Bike track
| Grade | Work Samples |
|---|---|
| Midway through Stage 2 (end of Year 3) | |
| Grade A | Jo |
| Grade B | Ali Ainsley Shannon Lesley |
| Grade C | Terry Ricky |
Foundation Statement strands
The following strands are covered in this activity:
Description of activity
Students design and sketch a bike track to be constructed within the school grounds or local park. They include an entry/exit point in their design and ensure the track does not cross itself. Students use grid paper or draw a grid over their map, and use positional language to describe their bike track in relation to other structures or pathways. They use a compass rose to indicate directions.
Suggested materials
Paper, pencils
Prior learning
Students have represented the position of objects using models and drawings. They have labelled grids and used keys or legends to represent objects on a map. Students have described the position of objects using everyday language such as 'left' and 'right'. They have used simple maps and grids to represent position and follow routes. Students have described the location of an object on a simple map using coordinates, compass points or directions.
Board of Studies NSW, Mathematics K–6 Sample Units of Work, p 117
Outcomes
Position (SGS2.3)
Uses simple maps and grids to represent position and follow routes.
Communicating (WMS2.3)
Uses appropriate terminology to describe, and symbols to represent, mathematical ideas.
Criteria for assessing learning
Students will be assessed on their ability to:
- draw a simple map to represent the positions of objects
- use positional language to describe a route in relation to other objects on a simple map.