Unit of Work: Grids Planner

Content Strand Sub-strand

Shape Grid References
Victorian Curriculum Content Descriptors Content Elaborations
comparing aerial views of Country, desert paintings and maps with grid references
Use a grid reference system to describe locations. Describe routes using landmarks and creating a grid reference system for the classroom and using it to locate objects and
directional language
describe routes from one object to another
(VCMMG199)
identifying and describing the line and rotational symmetry of a range of two-
dimensional shapes, by manually cutting, folding and turning shapes and by using
Describe translations, reflections and rotations of two-dimensional shapes. Identify line digital technologies
and rotational symmetries
(VCMMG200) identifying the effects of transformations by manually flipping, sliding and turning two-
dimensional shapes and by using digital technologies
Key Ideas and VC Glossary Key Skills and Strategies
-Position Locate the position of objects using grid references
-Direction Describe routes from one object to another using grid references
-Coordinate systems Locate the position of objects using Cartesian coordinates
Cardinal Compass points:
N=North S=South E=East W=West. Use directional language to describe routes and the location of objects
(Inter-cardinal: NE, SE, NW, SW)
Learning Intentions and links to real life Vocabulary (to add to maths wall)
We are learning that Cartesian coordinates are pairs of Cartesian coordinates, x-axis, y-axis, coordinates, birds-eye view,
numbers that show the position of a point on the plane. E.g. grid,
(5,2) shows that the x-coordinate is 5 and the y-coordinate is perspective, alpha-numeric grid reference
2. Examples North of, south of, east of, west of, 5 steps to the west,
We are learning that a cartesian plane is divided into four
quadrants
We are learning to locate objects and describe routes using
grid references
Session Learning Intention: We are learning to understand the different axis of a grid and Assessment:
1 how we can identify where different places are. Assess students ability to locate the
position of objects using grid
Whole Class Focus: references. Using North, South, East,
Create a brainstorm of the language that people use when looking at maps: North, West etc. to accurately determine
South, East, West, Southwest, Southeast, Northeast, Northwest, in between, positions.
compass, legend, coordinates, grid, etc

Show students a map of the shopping centre and discuss:

- What view are maps usually drawn in?
- Birds eye view.
- How is Birds eye view drawn?
- Does the letter coordinate come before or after the number (B6 for
example)?
- What language can we use to describe where something is located? (north,
south, east, west).

Independent Learning:
Students draw a map of the classroom in their maths books whilst outside. They
then return into the classroom and make alterations to their initial map.

Discuss:
- What did you notice about the map you drew?
- Were you accurate?
- What changes did you make?
- How can we label our maps to help us locate objects? (A,4)
- What words did you use to help you find the object on your friends map?
Session Learning Intention: We are learning to locate points on a map using Cartesian Co- Assessment: Locating coordinates
2 ordinates. accurately on a grid.
 Whole Class Focus:
Introduce the Cartesian coordinates system to students. Use ICT and post it notes to
locate points on the grid.

Show students a cartesian grid and discuss:

- What do you notice?
- What numbers can you see?
- What letters can you see?
- What happens when you move the point of reference?
- How do I locate something?
- X or y first?

Independent Learning:
1- Complete a join the dot sheet using cartesian coordinates
2- Battleships- Students, in pairs, play a game of Battleships, using Cartesian Co-
ordinates.
Session Learning Intention(s): Assessment: Locating a landmark
3 We are learning to use grid references to locate the position of a landmark on a using grid referencing to determine its
map. position.
Ask students to give the grid references of particular locations on this map.
 Whole Class Focus:
Discuss scale.
Practice as a group locating landmarks.
Independent Learning:
Provide each student with a map of the Melbourne Showgrounds.
Students need to complete the following:
-Plan your route for the day.
-Where can you find The Nova Pigs?
-Where can you find the Pie in the Sky?
-Where can you find the Woodchop Pavilion?
-Where can you find the Showbag Hall?
-If you just visited the Showbag Hall and needed to run to First Aid, in what direction,
and how far would you need to go?
-What is the distance between the Coca Cola Pavilion and the Dog Pavilion?
-What is the distance between the Youth Zone and the Poultry Pavilion?
- Find three different food locations.
-What are the grid references for the places you wish to visit?
-You can only walk 2km, where would you stop along the way?
-What can you do east of H6?
-If you are at G4, where is the nearest toilet and how far is it?
-If you are at B6, where is the nearest toilet and how far is it?
Session Learning Intention(s): We are learning to use directional language to give directions Assessment: Ability to issue
4 from one point to another. directional language instructions to
Whole Class Focus: group members.
When do you need to give or hear directions? Discuss what language you would use
to give directions?
Independent Learning:
Set up an obstacle outside with cones/ropes. In pairs, students direct their partners
through the obstacle course using directional language.