Term 3 Week 7 - Position

Outcomes:
MA2-1WM: Uses appropriate terminology to describe, and symbols to represent, mathematical ideas
MA2-2WM: Selects and uses appropriate mental or written strategies, or technology, to solve problems
MA2-3WM: Checks the accuracy of a statement and explains the reasoning used
MA2-17MG: Uses simple maps and grids to represent position and follow routes, including using compass
directions.
Monday
Learning Objective: Determine directions N, E, S, W, and NE, SE, SW, NW, given one of the directions.
Vocabulary Resources
Position, location, map, plan, path, route, • Compass Point signs – Write N, S, E, W, NE, SE, SW and
grid, grid reference, aerial view, directions. NW on paper or use Compass Point Posters
• Compass Point PowerPoint
• Mathletics Student Workbook D: Space, Shape and
Position
• Compasses – 1 per group of 4-5 students
• Leisure Land map and worksheet
Warm Up
Whole Number PowerPoint focus: Round off to the nearest given place value
Introduction
Introduce and discuss the language of position. Invite students to add to the vocabulary list.
Place N, S, E, W signs in appropriate places in the classroom. Play a quick game based on Corners.
Explicit Learning
• Explain to students that compass points are always the same. In Werrington County, the mountains are
west. Explain that the sun rises in the east and sets in the west.
• Display
• Refer students to the current signs posted around the room and tell them that you have four additional
signs that need to be placed: NE, SE, SW, NW. Tell students that they need to move to where they think
NE (or any other position) might be. Students to discuss their thoughts. Place signs around the room
and leave these in position for the week.
• Walk through the Compass Point PowerPoint.
• Distribute compasses to groups of students so they understand that the compass points never change.
Independent Learning
• LA: Students complete Describing Position on page 22 of Mathletics workbook D. Students are using
positional language such as top, middle and bottom. You may want to include ‘column’ and ‘row’
headings on sheet.
• Present Leisure Land map on the board. Students answer positional questions on Leisure Land
worksheet.
• Fast finishers – Students to create their own questions based on the Leisure Land map.
Reflection
Ask students why knowing where key landmarks are based on the compass could be important. When
might you use this information?

Target Group: Extension Group:

Students work with teacher assistance. Students to visualise themselves standing in the middle
Use simpler positional language such as of the courtyard. Ask them to write a list of the things
above, middle, below, left, right, next to etc. that are in each of the compass point positions. Ie, North:
Work with a partner to place coloured unifix Library, chess board, West: Hall, canteen, front gate etc.
cubes in given position. Ie. Put the red block
to the right of the green block.
Evaluation:

Where to next: