Use Area Grid References

Overview

Students learn to use map conventions, eastings and northings to locate places on topographic and street maps. They apply four- and six-figure grid references, estimate map areas and communicate location using accurate directional language.

Learning intentions

Students will:

• recognise and use map grid conventions, including scale, legend, north arrow and grid lines
• identify eastings before northings when reading a grid reference
• locate features using four- and six-figure grid references
• estimate and compare the area of map-grid squares using appropriate units

Success criteria

• I can explain the difference between an easting and a northing.
• I can read a four-figure grid reference by going across, then up.
• I can use a six-figure grid reference to identify a more precise location.
• I can use map evidence to describe where a feature is located.

Curriculum links

• Position and direction in everyday contexts: identifying position and using directions on maps and plans
• Area in everyday contexts: estimating and measuring area using informal and formal units
• Area and composite area: choosing appropriate units and applying area knowledge to solve problems
• Linear relationships and geometry: plotting points and exploring two-dimensional space on a grid

Lesson structure (64 minutes)

1. 0–10 min · Hook and map conventions. Teacher opens the mapping hook and conventions slides and displays a topographic map and a street map, asking, “How could you tell someone exactly where to find a feature without naming the street?” Students identify familiar conventions, such as the title, legend, scale, north arrow, grid and symbols, then share one purpose for each. Teacher clarifies that grid references give a systematic location and that maps represent real places from above.

2. 10–25 min · Model eastings and northings. Teacher uses the eastings and northings modelling slides and a large projected grid to demonstrate that eastings are numbered along the horizontal direction and northings along the vertical direction. Teacher models “along the corridor, then up the stairs” for a four-figure reference: read the easting first, then the northing. Students trace the route with a finger and practise reading three teacher-selected references on mini whiteboards. Teacher checks for the common error of reversing the numbers.

3. 25–45 min · Paired map investigation. Teacher distributes the paired grid-reference map investigation and directs students to work in pairs, taking turns as navigator and checker. Students locate labelled natural and built features on a topographic or street-map extract using four-figure references, then use the scale and grid to estimate the area covered by selected squares. They progress to six-figure references by dividing a grid square into tenths and identifying the approximate position of a feature. Teacher circulates, asks “Which number did you read first?” and samples explanations rather than only answers.

4. 45–55 min · Guided accuracy check. Teacher opens the paired-check and discussion slides and reveals answers one at a time. Students compare responses with another pair, mark any correction in a different colour and explain how they checked the easting and northing. Teacher discusses why a six-figure reference is more precise than a four-figure reference and asks students to justify which reference would be more useful for locating a small object, such as a lookout or bridge.

5. 55–64 min · Individual mapping challenge and exit check. Teacher directs students to complete the independent challenge on the individual mapping challenge and exit check and displays the instructions on the challenge and plenary slides. Students locate one feature using a four-figure reference, one using a six-figure reference, estimate the area of a specified map region and write one directional sentence using map evidence. They finish by answering: “What is the correct order for reading a grid reference, and why?” Students submit the worksheet as they leave.

Resources

• the mapping slide deck
• the mapping and grid-reference worksheet
• Projector or interactive whiteboard
• Topographic and street-map extracts with visible grid lines
• Large demonstration grid or projected Cartesian grid
• Mini whiteboards, markers and erasers
• Rulers and pencils
• Calculators, if needed for area conversions

Assessment

• Check mini-whiteboard responses during modelling for correct easting-northing order and accurate reading of grid lines.
• During paired work, question students about their method, precision and use of map conventions; use the checker role to promote mathematical explanation.
• Mark the individual challenge and exit response for accurate references, appropriate area units and a clear explanation of the reading sequence.

Differentiation

• Provide a partially annotated grid, colour-coded eastings and northings, and the sentence starter “The feature is at easting ___, then northing ___” for students requiring support.
• Allow students to use a ruler, enlarged map extract and a worked four-figure example; pair students strategically and assign clear navigator/checker roles.
• Support EAL/D learners with visual demonstrations and the repeated language “along, then up”; avoid relying on idioms alone and model each instruction explicitly.
• Extend confident students by asking them to create a six-figure reference for a chosen feature, compare two possible locations, or calculate the area of a composite region made from several grid squares.