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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  
New Work Samples
Jules
Reese
Dale
Ariel
Bailey

Foundation Statement strands

The following strands are covered in this activity:

Working Mathematically, Space and Geometry

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.
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