OPEN WIDE, ITS TIME FOR A RIDE

THROUGH MATHEMATICS
Teachers Addition

Name:

Contents

Date:

Introduction

Mathematical focus of the trail

Travelling to Luna Park

Trail equipment and advice

Before you begin

Getting around Luna Park

Getting Mr Moon in Line

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Show me the money

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Shape it up, time to shape it up

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Round and round we go

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Lets go for a ride

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Be a Clown and create a problem

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Time to reflect

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Reference List

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Introduction
This math trail has been aimed at a grade 4 level. This math trail has
been created to demonstrate to students how we can use maths in a
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real life setting. The purpose of this activity is for students to use the
maths they have learnt or are going to learn and apply prior
knowledge in a fun, active and engaging way.
This trail can either be used as a summary of the mathematical
concepts at the end of a year or it can be used as an introduction to a
term of work. We recommend it to be used during a unit of work as it
summarises the key ideas to many concepts and then allows students
to move to a more complex level of thinking and allows students to
see things in a new and meaningful way.
Way to adapt to other curriculum
As students enter Luna Park there is a time line of the history of the
adventure park. Online there is also history about each ride that is
present in the adventure park today. Teachers can use this as a way
to relate this math trail to other areas of the curriculum like for
example, history or an inquiry unit. Students can create an adventure
park of their own. This math trail may be used as a guide to students
about the different mathematics involved in creating a successful park
as well as rides that are safe and fun for people. Students may be
required to do a timeline of their parks history. Teachers that choose to
do this may want to draw students attention to other aspects of the
park that may be helpful to them when creating their own parks.
Duration of the maths trail:
The duration of the maths trail should take approximately 2 hours
(without break) and approximately 2 and a half hours (including
break). It is recommended that students stop for lunch or a snack
during the maths trail.
Grouping strategies:
Place students in mixed ability groups, but ensure students are with at
least one person of their choice.
The mathematical focus of the Trail
Number and algebra
Number and place value
Money and financial mathematics
Patterns and algebra
Measurement and Geometry
Using units of measurement
Shape
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 Location and transformation

Geometric reasoning
Victorian Curriculum References

Number and Algebra

Number and place value:

Recall multiplication facts up to 10 10 and related division

facts (VCMNA155)

Develop efficient mental and written strategies and use

appropriate digital technologies for multiplication and for division
where there is no remainder (VCMNA156)
Money and financial mathematics:

Solve problems involving purchases and the calculation of

change to the nearest five cents with and without digital
technologies (VCMNA160)

Patterns and algebra:

Define a simple class of problems and solve them using an

effective algorithm that involves a short sequence of steps and
decisions (VCMNA164)

Measurement and Geometry

Using units of measurement:

Convert between units of time, identifying and using the

correct operation for converting units of time (VCMMG167)

Shape:

Compare the areas of regular and irregular shapes by

informal means (VCMMG169)

Explain and compare the geometric properties of twodimensional shapes and three-dimensional objects
(VCMMG171)
Location and transformation:

Use simple scales, legends and directions to interpret

information contained in basic maps (VCMMG172)

Create symmetrical patterns, pictures and shapes with and

without digital technologies (VCMMG173)
Geometric Reasoning:

Compare angles and classify them as equal to, greater than

or less than a right angle (VCMMG174)

Travel arrangements to Luna Park:

Via Public Transport
- Catch the train to Southern Cross Station then catch Tram route
96 towards St Kilda

- Catch the train to Balaclava Station (Sandringham line) then

take Tram 16 to Acland Street Stop No. 138 Luna Park/The
Esplanade (St Kilda)
or check out http://lunapark.com.au/getting-here/ for more
information

Required equipment for the teacher and students:

Students will need:
- A Pencil
- A watch that can time in seconds
- A clipboard to lean on
- A Ruler
- Some coloured pencils
- A calculator (only to be used when the question asks)
Teacher/supervisors will need:
- A pencil/pen
- A watch
- A calculator (to assist children)
- First aid kit
- Emergency phone
- Teacher copy of the Maths Trial
Advice to parents and caregivers of students:
-

Avoid answering students questions for them, instead help guide

students in the direction they need to go with more questions.
Refer to teacher version of math trail for prompts to assist students.
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Luna Park is open to the public, you do not need to purchase a

ticket to enter, therefore it is important that you dont leave students
without supervision.

*Refer to the notes in red in each section to help guide

students thinking, as well as recognise the expected student
outcome

Before you begin

Welcome to the trail of fun...
Luna Park opened on Friday the 13th of December
in 1912. Apart from being Melbournes exciting
amusement park, it is also full of many different
types of Mathematics.
We are going on an adventure inside Luna Park to
discover and see the use of mathematics in
everyday life. We will explore a different range of
problems that people may have when they are at
Luna Park. The purpose of this activity is for you to
use the maths you have learnt throughout to year
and apply this knowledge in a real life setting whilst
also having some fun.
Before we begin you will need:
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A Pencil
A watch that can time in seconds
A clipboard to lean on
A Ruler
Some coloured pencils
A calculator (only to be used when the question
asks)

* Opportunity to ask students what topics they have covered

throughout the year or what maths they are expecting to find
in luna park.

Getting around Luna Park

Have a look at the Map below.

We will begin our ride at point A

We will be meeting at point ______ at ____:_____
for a break.
We will be meeting at point ______ at ____:_____
even if you have not finished all the questions.
*Agree on a meeting point and a time with the students for
of the trail
a break in
if chosen
1.the endetting
MrandMoon
Lineto have one.
(2 hours without break, 2 and a half hours with break)
Firstly before we enter the big mouth, stand in front of Luna Park
and look at Mr Moons face.Make sure you are standing far
enough back that you can see the whole face.

Using the photo below, identify the lines of symmetry that you can
see using your ruler.

As you get
closer add
in any other lines of symmetry you may see now in a different
colour.
The teeth, eyes, Luna Park sign, Spikes on the head are
not symmetrical, therefore the whole face is not symmetrical.

What are the different types of symmetry that you found on Mr

Moons face?
Reflective symmetry e.g.
Rotational symmetry e.g.
Point symmetry e.g.

2. Show me the money

Time to step inside to get this ride started. As you enter you will
see the booth full of tickets. Have a look at the prices of rides and
admission fees.
Calculate how much it would cost for you and your family to come
to Luna Park and each go on 2 rides?
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Show your calculations and working out below.

Adult age +13 = $10.90 per ride

Child age 4-12 = $8.95 per ride
Toddler age 0-3 = $4.95 per ride
Students should be able to use an alternative method other than
repeated addition.
If students work it out by just adding one after the other, ask them
Is there another way you can work it out?
Is there a quicker way to work out?
For students that have finished this quickly and easily, ask them to
start recording some information they may need to work on the Back
to school problem.

Back to school:
You are going to Luna Park for the day but are not sure what the
cheapest way is. If you wanted to go on 5 rides, are you better off
buying an unlimited ride ticket or paying for your 5 rides
individually? Explain why.

3. Shape it up. time to shape it up

Take a wander through Luna Park to find a ride that catches your
eyes. Once you have chosen the ride you want to explore further
carry on to the prompts below.

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What is the name of this ride?

What mathematics can you see in this ride? (eg. Shapes, length,
time, addition, etc.)
Students should be able to recognise numerous mathematical
concepts. Prompt students to think further by asking appropriate
questions. For example, How tall do you think it might be? Why?,
Why do you think they built that using lots of triangles.
This will help students to think deeper, make connections, and also
will help them when they need to create their own problem

Draw a simple sketch of the ride focussing on the shapes that you
can see in it. Use coloured pencils to help you draw.
Remind students that it does not need to be precise and perfect.
Students should be using language such as:
-

Quadrilateral
Right angle triangle
3D and 2D
Vertex
Angle
Faces

Example of the properties of a polygon: The number of sides of the shape, the
angles between the sides of the shape and the length of the sides of the shape.
List the shapes you have found. Are they regular or irregular?
Name the properties of these shapes. Are the angles bigger or
smaller or the same as a right angle? Compare with a friend the
Students may find a hexagon that shows all of its correct properties but does not
shapes you found.
necessarily look like a regular one therefore making it irregular.

Example:
Regular
hexagon

Irregular
hexagon
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Draw any shapes you can see but dont know the name of.
- Help students work out these shapes by getting them to
describe the properties they can see
- Inform students that we are exploring these shapes back in
class so it is okay to not know the name of every shape they
have found.

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Back to school:
Describe the characteristics of each shape you labelled. Justify how
you know these names.
Now describe the characteristics of the shapes you were unable to
find a name for. Find a name for each of these shapes according to
the characteristics they have.

4. Round and round we go

Look at your map and find the ride Sky Rider. Its number 9 on the
map. It looks like this.

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Have a look at the ride and calculate how many people can fit on
this ride at a time?
24 students can fit on the ride at a time.
12 seats and 2 people per seat.
Using your watch, calculate how long one ride on the Sky Rider
takes.
Approximately just over 2 minutes per ride
If all the Grade 4s in your school were to each go on this ride
once, how much time would we need to allow?
Students should be able to find the number of rides it would take
for every student to have a turn on the Sky Rider. If students
come up with a decimal number pose the question, Can you
have 3 and a half rides on the Sky Rider?
Students should then be able to multiply the number of rides by
the duration of the ride.
Some students may even calculate the time it takes in between
each ride to swap passengers for a more accurate allowance of
time.

5. Lets go for a ride

Choose another ride in Luna Park.

What is the name of the ride?
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You need to find out how much time the teachers will need to allow
to make sure all grade 4s get a chance to go on this ride once.
What is some information that you may need to collect in order to
find this out? (Hint: question 4 may help you)
Encourage students to make predictions. Will it take longer than
the Sky Rider?
Students should record
- How long the ride goes for using their stopwatch
- How many students can fit on the ride at a time
- In between time if they have recognised this aspect can be
included
Use the information above to find out how much time is needed for
ALL grade 4 students to each go on this ride ONCE.
Students are to then work out how many rides it will take for every
student to have a turn
They then need to multiply the time by the number of rides needed.
For some students they may also include the break times in
between each ride.
For those that finish this question early, and have not worked out
the time in between pose to them, Is there any other amounts of
time that you can be included to make this more accurate?
Prompting questions: How did you work it out? How did you know
you were right?

Would the method/strategy you used above always work? How do

you know? Explain in words.

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Share your strategy with another student and record the strategy
they used if different. Record any suggestions they may have to
make your method more efficient.

Use your method to find out how long it would take for 1000 people
to go on this ride! You can use your calculator if necessary.
Students should be able to find a quick strategy to complete this
task
If students work it out by just using an inefficient strategy, ask
them
Is there another way you can work it out?
Is there a quicker way to work out?
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Let's make this more interesting, what about 1500? Give your
answer in hours rather than minutes this time. Record any
changes you made to your method of working.
Students should be able to find a quick strategy to complete this
task
If students work it out by just using an inefficient strategy, ask them
Is there another way you can work it out?
Is there a quicker way to work out?

6. Be a clown and create a problem

Choose a ride that you may or may not have looked at today and
pose a mathematical problem for your friend to solve.
Encourage students to create a problem that has more than one
question. It may be a question that they had throughout the Math
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Trail.

If you have time, get your friend to solve the problem below

7. Time to reflect
Congratulations! You finished the Ride through Mathematics!
Here are a few questions for you to answer:
What question did you enjoy most? Why?

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Which question did you find most challenging? Why?

What is a something you would like to explore more of back in your

classroom?

What did you learn today about Luna Park that you did not know
already?

Reference list
Luna Park. (2016). Park information. Retrieved from:
http://lunapark.com.au/park-info/
VCAA. (2015). Mathematics. Retrieved from:
http://victoriancurriculum.vcaa.vic.edu.au/mathematics/curric
ulum/f-10#level=4

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