## Classroom map

Grade | Work Samples |
---|---|

Midway through Stage 2 (end of Year 3) | |

Grade B | Jessie |

Grade C | Jody Chandra Stacey Mel |

Grade D | Darcy Ricky Dale |

## Foundation Statement strands

*The following strands are covered in this activity:*

## Description of activity

Students draw a simple map of the classroom on grid paper or create their own grid for the map. They plot coordinates on the map and include a key. Students describe the location of items in the classroom using coordinates. They describe how to get from one point to another on the map.

## Suggested materials

Paper, pencils, grid paper

## Prior Learning

Students have represented the position of objects using models and drawings. They have described the position of objects using everyday language such as ‘left’ and ‘right’. Students have used simple maps and grids to represent position and follow routes. They have described the location of an object on a simple map using coordinates or directions.

Board of Studies NSW, *Mathematics K–6 Sample Units of Work*, p 119

## 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:

- construct a simple map
- describe the position of items using coordinates
- describe how to get from one point to another on a map.