Expected level of development
Australian Curriculum Mathematics V9: AC9M2SP02
Numeracy Progression: Positioning and locating: P3
At this level, students interpret simple maps to describe directions from an object relative to another, using positional and directional language.
Simple maps and grids provide a way to represent objects and their positions. Maps and grids enable us to interpret positions and give directions, and to describe pathways to familiar places or the location of objects within a grid.
Provide relevant contexts to use locational and directional language such as quarter, half-turns, left and right, forwards and backwards, clockwise and anticlockwise, and use steps to describe distance. These are terms with which students should be developing fluency.
Provide opportunities to interpret and create simple informal maps to locate positions and provide directions. Informal maps of familiar areas such as the classroom, playground, school and local community are relevant contexts for investigation.
Teaching and learning summary:
- Use maps as a context to develop the language required to describe directions from an object relative to another.
- Explain that maps give a bird’s-eye view of a location.
- Make explicit that maps consist of representations of objects and their positions, and model how to give directions.
- Use cooperative learning strategies for students to give and follow directions.
- use and sketch an informal map
- select an appropriate pathway to a given location
- use maps and simple grids to describe positions of key features
- create instructions to describe a route using appropriate language
- explain the purpose of a map and the way in which maps are used to represent the position of objects.
Some students may:
- not realise that a map is a bird’s-eye view of a location. Use a familiar space to model how an area such as the classroom can be drawn as a map to represent the chairs tables and other important features. Use the map to direct students to particular locations.
- still be developing their positional language (between, next to, above, below, right, left, beside, under, over, through). Provide multiple exposures to enable students to develop fluency.
The Learning from home activities are designed to be used flexibly by teachers, parents and carers, as well as the students themselves. They can be used in a number of ways including to consolidate and extend learning done at school or for home schooling.
- We are learning about maps.
Why are we learning about this?
- Maps help us use a visual way of showing how the real world looks from above.
What to do
- Imagine you are a bird flying above your home.
- Draw a picture of what you might see.
- We call this a bird’s-eye view.
- Treasure map
- Choose an area to hide something. It can be inside or outside.
- Draw a grid 10 squares by 10 squares.
- Now on your grid, draw a bird’s-eye view of the area where you hid the item.
- Use your map to show how to find the hidden item.
- draw what an area looks like from above
- draw a simple map to show how to find things
- describe directions on a simple map.
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A collection of evidence-based teaching strategies applicable to this topic. Note we have not included an exhaustive list and acknowledge that some strategies such as differentiation apply to all topics. The selected teaching strategies are suggested as particularly relevant, however you may decide to include other strategies as well.
Explicit teaching is about making the learning intentions and success criteria clear, with the teacher using examples and working though problems, setting relevant learning tasks and checking student understanding and providing feedback.Go to resource
For group work to be effective students need to be taught explicitly how to work together in different settings, such as pairs or larger groups, and they need to practise these skills.Go to resource
Providing students with multiple opportunities within different contexts to practise skills and apply concepts allows them to consolidate and deepen their understanding.Go to resource
A range of resources to support you to build your student's understanding of these concepts, their skills and procedures. The resources incorporate a variety of teaching strategies.
Out and about
This resource elaborates many aspects of interpreting simple maps and identifying the relative positions of key features.Resource details
Six places to visit
In this task students use appropriate language to describe directions from an object relative to another.Resource details
Position and direction: position, movement and turns
Use this guide to develop lessons for students to explore directional and position language of objects represented in a grid.Resource details
By the end of Year 2, students are locating and identifying positions of features in two-dimensional representations and moving position by following directions and pathways.
Ninja warrior course
Use this task as a guide to create an assessment task where students design a set of instructions that describe how to go through their adventure course.Resource details
Mathematics Year 2 - ACARA
View work sample 10, Geometry: Farmyard walk and related task for assessment guidance.Resource details
The School Delivery
Use this task to assess language the student uses to describe position and direction, and pathways in familiar environments.Resource details