School: Watsonia Primary School

Subject: Maths

Date: 05/05/15

Topic: Location #3

WALT:

Use our direction terms (right, left, forward, backward; quarter turn, full turn) on a map

Success Criteria:
1. Students can visualise themselves on a map and determine how to get
places using direction terms
2. L2 understand looking and moving in Birds Eye View quarter turns
3. L1 understand looking and moving in Birds Eye View left and right

AusVELS:
L1 Give and follow directions to familiar locations.
L2 - Identify and describe quarter turns.

Assessment:

The correct answers on their work sheet will determine if they understand the concept
directing someone using the map.

Resources:

Copies of the map below (one between two). Maths Workbook (1ea). A toy animal that
they can use for help.
Lesson Structure

Introduction

Lesson Plan
Independent

Share Time

Warm up
Explicit Revisit last lesson, left
and right can change to your
location and quarter turns look
like this.
WALT imagine you are in the birds
eye view maze and direct yourself
to areas. Teacher shows an object
and explains face view and birds
eye view to them (Abigail). Get
one student to look at it from face,
then one person to look at it birds
eye view. If the person from face
view moves it to the right, does it
move right still looking at BEV? If
they are still unsure, get them to
pair up with someone and
someone can look at it forward
angel and move it for person
above make sure they are
facing the right way!!
Alternatively, students can stand
around a circle looking down at
object.
Explain the sheet to them, looking
birds eye view at it its a map.
Dont forget, we are going to the

Students get a map

between 2 people in
pairs.
They are to figure out the
quickest way to get to
certain locations (starting
from Kevin), draw a line in
colour to the place, get
their animal/ model and
do it with them, turning it
as they turn left. Then one
(or both) partner can write
down the arrows and
directions. They then
have to write in their
maths books the
directions they chose (this
can be either drawing
arrows next to each other
or writing left and right.

Groups share
how they got to
one destination
each
(depending on
time).
Was it hard to
imagine you
were there to
decide who was
there? Who
used animals to
help them? Was
it easier?

For example:
Q1 to tesco
left, right
Extension, students can
choose to go from a place,
to another place. L2 can
have a go at saying they
turned a quarter turn to

Differentiated Learning:
Supported Learners
Students will be in pairs to help. They have the option to have one person write it or
draw arrows so the aim doesnt take away from the task.
At Level
Students are working together in their groups
Extension
Students can choose to go from a place, to another place. L2 can have a go at saying they
turned a quarter turn to the right. It is expected that L2s right a bit more than arrow and
left.

My Reflection:

Mentors Comments: