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When designing a math trail, it’s important for teachers to remember to
- create a trail that can be used more than once (not just a one-time activity)
- relate it back to what is being learned in the classroom
- create an activity to help guide students
- ensure the trial is mostly student directed
- create a trail that is flexible based on grade
- allow for inquiry-based teaching
- create the trail within their own community
- create a trail that is accessible to all students and ages
- create a visual guide (map)

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-Teaching should make connections to other topics.
-Make it apparent how math is used in the real world as an every day thing.
-Change up the learning environment & include nature, not just infrastructure
-Learn about the community.
-Important to find a rich location that has a lot of potential for different mathematical subtopics (geometry, fractions, etc.).
-How should students record their findings/show their work?
-Math trail should be a safe area for the children to explore (specific boundaries, a handful of prescribed areas).
-cultivation of student inquiry skills will help students think on their own during the trail
-do a previous brainstorm about possible math concepts to discover.
-establish what resources/materials will be used (rules, feet, etc.).
-Emphasize teamwork.
-Teacher should actively supervise and engage each group as they work, asking them about what they're doing.

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Group 1: Robert, Madeline, Peiyo, Natalie, Angela

Group 2: Paco, Karen, Victoria, Lakshmi, Julie

Group 3: Torres, Nathan, Serena, Gaby, Nadine

Group 4: Nicole, Maya, Jacky, Niamh, Hsinyu

Group 5: Leanne, Rasika, Josephina, Emily, Renia

Group 6: Tiffany, Jenna, Keelin, Neha, Yiwei

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Keys for Teachers when Designing Math Trails

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Keys for Teachers when Designing Math Trails

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- It can offer concrete learning experiences for any of the mathematic concepts taught in the school curriculum
- Teachers should be making thought provoking questions
- The locations should be made accessible and safe for students
- There should be at least 6 - 7 sites along the trail
- Grouping students with a variety of math skills
- Can include students when making the math trails
- Can function as an ongoing tool

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Torres, Keelin, Niamh, Josephina, Julie 

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Torres, Keelin, Niamh, Josephina, Julie 

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1. Find a common place to meet if students get lost
2. Finding a trail that's safe and familiar to children (local)
3. Take photographs of each site
4. Eye level, ground level, above children's heads
5. Encouraging different ways to measure (multimodal learning)
6. Connecting math trail activity to other categories of the curriculum
7. Make open-ended prompts for students
8. Make sure to have adequate resources (camera, pencil/pens, notepad)
9. Following classroom guidelines for creating safe math trails.
10. Creating cross-curricular learning/ cross-mathematical streams
11. Encourage efficient communication among group members.

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- based on their prior knoledge and make connections
- give prompts and guide students
- make connections between math trial and following classroom discussion
- group students with someone who guide and record
- do the trial several times during a semester (depends on learning situation)
- students' safety when do the math trial
- consider students' level (physically)
- do different and multiple trials
- take account into collaboration and communication
- take course curriculum into consideration

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- When designing a math trail teachers must link the questions and activities on-site to those in the classroom to enable students to use the data they collected or the observations they made.
- think of how you can connect activities to other parts of the curriculum
- trails can be more versatile when it is designed by multiple teachers
- maximize values of the trail by repeating the experiences, reuse the trail at different times of the year as we study different topics
- ensure the trail follows an area that is rich in mathematical concepts
- The instructions must be very clear

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Designing Math Trails for the Elementary School