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11521803

Teaching For Diversity

StudentNameHollyTurner

StudentNumber11521803

SubjectNameMathematicsinthePrimary

Years

SubjectCodeEMM410

LecturerFionaCollins

AssessmentItem2

EMM410 Mathematics in the Primary Years

Holly Turner

11521803

Teaching For Diversity

ProcessesinDesigningLearning

Holly Turner

11521803

Class Profile

Olive Primary School (OPS) is located in Fern street, Thurgoona; twelve kilometres from Albury. The school delivers an inclusive and

challenging program to all 262 students. OPS hosts years Kindergarten to 6, utilizing twelve classrooms across the school. The year 3 classroom,

3T, is comprised of 22 students; 13 males, and 9 females. Students in the class are aged between 7 years and 11 months, and 9 years and 1

month. Students in this class are working at a mathematical level that is between that of a Year 2 student at the beginning of the year, and a Year

4 student at the beginning of the year. Four students identify as being Aboriginal or Torres Strait Islander. The remainder of the class identifies as

being non-Indigenous. One student is gifted. One student has a minor learning disability. Two students have been diagnosed as ADHD. All

students in the class have attended the school since Kindergarten, so have all participated in the same learning experiences and have been taught

the same content.

Unit of work

Geometry and Measurement

Stage: 2

Class: Year 3

Syllabus Outcomes:

MATHEMATICS

MA2-1WM: uses appropriate terminology to describe, and symbols to represent, mathematical ideas

MA2-2WM: selects and uses appropriate mental or written strategies, or technology, to solve problems

MA2-17MG: uses simple maps and grids to represent position and follow routes, including using compass directions

ENGLISH

EN2-12E: Recognises and uses an increasing range of strategies to reflect on their own and others learning

SCIENCE

ST2-5WT: Applies a design process and uses a range of tools, equipment, materials and techniques to produce solutions that address specific design criteria

CREATIVE ARTS:

VAS2.2: Uses the forms to suggest the qualities of subject matter

PDHPE:

COS2.1: Uses a variety of ways to communicate with and within groups

DMS2.2: Makes decisions as an individual and as a group member.

Holly Turner

11521803

PSS2.5: Uses a range of problem-solving strategies.

HSIE:

CUS2.4: Describes different viewpoints, ways of living, languages and belief systems in a variety of communities

ENS2.6: Describes peoples interactions with environments and identifies responsible ways of interacting with environments

Unit Focus:

Use grid references on maps to describe position

Draw and describe routes or paths on grid-referenced maps and plans

Identify and mark particular locations on maps and plans, given their grid references

Lesson

Syllabus Content

Learning Experiences

Create and interpret

Review creating, and interpreting, simple

Lesson 1: Introducing Grid Maps

simple grid maps to

maps as a whole class (see Stage 1).

show position and

Using the interactive Smartboard, look at

Teaching & Learning Strategies

pathways

simple maps and allow students to identify

(ACMMG065)

places, objects, and directions of how to get

Cooperative strategies

Use grid

there (see Stage 1). An example of this

Whole class discussion of maps

references on

activity is to complete the last two pages of

and, in particular, grid maps

maps to

Mapping Skills Unit for Grades K-3.

describe

Grouping students in pairs,

If using Map A, in Mapping Skills Unit for

position

allowing them to participate in peer

Grades K-3, ask students If I am on Buck

Identify and

teaching/ learning

Hill Road, how might I get to the Fire

Direct-instruction strategies

mark

Station? Also ask questions like, Which is

particular

Direct questioning and prompts at

closer to Butterfly Pond; the Hospital, or

locations on

the beginning and conclusion of

Ridge Mills School? Further questions to ask

maps and

the lesson

students are to identify the position of a place

plans, given

ICT Based strategies

in relation to another. For example The

their grid

Hospital is (left/ right) to St. Marys Church

The use of the Smartboard during

references

(positions are learnt in ES1). Conclude the

whole class work

Draw and

importance of being able to understand

Use of computers and iPads to

describe

position and directions on a map.

play interactive games about grid

routes

and

Introduce the class to grid maps. On the

maps

paths on gridinteractive Smartboard, open Using a Map

Thinking skills strategies

referenced

Grid.

Mental calculations used when

maps and

Resources

-Smartboard

-Computers/ iPads

-Masking tape/ chalk

Houghton Mifflin

Company. (n.d.). Using

a Map Grid. Retrieved

from

http://www.eduplace.co

m/kids/socsci/books/ap

plications/imaps/maps/

g2_u1/#top

Assessment

Diagnostic Assessment

Hold a discussion, use

questioning, and observe

students during the activity of

looking at simple maps to assess

students prior knowledge about

maps, and their ability to

understand and interpret a map.

Interactivemaths.

(2016). Position.

Retrieved from

https://interactivemaths

.wikispaces.com/Positi

on

Formative Assessment

Hold a discussion, and use

questioning to determine

students understanding about

grid maps. Assess that they are

able to comprehend the grid

framework, and can successfully

identify where objects and places

are on the map using the grid

system.

Sams Farm. Retrieved

from

http://www.maps101.c

Formative Assessment

Create the grid on the floor to

further assess students

understanding about grid maps,

Holly Turner

11521803

Map making/ analysing skills used

to complete activities

Oral explanation used to express

ideas during discussion and

reflection

Problem solving used to answer

questions about, and complete

activities on, grid maps

Multiple intelligences

Logical/ mathematical intelligence

to partake in whole class

discussion and play interactive

games

8 ways of learning

Symbols and images

Land links

Catering for diversity

Viewing, and completing activities

about, grid maps on the

Smartboard as well as on the floor

to ensure all students understand

the concept of a grid map

Pairing a student of lower ability

with one of higher ability to ensure

all students are able to complete

the activity

plans

Use digital

technologies

involving

maps, position

and paths

the places, and streets on the map. Explain

that when locating an object or place on a grid

map, we identify where it is by stating the

square it is in. For example, the house is

located in A1.

Ask the class questions about the map, such as

Where is the Police Station, and What is

found in B5?

Using chalk or masking tape, create a small

grid on the floor in front of the students. Place

some small items, such as a pen or stapler,

into some of the squares. Ask students to

identify which squares these objects have

been placed in.

Split students into pairs, pairing a student of

higher ability with one of lower ability. Pairs

will work on a computer or iPad to play

interactive games about grid maps. The games

can be found on Interactivemaths,

Studyladder, and Maps101. Allow students to

choose which games they play.

Allow students to reflect on their learning in

the lesson. Discuss the games that the groups

played, and their level of difficulty.

Play a final game using the grid created on the

floor earlier. Place an object in a square, and

ask the students to state its location. Ask

questions such as,

- What would the objects location be if it

moved two squares to the right?

- How many squares are there between

this object and this object?

- How may I get from the stapler, to the

pen?

om/static_items/games/

uncle_sams_farm_grid

_radio2.php

Pericolo, M. (2001).

Mapping Skills Unit

for Grades K-3. See the

city: The journey of

Manhattan Unfurled.

Retrieved from

https://www.randomho

use.com/teachers/pdf/s

eethecity.pdf

Studyladder. (2016).

Interpret simple grid

maps: Activity 2.

Retrieved from

https://www.studyladde

r.com.au/games/activit

y/interpret-simple-gridmaps-activity-2-22911

identify where objects and places

are on the map using the grid

system.

Formative Assessment

Observe students working in

pairs to assess their engagement,

and ability to work with others.

Formative Assessment

Observe students completing

interactive games to assess their

understanding of grid maps, and

if they are able to successfully

identify where objects and places

are on the map using the grid

system.

Formative Assessment

Hold a discussion, and use

questioning to assess students

ability to reflect on their

learning, and identify strengths

and weaknesses in their abilities.

Formative Assessment

Conduct whole class game,

whereby the grid on the floor is

utilized to assess if students have

extended their knowledge within

the lesson, and to assess that they

are able to understand a grid

map, and identify objects and

places within it.

Holly Turner

11521803

Teaching & Learning Strategies

Activity-based strategies

Creating a large grid map in the

school ground, allowing students to

become a part of the map, and

place objects in the map, which

determined the activities they

completed

Cooperative strategies

Whole class discussion, and

completion of questions, about grid

maps

Students working in groups,

allowing them to participate in peer

teaching/ learning

Direct-instruction strategies

Direct questioning and prompts

throughout the lesson

ICT Based strategies

The use of the Smartboard at the

beginning of the lesson

Thinking skills strategies

Mental calculations used when

completing grid map games

Map making/ analysing skills used

to complete activities

Oral explanation used to express

ideas during discussion and

reflection

Problem solving used to answer

questions about, and complete

simple map grids to

show position and

pathways

(ACMMG065)

Use given

directions to

follow routes

on simple

maps

Use and

follow

positional and

directional

language

Use grid

references on

maps to

describe

position

Identify and

mark

particular

locations on

maps and

plans, given

their grid

references

Draw and

describe

routes or paths

on grid

referenced

maps and

plans

map e.g. question 5 on the McMillian/

McGraw-Hill website. Ask students questions

about the grid map:

- What place/ object is in B1?

- What places are located in B4?

- In what grid would you find Duck

Pond?

- What can you see in C1?

Also prompt students to analyze the grid map

themselves e.g. stating other places or objects

they see and where they are, such as there

being five houses located in A4.

Using the tennis court, or soccer field, create a

grid map using skipping ropes. Allow the

students to assist measuring out one metre

long squares, and placing the ropes to form a

grid.

Line students up at the base of the grid. Select

students to run into the grid and stand in a

square. The other students must say what

location the student is in on the grid. Have

multiple students in the grid at once, and ask

students questions about directions:

- How may John* get to Jordan*?

-What path could he take?

-What other grid locations would John* go

through on his way to Jordan*?

Split students into groups of three or four,

based on their ability (creating mixed ability

groups), and the number of students in

attendance. Allow each group to select one

piece of sporting equipment, and place it

somewhere in the grid.

With a pen and paper, groups must write the

-Smartboard

-Metre ruler

-Skipping ropes

-Sporting equipment

-Pens/ pencils

-Paper/ workbooks

McMillian/ McgrawHill. (2007).

Neighbourhood Grid

Map. Quick Quiz.

Retrieved from

http://www.mhschool.c

om/ss/ca/g2/u2/g2u2_q

uiz.html

Formative Assessment

Hold a discussion, and use

questioning and prompts, to

assess students learning from the

previous lesson, and assess their

ability to understand and use grid

maps.

Formative Assessment

Observe students completing

activities on the skipping rope

grid to assess their engagement

and interaction in the lesson, as

well as to assess their

understanding of how to find the

location/ position of a place or

object on a grid map.

Formative Assessment

Hold a discussion, and use

questioning, to assess students

sense of direction, and ability to

navigate through a grid map.

Formative Assessment

Observe students working in

groups to assess their ability to

work with others, and partake in

peer teaching/ learning.

Formative Assessment

Listen to students presentation

of their chosen path/ direction to

assess their sense of direction,

and ability to navigate a grid

map, and understand its

Holly Turner

11521803

Multiple intelligences

Body/ kinesthetic intelligence

when placing themselves into the

grid map, and moving from one

object to another

Logical/ mathematical intelligence

to partake in whole class

discussion and complete activities

8 ways of learning

Symbols and images

Catering for diversity

Creating a large, interactive grid

map whereby students can gain a

better understanding of how to

move through a map to different

places/ objects, as they can

physically walk through the grid.

Creating a large interactive grid

map, to empower students and give

them a sense of ownership; they

are offered choice in what goes in

the grid and where it is placed, as

well as the choice to determine

which direction/ path to take.

Students working in mixed ability

groups to ensure all students were

able to complete the activities

Lesson 3: Grid maps in the real-world

Teaching & Learning Strategies

Activity-based strategies

Creating a life-size game of

Battleship, allowing students to

simple map grids to

show position and

pathways

(ACMMG065)

Use given

directions to

Groups must then write down paths/

directions that they would take to go from

their piece of equipment, to each of the other

groups equipment. Students must state what

other grid locations they would pass through,

and where they would end up.

Each group presents their answers, and

complete path to the class.

Allow students to reflect on the activity. Ask

students questions such as:

- Which groups path was the longest?

Why?

-Which groups path was the shortest? Why?

- How did you decide which path to take?

-If I had asked you to find the quickest path

to each of the pieces of equipment, would that

have changed the route you took? How?

-If I had asked you to find the longest path to

each of the pieces of equipment, would that

have changed the route you took? How?

Use chalk, tape, or skipping ropes to construct

the grids, and flip tables over, or use sheets or

curtains. to create the divide between teams.

Split the class into two teams, and go through

the rules of Battleship. These can be found

here:

locations.

Formative Assessment

Hold a discussion, and use

questioning to assess students

ability to reflect on their

learning, identify strengths and

weaknesses in their abilities, and

broaden their understanding of

directions.

ropes

-Arts and/ or sporting

equipment

- Sheets/ curtains/

flipped tables

-Melways

Formative Assessment

Observe students playing lifesize game of Battleship, to

assess their understanding of the

locations on a grid map, and

their ability to work as a team

Holly Turner

11521803

activity by setting up, selecting

their own equipment, acting as the

battleships, and/ or working with

their team in an attempt to win

Cooperative strategies

Working as a team in Battleship

Whole class discussion and

reflection about the strategies used,

and outcome of the game of

Battleship

Whole class discussion about maps

in real-world contexts, and the

purpose of grid maps. Whole class

reflection about turning a map into

a grid map

Direct-instruction strategies

Direct questioning and prompts

throughout the lesson

Independent Learning Strategies

Selecting a map that is appropriate

for their level of ability, and

independently turning it into a grid

map and completing the activity

Thinking skills strategies

Mental calculations used when

completing grid map games

Map making/ analysing skills used

to complete activities

Oral explanation used to express

ideas during discussion and

reflection

Problem solving used to answer

questions about, and complete

follow routes

on simple

maps

Use grid

references on

maps to

describe

position

Use grid

references in

games

Identify and

mark

particular

locations on

maps and

plans, given

their grid

references

Draw and

label a grid on

a given map

Discuss the

use of grids in

real-world

contexts

Draw and

describe

routes or paths

on grid

referenced

maps and

plans

Interpret and

use maps

http://www.hasbro.com/common/instruct/Battl

eship.PDF

Allow students to select equipment they

would like to use to mimic battleships, or they

can choose to lie down and act out the

battleships themselves. Students can also

select tokens or mats to place in the locations

where the other teams have aimed and hit.

Act as the umpire of the game, ensuring all

students are able to have a turn selecting a

location to target.

Hold a discussion with the students reflecting

on the game:

-What strategies did you use to try to beat the

other team?

-Did your strategies work?

-How did your learning about grid maps help

you play this game?

-How could you improve for next time?

Students will draw and label a grid on a map

of their choice. Provide students will old

Melways, and various types of maps. Using

the whiteboard, measure out the size the

students are to draw their grid (10cm by

10cm). Each square in their grid should

measure to 2cm by 2cm. Assist students to

select a map that is appropriate for their level

of ability.

When students have drawn their grid, students

are to identify the location of three places on

their map, and draw a path/ route from a

location of their choice, to another, listing the

grids they cross on the way. Students hand in

their map when finished.

EXTENSION: Students who complete their map early,

-Maps

Milton Bradley

Company. (1990).

Battleship. Retrieved

from

http://www.hasbro.com

/common/instruct/Battl

eship.PDF

Formative Assessment

Hold a discussion with the class,

allowing students to reflect on

their game of Battleship,

assessing students

understanding of using grid

references in games, as well as

their ability to reflect on their

learning

Formative Assessment

Observe students drawing a grid

on a factual map, assessing their

ability to construct a grid that is

accurate in scale

Formative Assessment

Observe students identifying the

location of a number of objects/

places on their map, and

following a route or path, to

assess their ability to understand

a map and use the grid system.

Formative Assessment

Collect students maps, and

workings to assess that they can

successfully create, understand,

and follow a grid map

Formative Assessment

Hold a discussion, and use

questioning, to assess students

ability to reflect on their

learning, as well as to assess

their understanding of maps in

Holly Turner

11521803

Multiple intelligences

Body/ kinesthetic intelligence

when placing themselves into the

game of Battleship

Logical/ mathematical intelligence

to partake in whole class

discussion and complete activities

8 ways of learning

Symbols and images

Non-verbal

Land links

Catering for diversity

Creating a large, interactive game

of Battleship to allow students to

experience for themselves how

grid references can be used in

games. As well as this, students

will also feel a sense of

empowerment from being able to

control the game so much, and it

also enables students who enjoy

competition to have that

opportunity

Providing a variety of maps for

students to choose from, ensuring

that all students can complete the

task, but will still be challenged

Students working individually to

allow them to work at a level, and

speed that is appropriate for their

ability

Having an extension task to allow

gifted/ talented students to

found in

factual texts

and in the

media

of more difficulty, and draw a grid that is 20cm by

20cm. These students can identify five places on their

map, and create two different routes that begin and end

at the same locations.

Hold a discussion about maps in real-world

contexts, prompting students to share their

experiences:

-What is the purpose of maps in the realworld?

-Why may some people choose to use a grid

map?

-Which do you find easier to use: a normal

map, or a grid map?

Did you have any difficulties turning a

normal map into a grid map?

purpose of a grid map

Holly Turner

11521803

further

Lesson 4: Following a grid map

Teaching & Learning Strategies

Activity-based strategies

Playing an adapted version of

Simon Says, allowing children to

demonstrate their understanding of

direction, while also being

physically active

Participating in a treasure hunt,

allowing students to feel

empowered by selecting their own

path/ route to take, while also

being engaged through physical

activity

Cooperative strategies

Whole class discussion about

directions, and the difference

between right and left, allowing

students to participate in peer

teaching/ learning

Working as pairs to share which

path/ route they would take to get

from location A to location B

Working in pairs during the

treasure hunt, using verbal

instruction to direct their partner to

the treasure

Whole class reflection about

directions and following maps,

allowing students to participate in

peer teaching/ learning

simple map grids to

show position and

pathways

(ACMMG065)

Use given

directions to

follow routes

on simple

maps

Use and

follow

positional and

directional

language

Use grid

references on

maps to

describe

position

Identify and

mark

particular

locations on

maps and

plans, given

their grid

references

Draw and

describe

routes or paths

on grid

referenced

-Point to your left

-Point to your right

-How do you know which way is left, and

which way is right?

Take students to the field, or tennis court, and

play an adapted version of Simon says. Call

out a direction, for example, left, right,

forward or back, instructing students to take

one step in that direction. Speed up directions

as students understand the game, and try to

trick students by calling out the same

direction multiple times.

Back inside the classroom, use the

Smartboard to access grid maps used in lesson

1 (See resources). Instruct students to find a

path/ route from one location (location A) to

another (location B). Be specific with the

locations, such as asking students to find a

route from the hospital to the school, or find a

route from the forest to the church. In pairs,

students are to share their chosen path/ route,

and must verbally explain to their partner how

they would get there, without running into any

other places or objects. For example, starting

at A4, a student might go right two squares

into A6, forward three squares into D6, left

one square into D5 etc. Allow both partners to

share a route or path, before looking at more

grids.

Working in pairs, students will partake in a

treasure hunt. Each pair is handed a grid map

of the school ground from a birds eye view

-Smartboard

-Grid maps of school

(Appendices 1, 2, 3, 4

& 5)

Houghton Mifflin

Company. (n.d.). Using

a Map Grid. Retrieved

from

http://www.eduplace.co

m/kids/socsci/books/ap

plications/imaps/maps/

g2_u1/#top

Interactivemaths.

(2016). Position.

Retrieved from

https://interactivemaths

.wikispaces.com/Positi

on

Maps101. (n.d.) Uncle

Sams Farm. Retrieved

from

http://www.maps101.c

om/static_items/games/

uncle_sams_farm_grid

_radio2.php

Pericolo, M. (2001).

Mapping Skills Unit

for Grades K-3. See the

city: The journey of

Manhattan Unfurled.

Diagnostic Assessment

Hold a discussion about

directions, specifically left and

right, to assess students prior

learning and understanding of

directions

Formative Assessment

Observe students playing the

adapted version of Simon says

to further assess their sense of

direction, understanding of the

difference between left and right,

and ability to follow directions

Formative Assessment

Listen to students informing

their partners of their route/ path

they would take to get from

location A to location B,

assessing their sense of direction,

and understanding of, and ability

to, follow a map

Formative Assessment

Observe students reading the

map, and selecting a route to

take, assessing their ability to

understand a map, and use it tot

find a specific place or object

Formative Assessment

Observe students verbally

directing their partners around

Holly Turner

11521803

Direct-instruction strategies

Direct questioning and prompts

throughout the lesson

ICT Based strategies

The use of the Smartboard to

access grid maps

Thinking skills strategies

Mental calculations used when

discussing, and playing games

about, direction, and selecting a

path/ route to take

Map making/ analysing skills used

to complete activities

Oral explanation used to express

ideas during discussion and

reflection

Problem solving used to answer

questions about, and complete

activities on, direction and

following a map

Multiple intelligences

Body/ kinesthetic intelligence

when participating in adapted

version of Simon says, and

treasure hunt

Logical/ mathematical intelligence

to partake in whole class

discussion and complete activities

8 ways of learning

Symbols and images

Land links

Catering for diversity

Playing the adapted version of

Simon says to allow students who

maps and

plans

the pair must read the map alone, to find the

treasure, and understand where that treasure is

in the school ground. That member must then

direct their partner verbally through the school

ground to find the treasure, using the

directions of left, right, forward, and back.

Students can choose any path/ route they like

to find the treasure. Place the treasure in the

designated spot prior to the lesson beginning.

The treasure can be a simple prize or reward.

There are five different locations where the

treasure is hidden (Appendices 1, 2 ,3, 4 & 5);

so each pair will be able to follow different

paths.

When a pair has found their treasure, give

them a different map. The partners will swap

roles, so both of them have a turn giving

directions and following the map, and

following directions.

Hold a discussion about the activity. Prompt

pairs to share their experience, and ask them

questions about directions, and following

maps:

-Was it difficult to follow the map while

moving around the school?

-Was anyone not able to find the treasure?

-Did anyone have any problems giving

directions to their partner? Did you get lost?

-How do you think you would find following

a map walking or driving through a city?

Retrieved from

https://www.randomho

use.com/teachers/pdf/s

eethecity.pdf

treasure, assessing their

communication skills, and ability

to give directions

Studyladder. (2016).

Interpret simple grid

maps: Activity 2.

Retrieved from

https://www.studyladde

r.com.au/games/activit

y/interpret-simple-gridmaps-activity-2-22911

Formative Assessment

Hold a discussion, and use

questioning, to assess students

ability to reflect on their

learning, as well as to assess

their understanding of direction

and following a grid map

Holly Turner

11521803

practise their right and left, and

how to follow directions

Putting students in pairs to allow

students of lower ability to

participate in peer teaching/

learning

Having a number of different

maps, and different places of

treasure to allow students who may

require a challenge to find the

treasure that is hidden, and

students who may struggle with the

activity to follow the maps where

the treasure is easier to find

Lesson 5: Locating position on a grid map

Teaching & Learning Strategies

Cooperative strategies

Whole class discussion whereby

they discuss the layout of a map

from an aerial view, locate

position, and find routes/ paths on

grid maps.

Direct-instruction strategies

Direct questioning and prompts

throughout the lesson

ICT Based strategies

The use of the Smartboard at the

beginning of the lesson, and during

students presentations of their

maps

Using computers/ iPads to view

map of Taronga Zoo

simple map grids to

show position and

pathways

(ACMMG065)

Use given

directions to

follow simple

routes on

maps

Use grid

references on

maps to

describe

position

Identify and

mark

particular

locations on

maps and

about how to make a grid map from an aerial

view. Use the classroom as an example of a

location, and ask:

-If we were making a map of this classroom,

what are some things that we might need to

draw on our map?

-Why would we need to include those

things?

-Places/ objects on maps arent very detailed,

so what kind of symbols or shapes could we

draw to represent a table (for example)?

Begin drawing a rough map of the classroom

on the whiteboard, allowing students to come

up and draw objects that they think need to be

on the map. Draw a grid over the map

Ask students to identify the position of

objects/ items in the classroom using the map:

-What grid location is the door located in?

-What grid location is my desk located in?

-Smartboard/

whiteboard

-Computers/ iPads

-Workbooks

-Pens/ pencils

Taronga Zoo Sydney.

(2016). Taronga Zoo

Map. Retrieved from

http://taronga.org.au/sit

es/tarongazoo/files/do

wnloads/A3_TZMapEd

7v4_PRINT_1.pdf

Formative Assessment

Hold a discussion, and use

prompts and questioning, to

assess students understanding of

the important features of a map,

and there layout

Formative Assessment

Observe students participation

during discussion, to assess their

engagement with the activity,

and their ability to locate

position on a grid map, and find

a route or path

Formative Assessment

Observe students working

through their Zoo experience

activity, to assess their ability to

read and understand a grid map,

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Individual problem solving when

selecting animals, positions, and

routes/ paths to take around the

zoo.

Individual presentations of their

Zoo experience, allowing

students to express their ideas

about why they have chosen the

specific animals, positions and

route/path they have.

Inquiry-based strategies

Investigation of school yard to

decide what objects/ places need to

be on the map, how to present

them, as well as deciding on the

scale of the grid

Thinking skills strategies

Mental calculations used when

finding positions and routes/ paths

Map making/ analysing skills used

to read map of Taronga Zoo

Oral explanation used to express

ideas during discussion, and when

presenting their Zoo experience

to the class

Problem solving used during Zoo

experience activity, to decide what

animals, positions, and routes/

paths to take

Multiple intelligences

Logical/ mathematical intelligence

to partake in whole class

discussion and complete activities

plans, given

their grid

references

Discuss the

use of grid

maps in realworld contexts

Draw and

describe

routes or paths

on grid

referenced

maps and

plans

Interpret and

use simple

maps found in

factual texts

and in the

media

-What is in D4?

Inform the students that they need to use this

map to find a route. Starting at their desk, they

need to go to a computer, and then go to the

printer, and then to the teachers desk. Allow

students to come up to the whiteboard and

show you their route; naming the grid

locations of the places they visit.

Using the Smartboard, open up the aerial view

map of the Taronga zoo. Ask students what

the purpose of the map is? What is it trying to

tell us? Explain the key on the bottom, and

draw attention to the grid bordering the map.

Allow students to identify what places/

objects they see.

Students are to pretend that they are going on

an excursion to the zoo. They must each select

five different animals they would like to visit,

and work out which path to take to ensure that

they get to each of those animals. All students

are to start at Zoo Entry, and after visiting

all of their animals, must then visit a toilet,

and meet back with the group at The View

Restaurant for lunch. All of these locations

need to be included in the students chosen

route and positions.

Students use a computer/ iPad to access the

Taronga Zoo map. Students identify animals,

grid position, and chosen route in their

workbooks. Students can print off the map to

draw their route on there, and use a ruler to

find their position, if they like.

EXTENSION: Students who complete the activity

early can complete an additional problem solving task:

We arrive at the Taronga Zoo at 10:00am. You are to

problem solve

Formative Assessment

Observe and listen to students

presentation of their Zoo

experience, to assess their

ability to problem solve, and

their ability to locate position,

and find a route or path on a grid

map

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8 ways of learning

Symbols and images

Non-verbal

Land links

Catering for diversity

Students working individually to

allow them to work at a level, and

speed that is appropriate for their

ability

Students working individually,

allowing them to select animals

and a route/ path of their choice

Having an extension task to allow

gifted/ talented students to

challenge themselves and develop

further

Lesson 6: Indigenous Australians reference

system in maps

Teaching & Learning Strategies

Cooperative strategies

Whole class discussion about other

means, other than maps, people

may use to find where a location is

and how to get there

Whole class discussion and

reflection about the lesson and

what they learnt about Aboriginal

ways of finding places

Direct-instruction strategies

Direct questioning and prompts

throughout the lesson

Independent Learning Strategies

Individual work when drawing a

1:00pm. Beginning at the Zoo entry, you are to visit

five different animals AND attend one show, talk or

encounter.

Allow students to present their Zoo

experience to the class, talking about the

animals they will visit, the path they will take

around the zoo, and the grid positions they

will pass through.

simple map grids to

show position and

pathways

(ACMMG065)

Draw simple

maps and

plans from an

aerial view,

with and

without

labeling a grid

Compare

different

methods of

identifying

locations in

the

members, to talk to the class about the reference

system used in Aboriginal country maps, and the

history of Indigenous Australians methods of finding

places/ locations without maps

Warm up: Hold a discussion with the class

about other means, besides from maps, that

people may use to identify where a location is

and how to get there. On the whiteboard,

brainstorm some ideas of how you may try to

find your way back if you became lost, or how

you may try to walk from the school to the

bakery without a map.

An invited Aboriginal elder, or multiple

Aboriginal community members, talks to

students about Indigenous Australians history

of directions and finding food, water and

locations. This discussion may take place

-Whiteboard

-Paper/ workbooks

-Pens/ pencils

Formative Assessment

Hold a class discussion, and use

prompts and questioning, to

assess students understanding of

various ways we can find

locations, other than using maps

Formative Assessment

Observe students learning from

the Aboriginal elder/ community

members to assess their ability to

accept, understand, and

appreciate another culture

Formative Assessment

Observe students creating a map

using Aboriginal symbols to

assess their ability to create a

comprehensible map, as well as

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Aboriginal symbols, having the

opportunity to draw a scene of

their liking

Individual work when writing a

story that relates to the map they

have created, and includes

inspiration from what they have

learnt about Aboriginal history and

culture

Thinking skills strategies

Mental calculations used when

participating in whole class

discussions. Mental calculations

also used when working out how to

write a story that relates to their

drawing

Map making/ analysing skills used

to create map using Aboriginal

symbols

Oral explanation used to express

ideas during discussion, and

reflection

Multiple intelligences

Visual/ Spatial intelligence when

creating drawing of place using

Aboriginal symbols

Logical/ mathematical intelligence

to partake in whole class

discussion and complete activities

8 ways of learning

Symbols and images

Non-verbal

Land links

environment

better understanding of their means of finding

locations.

Allow the Aboriginal elder/ community

members to show students some of the

symbols they use to represent certain

locations/ ideas, such as a meeting place,

animal tracks, and a waterhole.

On paper, students draw a place, either a

location they are familiar with, or a fictional

place, in the form of a map using the

Aboriginal symbols.

Students write a story that describes the

symbols and actions that are happening in

their drawing, using some of the information

learnt from the Aboriginal elder/ community

members as inspiration. Students story must

be based on a quest or path, detailing the route

their character takes through their drawing/

map.

Hold a discussion with the students about the

lesson, allowing them to reflect on what they

have learnt:

-What is something you learnt today that you

did not know already?

-Was there anything that you learnt that you

found interesting about Aboriginals means of

finding locations?

-How does the reference system used in

Aboriginal country maps differ from gridreferenced maps?

from the local members of the

community

Formative Assessment

Hold a discussion, and use

questioning, to assess what

students have learnt about

Aboriginal ways of finding

locations, and how it differs to

grid maps

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Community links

Story sharing

Catering for diversity

Students working individually to

allow them to work at a level, and

speed, that is appropriate for their

ability

Students working individually,

allowing them to draw a place that

is significant to them, and being

able to use Aboriginal symbols of

their choice to set the scene

Students individually writing a

story that is related to the map,

allowing them to draw on their

own culture and background, while

also being able to take inspiration

from what they have learnt in that

lesson

Indigenous students can connect

with their community and culture

throughout the lesson

Lesson 7: Problem based grid map

questions

Teaching & Learning Strategies

Cooperative strategies

Whole class discussion analysing

the grid map, allowing students to

partake in peer teaching/ learning

Direct-instruction strategies

Direct questioning and prompts

throughout the lesson

simple map grids to

show position and

pathways

(ACMMG065)

Use grid

references on

maps to

describe

position

Use given

directions to

grid map on edHelper (see resources). Label

the grid with numbers and letters around the

border. Ask students questions about the grid,

and locating places/ objects:

-Where is the Police station located?

-Where would I be if I was in G3?

-What house number is located in grid C1?

-What street are you on if you are in E4?

Describe to students the dfferent directions

you can take on a grid map (up, down, left,

and right). Ask students to locate something

-Smartboard

-Pens/ pencils

-22x worksheets

-Summative

assessment task outline

Formative Assessment

Hold a class discussion, and use

prompts and questioning, to

assess students understanding of

how to follow a grid map

Symbols. Retrieved

from

http://www.edhelper.co

m/community2_0_1.ht

m

Formative Assessment

Observe students participating in

discussion, and whole class

activities to assess their level of

engagement, and ability to

understand how to read a grid

map, and count the squares on a

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The use of the Smartboard at the

beginning of the lesson, and when

looking at the summative

assessment

Independent Learning Strategies

Individual work when completing

worksheet

Inquiry-based strategies

Completing problem based

worksheet

Thinking skills strategies

Mental calculations used when

completing problem-based

questions

Map making/ analysing skills used

to locate positions on grid map,

and draw places. objects

Oral explanation used to express

ideas during discussion

Problem solving used during whole

class discussion, and when

completing worksheets

Multiple intelligences

Logical/ mathematical intelligence

to partake in whole class

discussion and complete worksheet

8 ways of learning

Symbols and images

Non-verbal

Community links

Catering for diversity

Students working individually to

allow them to work at a level, and

follow routes

on simple

maps

Identify and

mark

particular

locations on

maps and

plans, given

their grid

references

Draw and

describe

routes or paths

on grid

referenced

maps and

plans

(F7). Acceptable answers to this question

would be EAT at F5, WYCKOFF WAY at H7,

the HOUSE at D7, and REGENT STREET at

F9.

Ask students to do the same with the Bank at

G4, and the house on C5.

Each student is given the worksheet (See

Appendix 6). Students must locate the

position of the shop, movies, friends house,

and their house on the grid map, ensuring they

are within the described distances. Once all

positions have been located, students draw the

route/ path from their house, to the park,

visiting all other places on the way. Students

can then complete the map by drawing any

other places/ objects they would like to

include on their map. Students hand in their

maps when finished.

EXTENSION: Students who complete the activity

early can complete an additional problem solving task.

Beginning at their house, students can find another

route/ path on their map, whereby they visit three

different places. Student need to identify the positions

they visit, the places/ objects they visit, and draw the

route/ path on their map.

Using the whiteboard, describe the summative

assessment task students will be completing in

the following, and final, lesson. Give an

example of an area of the schoolyard students

could focus on for their map, and the places/

objects they would need to include e.g. If

focusing on the area around the library,

students would need to include the Library

building, where its door is, the path leading to

grid map

Formative Assessment

Observe students completing

questions to assess their ability

to problem solve

Formative Assessment

Collect students work to check

their answers, assessing that they

can successfully problem solve,

and complete a grid map

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ability

Open-ended task allows students to

select where they would like to

position the places/ objects on their

map

Allowing students to complete

their map with places/ objects of

their choice, using symbols/

images they choose, so they can

draw on their culture and

background

Having an extension task to allow

gifted/ talented students to

challenge themselves and develop

further

Lesson 8: Summative assessment

Teaching & Learning Strategies

Activity-based strategies

Investigating the school ground

individually, allowing students to

plan their map while also engaging

in physical activity

Following another students map

around the school ground, allowing

them to demonstrate their ability to

follow a grid map, while also

engaging in physical activity

Cooperative strategies

Whole class reflection about the

experience of creating their own

map, and following the map of

another students, allowing students

measure 1cm by 1cm, or 2cm by 2cm. Show

examples of how big these measurements are,

also informing students that their grid map

can be as large or small as they like. Students

can use any symbols or images they like to

present places/ objects on their map, including

Aboriginal symbols. Break down the task, and

define key terms and features, ensuring

students understand what to do

simple map grids to

show position and

pathways

(ACMMG065)

Use given

directions to

follow routes

on simple

maps

Use and

follow

positional and

directional

language

Use grid

references on

maps to

describe

When all students have completed their map,

the teacher will anonymously give students a

map that one of their classmates made.

Students will then follow someone elses map,

from location A to location B, seeing if they

pass all of the objects/ places on the map as

they go.

Collect all students maps for marking. Hold a

discussion about their experience of creating a

map, and following a classmates map:

-Did you have any difficulties making your

map?

-Is there anything you would change about

your map?

-Was your classmates map accurate?

-Was their map easy to understand and

follow?

-Did you successfully follow their route from

- Metre rulers

- Pens/ pencils

- Paper/ workbooks

- Computers/ iPads

Summative assessment

Students create a grid map, and

follow another classmates map,

to demonstrate their learning,

acquisition of skills, and

achievement over the unit.

Marking the physical copy of

their map, and observing

students during reflection will

assist to assess students on their

ability to create and read a grid

map, describe directions, find

routes, and follow directions.

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learning

ICT Based strategies

Using computers/ iPads to create a

map using digital technologies

Independent Learning Strategies

Individual investigations of the

school yard, conducting

measurements and observations to

select what objects/ places need to

be included in their map, and how

to present them

Individual work when creating

their maps, and describing a route

from location a to location B

Individual task when following

another students map, allowing

students to demonstrate their

ability to read a map

Inquiry-based strategies

Investigation of school yard to

decide what objects/ places need to

be on the map, how to present

them, as well as deciding on the

size of the grid

Thinking skills strategies

Mental calculations used when

creating grid map, and following

another students map

Map making/ analysing skills used

to create grid map

Oral explanation used to express

ideas during reflection

Problem solving used during

position

Identify and

mark

particular

locations on

maps and

plans, given

their grid

references

Draw simple

maps and

plans from an

aerial view,

with and

without

labeling a grid

Create simple

maps and

plans using

digital

technologies

Use digital

technologies

involving

maps, position

and paths

location A to location B?

-How was their map different than yours?

Complete the discussion by reflecting on their

learning on grid maps in general:

-Is there any area of learning about grid maps

you think you need to practise more, or want

to do more?

-Do you think you may use grid maps in the

real-world?

position further in the next unit, whereby they will use

scales, legends, and directions to interpret maps, as

well as learning to identify, and use, compass points.

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places that need to be on the map

and how to present them, as well as

deciding on the size of the grid.

Problem solving also used when

reading another students map, and

following their route

Multiple intelligences

Body/ kinesthetic intelligence

when completing investigations in

the school yard

Visual/ Spatial intelligence when

creating their map on paper, and on

digital technologies

Logical/ mathematical intelligence

to partake in reflection and

complete activities

8 ways of learning

Symbols and images

Non-verbal

Land links

Community links

Catering for diversity

Students working individually to

allow them to work at a level, and

speed that is appropriate for their

ability

Students working individually,

allowing them to use symbols or

drawings from their culture or

background to represent objects/

places on their map

Reflection:

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This section of the unit plan would be filled out at the completion of teaching the eight lessons

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Teaching For Diversity

Summativeassessmenttask

Stage 2/ Year 3

Activity name: Design a grid map

Context

This activity is written to accompany the Stage 2 Unit: Position

Prior to this activity, students have analysed a variety of grid maps so as to learn how to

follow routes, give directions, and describe positions. Students have used, and learnt the

purpose of, grid maps in real-world contexts, and in games.

Description of activity

Students are to create a grid map of an area of the school. Students maps can focus

on one particular area of the school, such as the classroom, or the whole school

ground. Students grid squares should measure to 1cm by 1cm, or 2cm by 2cm.

Students use metre rulers (to decide how big they need their grid) and a pen and

paper to investigate their chosen area and decide what places/ objects need to be

included in the map e.g. buildings, paths, playgrounds.

Students draw a rough draft of their map on paper, before creating their map using

digital technology.

Students write directions from one location on their map to another detailing the grid

squares, and places/ objects on their map they pass on their route.

Teacher collects all students maps and routes. Teacher anonymously gives each

student another classmates map, and described route. Students must go out into the

schoolyard, and follow their classmates map, passing through all the grid squares

they described.

Hold a reflection of the experience at the end of the lesson, determining if the maps

were accurate and comprehensible.

Outcomes

MA2-1WM: uses appropriate terminology to describe, and symbols to represent, mathematical ideas

MA2-2WM: selects and uses appropriate mental or written strategies, or technology, to solve problems

MA2-17MG: uses simple maps and grids to represent position and follow routes, including using

compass directions

Students will be assessed on their ability to:

Ways of recording this evidence will include:

Work sample

Student reflection

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MarkingRubric

Criteria

The grid map is easy to

understand, and can be

read by another person.

All places/ objects are

clearly identified and

labeled, and the map, and

grid, are of an appropriate

size

successfully allow a

person to go from location

A to location B. Outline of

the position of objects/

places, what grid squares

are passed through, and

directions used in route,

are accurate

extensive knowledge and

understanding of how to

create an accurate and

comprehensible grid map,

and can readily apply this

knowledge. In addition,

the student has achieved a

very high level of

competence in the

processes and skills

involved in creating a grid

map, and can apply these

skills to new situations.

thorough knowledge and

understanding of how to

create an accurate and

comprehensible grid map.

The student has a high

level of competence in the

processes and skills

involved in creating a grid

map, and is able to apply

this knowledge and these

skills to most situations.

knowledge and

understanding of how to

create an accurate and

comprehensible grid map,

and has achieved an

adequate level of

competence in the

processes and skills

involved.

knowledge and

understanding of how to

create an accurate and

comprehensible grid map,

and has achieved a limited

level of competence in the

processes and skills

involved.

elementary knowledge

and understanding of how

to create an accurate and

comprehensible grid map,

and has achieved very

limited competence in

some of the processes and

skills involved.

extensive knowledge and

understanding of

direction, and locating

routes, and can readily

apply this knowledge. In

addition, the student has

achieved a very high level

of competence in the

processes and skills

involved in finding

positions, and following

directions, and can apply

thorough knowledge and

understanding of

direction, and locating

routes. The student has a

high level of competence

in the processes and skills

involved in following

directions, and is able to

apply this knowledge and

these skills to most

situations.

knowledge and

understanding of

direction, and locating

routes, and has achieved

an adequate level of

competence in the

processes and skills

involved in this skill.

knowledge and

understanding of

direction, and locating

routes, and has achieved a

limited level of

competence in the

processes and skills

involved in this skill.

elementary knowledge

and understanding of

direction, and locating

routes, and has achieved

very limited competence

in some of the processes

and skills involved in

finding positions, and

following directions.

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situations.

Student can read, and

understand, a grid map

created by another person.

Student can successfully

follow directions to go

from one location to

another

extensive knowledge and

understanding of how to

read a grid map, and use it

as a source of direction.

The student can readily

apply this knowledge. In

addition, the student has

achieved a very high level

of competence in the

processes and skills

involved in reading a map,

and can apply these skills

to new situations.

thorough knowledge and

understanding of how to

read a grid map, and use it

as a source of direction.

The student has a high

level of competence in the

processes and skills

involved in reading a map,

and is able to apply this

knowledge and these

skills to most situations.

knowledge and

understanding of how to

read a grid map, and use it

as a source of direction.

The student has achieved

an adequate level of

competence in the

processes and skills

involved in reading a map.

knowledge and

understanding of how to

read a grid map, and use it

as a source of direction.

The student has achieved

a limited level of

competence in the

processes and skills

involved in reading a map.

elementary knowledge

and understanding of how

to read a grid map, and

use it as a source of

direction. The student has

achieved very limited

competence in some of the

processes and skills

involved in reading a map.

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Teaching For Diversity

References

Edhelper (n.d.). Map Symbols. Retrieved from http://www.edhelper.com/community2_0_1.htm

Houghton Mifflin Company. (n.d.). Using a Map Grid. Retrieved from

http://www.eduplace.com/kids/socsci/books/applications/imaps/maps/g2_u1/#top

Interactivemaths. (2016). Position. Retrieved from https://interactivemaths.wikispaces.com/Position

Maps101. (n.d.) Uncle Sams Farm. Retrieved from

http://www.maps101.com/static_items/games/uncle_sams_farm_grid_radio2.php

McMillian/ Mcgraw-Hill. (2007). Neighbourhood Grid Map. Quick Quiz. Retrieved from

http://www.mhschool.com/ss/ca/g2/u2/g2u2_quiz.html

Milton Bradley Company. (1990). Battleship. Retrieved from

http://www.hasbro.com/common/instruct/Battleship.PDF

NSW Board of Studies. (2006). Creative Arts K-6 Syllabus. Sydney: Author.

NSW Board of Studies. (2006). Human Society & Environment K-6 Syllabus. Sydney: Author.

NSW Board of Studies. (2006). Personal Development, Health and Physical Education K-6

Syllabus. Sydney: Author.

NSW Board of Studies. (2012). English K-10 Syllabus. Sydney: Author.

NSW Board of Studies. (2012). Mathematics K-10 Syllabus. Sydney: Author.

NSW Board of Studies. (2012). Science K-10 Syllabus. Sydney: Author.

Pericolo, M. (2001). Mapping Skills Unit for Grades K-3. See the city: The journey of Manhattan

Unfurled. Retrieved from https://www.randomhouse.com/teachers/pdf/seethecity.pdf

Studyladder. (2016). Interpret simple grid maps: Activity 2. Retrieved from

https://www.studyladder.com.au/games/activity/interpret-simple-grid-maps-activity-2-22911

Taronga Zoo Sydney. (2016). Taronga Zoo Map. Retrieved from

http://taronga.org.au/sites/tarongazoo/files/downloads/A3_TZMapEd7v4_PRINT_1.pdf

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Appendices

Appendix 1

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Appendix 2

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Appendix 3

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Appendix 4

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Appendix 5

app

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Teaching For Diversity

Appendix 6

9

8

7

6

PARK

5

4

3

2

1

A

1. You are going to visit your friend, and go to the cinemas, shopping centre, and

park together. Beginning from your house, you travel five squares to your

friends house. From your friends house, you travel three squares to the

cinemas. From the cinemas, you travel four squares to the shopping centre.

You then travel two squares to the park. The park is located at H6. Find the

location of the other four places, and draw them on the map.

2. Draw the route from your house to your friends house, the cinemas, the

shopping centre, and the park.

3. DECORATE YOUR MAP. Draw any other places or objects on your map that

you need to finish your town (roads, other houses, trees).

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Teaching For Diversity

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