Foundation Exemplification Maths TrailTitle: Creating a Maths TrailOutline:This activity provides ideas for setting up a mathematics trail in and around the school. An example trail is provided which can be adapted for use in your own school environment.Software/Hardware requirements: Maths software for: counting and ordering numbers up to 10; recognising and matching shapes till!digital or video camera with software and or a scanner A portable tape recorder.Other esources: An example of a maths trail around a school "iagram # school plan$ %ey points on the trail &uestions for each point plus photograph of each point.ationale:'(T is used in this activity to give directions for the children to guide them around the trail. This means that the need for reading instructions is removed. )nce the tape is recorded it can be reused by any number of groups and it also means that a classroom assistant or parent can accompany the children on the trail.The use of a still$ digital or video camera means that children can record their progress as they complete the trail and label their pictures on return to the classroom. Alternatively$ pictures could be ta%en in advance and these could be used in con*unction with the tape recording to direct children around the trail.The software for number and shape and space can be used to assist in the teacher assessment of children+s learning.Context/Starting !oint:The starting point for this activity involves encouraging children to appreciate that mathematics is all around us. The teacher as%s the children to loo% around the classroom and find examples of shapes$numbers and measures. The teacher might play an ,' py+ game for example: ,' spy with my little eye the shape of a circle-+ The children will loo% around the classroom and put up their hand when they have found an example of a circle. The teacher as%s children in turn to give the example they have found. Trina might say$ ,The cloc% on the wall.+ .aisal might say$ ,The top of the waste paper bin.+ The teacher then gives other examples including numbers$ shape and measures.!age " "#/$%/&$"'Foundation Exemplification Maths TrailThe teacher explains to the children that they are going to wal% around the school loo%ing for numbers$ shapes and measures following the instructions on the tape recorder. The trail might be followed by the whole class or by smaller groups accompanied by a classroom assistant and!or parent helper.(cti)ities:The types of /uestions you can put into your trail will depend on what facilities you have in your own school or school grounds. These are some examples of what your trail might include: 0o to the hopscotch grid. tart at number 1 and hop through the grid counting the numbers as you hop. "o it again$ and hop on every other numbered s/uare$ count the numbers out loud as you hop. 0o to the number sna%e. tand on number 1$ wal% on 1 s/uares. 2hich number are you standing on3 tep bac% one s/uare. 2hich number are you on now3 tand at the front!bac% or side of the school. 4oo% at the windows!doors. 2hat shapes can you see3 5ow many s/uares can you count in the window3 door3!age & "#/$%/&$"'Foundation Exemplification Maths Trail 4oo% at the bric%s on the wall. Are they all the same shape3 2hat shapes can you see in the bric% patterns3 5ow many rows of bric%s are there in the small wall3 (an you find any patterns in the wall3 Are the patterns repeated on the wall or steps3 tand on one side of the netball court. Ta%e turns to wal% across to the other side while the rest of us count the number of steps you ta%e. 2ho ta%es the most steps3 2ho ta%es the least steps3 2hy are they different numbers3 5ow many children will it ta%e to reach all the way around the old tree or sandpit3 5ow can we chec%3 2ould theanswer be the same if we as%ed another group!class to try3 2hy3 0o to the playground bench. 5ow many children do you thin% we can sit on the bench3(hec% if you are right. As you go around the trail you will collect numbers. 6ring them safely bac% to the classroom and put them in the right order # smallest first!largest first. 0o to the play shop. (hoose five different pac%ets from the shelves. ort them by si7e # smallest first!largest first.!age # "#/$%/&$"'Foundation Exemplification Maths Trail 2hat shape is the table!des%3 2hat shape would we ma%e if we put two other tables!des%s together3 (an we ma%e other shapes3 (an you stand in order with the smallest child at the front of the group and the tallest at the bac%3 4oo% at the numbers on the telephone!fax!%eyboard!calculator. ay the numbers in order. 2here do you thin% the 7ero should go3 5ow many rows of 1 can we ma%e3 's anyone left over3 5ow many rows of 83 5ow many rows of 93 4oo% at the cars in the car par%. 5ow many cars can you count3 5ow many are red!blue!silver etc3 4oo% at the number plates. (an you find all the numbers from 0 to :3 'f not$ which ones are missing3 tand by the door in the hall. 0o 9 steps forward. Turn left. 0o 1 steps forward. 2hat can you see on the wall in front of you3 ;ow turn right and loo% up at the beams on the ceiling$ what shapes can you see3!age * "#/$%/&$"'Foundation Exemplification Maths Trail ;ow turn right and loo% at the climbingframe. 2hat shapes can you see now3 tand at one end of the corridor. 2hatnumber is on the first!second!third door you come to3!age ' "#/$%/&$"'Foundation Exemplification Maths Trail 2hat other round!s/uare!triangular shapes can you find as you loo% around the school3!age + "#/$%/&$"'Foundation Exemplification Maths Trail (an you find any patterns that are repeated over and over again3(ssessment:sing numbers in practical contexts # calculations$ groupings$ one to one correspondence "istinguishing shapes$ describing properties of shapes .ollowing instructions to move forward!bac% a number of steps$ turn right and left (omparing non?standard measures tal% about the problems of using non?standard measures. )rdering by si7e$ smallest to largest$ largest to smallest.!age 1 "#/$%/&$"'Foundation Exemplification Maths Trail2e/ 3CT S-ills: )perate a still!digital!video camera >se a mouse to select and move numbers!shapes on the screen 4abel pictures by choosing words from a word ban%..e4 lin-s:http:!!www.naturegrid.org.u%!infant!index.html 4oo% in the 6ig 6oo%s section and read The 4ost (ygnet @a number based trailA.>se any of the other boo%s as a starting point for a nature trail around the school.!age % "#/$%/&$"'