Lesson Plan

Title

MATHS

Duration of lesson

50

Topic and Focus

INTRODUCTION TO MAPPING

Year Level

GRADE 2

Class Size

17

Learning Intentions/Objectives:
Students will be able to:

Understand some basic mapping concepts, particularly the ability to follow directions.
Key Vocabulary List: Left, right, forward, backwards, rest, go
AusVELS
Strand

Level:
Domain

Location and
Measurement
transformatio
and Geometry
n

Dimension

Interpret simple maps of

familiar locations and identify
the relative positions of key
features.

Key elements of standards to which lesson is

focused/elaboration

Understanding that we use

representations of objects and their
positions, such as on maps, to allow
us to receive and give directions and
describe place.
Constructing arrangements of objects
from a set of directions.

Assessment Strategies:

Informal ongoing assessment through; Observing the students as they give each other directions, and
how well they follow these. Also, roaming and checking progress throughout the activity and further
explaining concepts to children
Resources and Materials: Move it move it activity resource sheets, mapping activity sheet.

Digital Technology integration: You-tube clip on mapping and simple direction if time allows.

Ask th
Stage of
lesson

Student Action /Tasks

Time

Differentiated Learning
Considerations

Ask a student to give me step by step

directions to draw a smiley face. Then
ask if they could do it with 2 instructions
at a time. Then try 3. Explain that
youve actually provided me with a code
if we add special actions then it would
become a program.
Explain that we are going to play a game
where we get to program each other
and were only going to use our arms.
One person will be a controller, the
other a walking machine.

Introduction

Students to listen to
instructions and
complete the task.

Teacher Action

15

Mixed ability
partnering so
that some of the
stronger
students can
assist the weaker
students.

Model the move it move it game with

the students using a volunteer.
- Clarify arm signals; forward, back,
right, left, stop. Have a quick practice
altogether.
***clarify which way the controller needs
to face to avoid confusion.
- Partner students up and have them
give directions to their partner, to see if
they make it to their YAY placemat in
the correct amount of moves.

Body of
Lesson

Re-group students on the floor to

explain the next task.

10

Students to return to
their seats and work on
their drawings, working
with a partner if they
would like.

Conclusion

25

5
Students to share their
drawings, if time allows
Respond to questions.

Students that
need extra help
with this task to
work at the
group-work table
with me in the
beginning to see
how they go,
before working
independently.

Brainstorm some place words and what

they mean; Next to, beside, behind, in
front of, opposite.
Direction words right, left, forward,
backward
Explain next task to students. They will
be given a set of directions and they
need to draw the picture according to
the directions that are given.
Ask the students to come to the floor to
share their drawings.
Ask;
What did you find tricky about this
exercise?
Who has . In a different place? Why?
Why do you think directions are
important?
Are some directions better than
others?
In the game we just played, who do you
suppose was more like a programmer,
and who was more like a computer?
How could we have given instructions
without using our arms?

Closure
Students to paste their

drawings in their maths

book, clean their area
and go and get their
recess snacks.

Post Lesson Reflection:

Reflection on Student Learning:
Reflection on Lesson:
Follow-up:
Other Notes:

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