Expected level of development
Australian Curriculum Mathematics V9: AC9M3SP02
Numeracy Progression: Positioning and locating: P3
At this level, students create 2D representations of familiar places. They represent the position of objects relative to one another, locating these on simple maps or grids.
Make explicit that a simple map is a representation of an area from above, often called a bird’s-eye view. Use a familiar space such as an area within the school to sketch the layout and position of objects relative to one another.
Provide relevant contexts to draw simple maps, such as locating a hidden item, or locating themselves on a map playing a particular position on a sporting field or court.
Demonstrate how to draw a ‘mud map’ (a sketch that is not to scale showing a route with landmarks). Invite students to draw their own mud map of their route to school. Use this to discuss relative position of landmarks and instructions to travel to and from them. Compare their map to land maps using online mapping software.
Engage with local community to incorporate Indigenous knowledge of Country/Place and ways First Nations Australians have navigated through Country using well-travelled cultural tracks.
- draw a simple map of a familiar area
- represent the location of objects and landmarks in the correct position compared with each other
- use a map to describe a pathway from one place to another.
Some students may:
- have difficulty representing an area in two dimensions when visualising the area from above and not be able to locate the objects relative to one another. Provide multiple opportunities for students to visualise areas from above, position themselves on the map and draw objects relative their own position. Start with smaller areas such as their table group in class, a section of the classroom or a familiar area in the school grounds.
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 how to describe routes on a map.
- We are learning how to identify features on a map.
- We are learning that maps are views from above often called a ‘bird’s-eye view’.
Why are we learning about this?
- Maps provide a representation of a real space that helps us describe location and position.
What to do
- Draw a mud map of your local community showing how you get from your home to a place of interest.
- A mud map is a map drawn with a stick in dirt or sketched roughly on a sheet of paper.
- Think about the key landmarks that you would pass along the way.
- What route would you follow?
- How would you represent this in a mud map?
- Show your mud map to a family member and use it to describe the directions to get from your home to your chosen place of interest.
- Ask them if the map has the key landmarks?
- What might be added or is not clear or correct?
- read and understand simple maps
- mark landmarks and other familiar places 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
A worked example is not just a pre-worked question that is given to the students. There are several types of worked examples and ways of using them.Go to resource
Concrete, Representational, Abstract (CRA)
The CRA model is a three-phased approach where students move from concrete or virtual manipulatives, to making visual representations and on to using symbolic notation.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
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.
Introduce a coordinate system using numbers to represent locations on a map.Resource details
Rainforest: use a grid map
Use this interactive to help students learn how to locate objects on a map using grid references.Resource details
Rainforest: make a walking track
Use this interactive for students to develop their understanding of using compass points and a scale to find places on a map.Resource details
In this unit, students use street maps as the context to learn about coordinates and grid references.Resource details
Six places to visit
In this task, students use appropriate language to describe directions from an object relative to another.Resource details
By the end of Year 3, students are interpreting and creating 2D representations of familiar environments.
Mathematics Year 3 – ACARA
View work sample 4, Geometry: What is on my island? and the 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