Positioning and locating
Space
Embedded Files
Definition
Definition
Working with position and location involves “exploring one’s spatial environment and conceptualising and symbolising that environment with models, diagrams, drawings, words or other means.” (Siemon et al., 2015)
In working with the attributes of position and location, students develop and demonstrate the ability to use positional language to describe people and objects in various locations. Students reason with representations of shapes and objects regarding position and location, and visualise and orientate objects to solve problems in spatial contexts. (National Numeracy Learning Progression).
Teaching and learning activities
Teaching and learning activities
The resources below provide targeted teaching strategies to support student improvement in this skill.
Each downloadable lesson activity includes:
learning intentions
a list of required resources
a step-by-step lesson sequence
printable classroom materials
Select the download all icon to download all available activities or select each activity separately.
Reading maps and plansUnderstand use of grid reference to locate objects on maps and familiar plans, including interpreting house plans.
Give me directionsStudents provide instructions for a particular route and estimate distance and travel time for that route.
Reading a seating planInterpret and comprehend a seating plan of a theatre.
Download all (ZIP)Download the resource pack containing all activities.
PLAN2 Areas of focus
PLAN2 Areas of focus
An Areas of focus template has been created in PLAN2 to support targeted teaching of Text structure in your learning area.
Search for the DoE template titled ‘DoE HSCMinStd Writing: Text structure’ in the Areas of focus template library tab within the Plan menu, and customise it for your students’ needs.
For more information about using PLAN2 Areas of focus templates with this resource, visit the Using this resource with PLAN2 page.
Relevance to the numeracy test marking
Relevance to the numeracy test marking
The feedback for a Level 3 performance in the HSC minimum standard online numeracy test states:
Individuals performing at this level typically “select appropriate strategies from a variety of everyday mathematical processes in familiar and some less familiar contexts. They use scales and keys to read everyday maps and plans.”
Connections with ACSF Level 3 descriptors
Connections with ACSF Level 3 descriptors
The relevant Level 3 ACSF descriptors for numeracy are shown here to demonstrate how describing and reading everyday maps and plans are assessed in the HSC minimum standard online test. The performance features identified show what a student is able to do in order to achieve at this level and are provided to support teachers to understand what is required to achieve a Level 3 in this skill.
Numeracy Indicator 3.09: Selects and interprets mathematical information that may be partly embedded in a range of familiar, and some less familiar, tasks and texts
Focus area: Complexity of mathematical information
Level 3 performance features:
interprets and comprehends familiar and routine maps and plans
Numeracy Indicator 3.10: Selects from and uses a variety of developing mathematical and problem solving strategies in a range of familiar and some less familiar contexts
Focus area: Mathematical knowledge and skills: measurement and geometry
Level 3 performance features:
uses distance, direction, coordinates, simple scales, labels, symbols and keys to read and use everyday maps and plans
Connections with Numeracy Learning Progression:
Connections with Numeracy Learning Progression:
The progressions describe a typical developmental sequence of literacy and numeracy learning. The numeracy progression sub-elements, levels and indicators relevant to interpreting maps and plans are provided here to assist teachers to identify students’ capabilities and needs to support targeted teaching.
Element: Measurement and Geometry
Sub-element: Positioning and locating (PoL)
PoL2 — Position to other
PoL2 — Position to other
gives and follows simple directions to move from one place to another using familiar reference points (e.g. walk past the flagpole around the vegetable patch and you will find Mr Smith’s classroom)
PoL3 — Using an informal map
PoL3 — Using an informal map
draws an informal map or sketch to provide directions
describes and locates relative positions on an informal map
orients an informal map using recognisable landmarks and current location
locates self on an informal map to select an appropriate path to a given location
PoL4 — Using formal maps and plans
PoL4 — Using formal maps and plans
locates position on maps using grid references
describes routes using landmarks and directional language
interprets keys, simple scales and compass directions contained within a map to locate features
PoL5 — Using proportional thinking for scaling
PoL5 — Using proportional thinking for scaling
interprets the scale used to create plans, drawings or maps
interprets and uses plans and maps involving scale
uses more formal directional language such as compass directions and coordinates to locate position
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