . .5. /. .10. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........
5. What is another way of writing the answer to question 4?.. . .50%
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .........

The Sydney Cove: Australias Oldest

Merchant Shipwreck
Painted Plates Exhibition
Find this display
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 childrens
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.

1. Look at the birds 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 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .about
. . . . . . . . . . . . . .2. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........
1

3
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .........
Tea Saucer 8 .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4. . .or
1/

1/

Soup Plate .. .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ./.3. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .........

/3)
Warming Plate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ./.2. . .(misconception
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .........
1

Wash Basin . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1./. .4. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........

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

Take a walk upstairs

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 pieces as well. They have to
add these pieces in, they cant say they
are a whole panel or not include them.

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. W
 hat fraction of the vacant
space does the Transport Exhibition
take up assuming that it finishes at
this cement pole?
.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .........

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

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.
Answers:
Glass panels: 4 2/3 glass panels wide and 20 glass panels long.
Or: 4 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

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