Maci Dyer

2nd Grade
School: John C. Myers
Cooperating teacher: Heather Harper
TITLE/TYPE OF ACTIVITY

Follow That Map

CONTEXT OF ACTIVITY

This activity is to extend the students knowledge of maps

and how to use them. In the process of using the maps the
students will become familiar with the geometric shapes
around them in order to complete the activity.

CONCEPTS TO BE COVERED

This activity uses childrens literature, maps, and geometric

shapes to identify the shapes to help them with the use of
the maps.

RELATED VIRGINIA STANDARDS OF LEARNING

Mathematics Standards of Learning
K.11 The student will
a) identify, describe, and trace plane geometric figures (circle, triangle, square, and
rectangle); and
b) compare the size (larger, smaller) and shape of plane geometric figures (circle,
triangle, square, and rectangle).
K.12 The student will describe the location of one object relative to another (above,
below, next to) and identify representations of plane geometric figures (circle, triangle,
square, and rectangle) regardless of their positions and orientations in space.
2.8 The student will create and solve one- and two-step addition and subtraction
problems, using data from simple tables, picture graphs, and bar graphs.
2.16 The student will identify, describe, compare, and contrast plane and solid geometric
figures (circle/sphere, square/cube, and rectangle/rectangular prism).
History and Social Science Standards of Learning
2.6 The student will demonstrate map skills by constructing simple maps, using title, map
legend, and compass rose.
LESSON PLAN OBJECTIVES
1. Students will identify 3 dimensional shapes in the classroom to use on their maps.
2. Students will use maps to locate their treasure.
3. Students will use vocabulary such as north, south, east west, near, far, and next to.
ASSESSMENT PLAN
4. Objective 1: Students will use the shapes to describe objects in the room on their maps.
5. Objective 2: Students will have to use a map to see how far their treasure boxes are from
where they are to start from and then create a map as a group, individually as well.

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6. Objective 3: Students will write down the path that they chose to take using the
vocabulary.
MATERIALS NEEDED
Follow That Map!, by Scot Ritchie
Graph Paper
Doc Cam
Numbers to label the walls/starting points
Images with the name of the 3 dimension shape on it.
Worksheets
3D Shapes
Markers
Challenge and Remedial Problems copied
ARTICLE REACTION
When integrating math and social studies it can be difficult depending on the previous
knowledge of your students. The social studies aspect behind the lesson of mapping, it is difficult
to realize the math behind it. The article helped bring into focus the mathematics that are being
demonstrated when mapping is being practiced. The concepts of plotting points, similar to my
lesson as students demonstrate in the treasure box scenarios, and measuring distance both
represent mathematical concepts that before may not have been as easily identified. Also, having
to count off the number of different routes to the plot point would require some critical thinking,
because students would have to come up with all sorts of different ways in order to satisfy the
response for the question. This would be interesting to witness in my classrooms during my
lessons and gives me something else to consider when planning. Overall, the article really helps
put my lesson into perspective with the application of mathematics to graphing out a map.

MODIFICATIONS
Challenge:
For students/groups who finish early and need an additional challenge, I will provide a harder
task than before. I will ask the students to do a similar activity, but ask them to use the scale
where each square on the graph paper is worth 2 blocks in the classroom.
1. On the graph paper they will have to a scale, where each square on the graph paper
represents two squares on the floor.

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Remediation: For students who are struggling with activity I will provide colored tape for the
students to put on the tiles in the classroom, so they can see it clearer. Then the students would
just have to count the squares. I will also have a poster board of the graph paper on it along with
dry erase markers, so they can do it as a group before doing it on their own.
PROCEDURES
Before (10-15 minutes)
The students have begun to study maps. We will review the parts of a map: title, map
legend, and compass rose.
What tells us what a map is about?
I will begin my lesson on the reading carpet by reading Follow That Map! By Scot
Richie. The book is about Sally and her friends are playing in her backyard when they
notice that her dog and cat, Max and Ollie, are missing; they use their map skills to find
where they might be. The students will be able to see the map legends, titles, and
compass rose used. Not only that they will see written directions as well, I will also right
the directions from the book on a large sheet of paper for them to have as an example
later on in the activity. I will get volunteers to write on the white board the main things
that a map is consisted of. These will be expected of them as we do the activity.
Possible student answers
Title(correct); Finding Max and Ollie
The pictures; map legend; It tells us what the
map is about. (Incorrect)

How can you use a map?

Possible student answers
To find things; house.
To build; when you are fixing a house; to come
to school.
During(35minutes)

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Teacher follow-up questions

Can you give me an example of a map title?
What would you title the map in the book?
That is also important in a map, what are the
pictures on the map a part of? What is
important about a map legend? A map legend
shows us what the pictures stand for.

Teacher follow-up questions

That is true they help use find things. What
might we need to find if we are using a map?
What do you mean to build? That is a type of
map called a blueprint. What would you use a
map for?

After the few questions I will get the students to go back to

will then model from the doc cam an example of how we
The example I will provide is how the school bus will
school. I will introduce and use 3-D shapes to represent the
and that I will expect them to do the same in the maps they
creating.

their seats. I
use maps.
arrive at the
surroundings
will be

Does any one know what a rectangular prism is? (I will go

shapes and identify each one: cone, cylinder, cube, sphere, pyramid.)

through the

Possible student answers

Teacher follow-up questions

Close, A rectangular prism is a rectangle raised
into a 3-dimension figure.
Why do you think it is a square?

Rectangle
Square

I will say, Maps show up 3D shapes in a 2D form. For example on our way to school what are
some things you see?
The students should say, cars, houses, trees, ect.
Then I would say, Which one of the 3D shapes could represent a house?
Rectangular prism.
I would follow up by saying, Okay so now we know a shape that we can represent on the map,
how can we show the house on the map?
Draw the house on the paper.
You are close we are going to trace the 3D shape to represent the house, but dont forget we
will need to show this in our map legend.
I will show them that there are more ways than one to get there, but whatever path we choose to
take we will need to write our directions down like Sally and her friends did in the book. Then I
will split the room in four groups.
Group 1 (Challenge)
Group 2
Group 3(Mrs. Harper) Group 4
Alania Kate
Azra
Kira
Caiden
Jaxon
Elijah
Jalen
Zane
Ryan
Jordan
Camren
Layla
Jacelyn
Bishop
Lydia
Leah
Courtney
Each group will have an assigned treasure box. I will show them where it their treasure box will
be. I will give them grid paper and they will have to create a map to get to the treasure.
Each group will have their own treasure box. I will come around to each group to show you
where your treasure box is. I will give you a piece of grid poster board with a dry erase marker.
You will then work in your groups to come up with a map to reach the treasure. Once you are
finished you need Mrs. Harper or myself to make sure it is correct. Then we will give you further
directions. If you need help raise your hand Mrs. Harper or I will be around to help. The floor is
like your grid paper, so each square on the paper will represent a square on the floor.
Student may ask, Where do we start?
I will tell them wall 1,2,3,or4 depending on the location of their treasure box.

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Student may ask, What 3D shape can we make for that table it is half of a circle?
I would respond, You could trace a sphere and cut in half.
Once they have created their map they will have to come up with one set of directions to go with
their map using their vocabulary North, South, East, West, ect. Then we will give each person at
your group a piece of grid paper to draw your map you created to reach your treasure box. One
of the teachers will have to check it before anyone can make their way to the treasure boxes.
After
Depending on time I will exchange the maps between groups for them to find the other groups
treasure box. Then for homework I will ask them to create a map of their own using the shapes
like we did in class as well as labeling the parts of the map such as title, map legend, and
compass rose (extra credit label the scale).
Smart Board
Maps from SMART Exchange (http://exchange.smarttech.com/). The objective of this Smart
Board activity is for students to identify what a map is and what it is used for, to locate objects of
interest on a map, see that a map represents 3D objects in 2D, learn what a legend is and how it
is used. After the activity addresses the main information about maps it provides examples,
which lead to higher level thinking questions to see if they can apply what theyve learned about
maps.
Visual Representation
The picture of the treasure map along with directions from the book; as well as the example that
will be projected from the doc cam will be my visual representation.
NCTM Process Standards
Problem Solving
Students utilize problem-solving skills when finding which route they will take to get their
assigned treasure box. They will have desks chairs in the way and they will have to characterize
those objects with the shapes to show a visual representation of what they had to go around.
Then they will have to come up with written directions for another group to follow.
Reasoning & Proof
Reasoning and proof are used when students are creating their maps and testing them out to see
if the map will really lead them to their treasure box.
Communication
Students use communication skills when they are sharing ideas with their smaller group. Each
group will have a piece of grid poster board to create their maps; they will all have to agree for it
to work. For this to happen they must communicate with one another. From the group poster
students will then transcribe their maps on their own papers to turn in. They will also need to
communicate with one another in order to come up with the set of directions.
Connections
Students connect ideas that they have previously learned by activating prior knowledge about
maps into what we will be doing in class. Then they will continue as they make a map of their

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whatever they would like to labeling the key parts: compass rose, title, and map legend. This
helps them connect maps to their lives and how they can use them.
Representation
The physical manifestation of the map will be on the poster as well as their individual grip
papers. Another form of representation are the shapes that are used to represent objects in the
classroom.

References
Foster, C. D. (2012). What is the shortest route? Teaching Children Mathematics 18(7), 400-401.
Findell, C. (2001). Chapter 2: Location and Position. In Navigating Through Geometry in
Prekindergarten-Grade 2 (pp. 39-44, 83,84). Reston, VA: National Council of Teachers of
Mathematics.
Ritchie, S. (2009). Follow that map!: A First Look at Mapping Skills. Toronto: Kids Can Press
Van de Walle, John & Lovin, LouAnn. (2006). Teaching Student- Centered Mathematics Grades
3-5. Pearson Learning: Boston, MA.
Williams, M. (2012, January 1). Maps an introductory lesson. Retrieved September 28, 2014,
from http://exchange.smarttech.com/search.html?q=maps

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Lesson Plan Scoring Rubric

Points Possible

VA Math Standard(s)
Learning Objectives (measureable)
Assessment (directly related to objectives)

Points Earned

1
2
2

You may not use Observation as a form of assessment.

2
3

Childrens Book
Article from Teaching Children
Mathematics
Procedures
Challenge and Remedial Problems

4
4

You may not simply state you will give extra help or more
problems. You must include appropriate problems.

7 Mathematics Questions
You must include possible student responses and teacher
follow up for each.

SmartBoard Activity
Lesson Implementation/Observation Form
References
Total

2
4
2
30

Other Expectations (If not met, will result in deduction of points.)

Free of spelling and grammatical errors
Submitted on time

5
5/day

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Students work Examples

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