Finding Our Way

Overview

In this second lesson of Mapping Data and Change, students use cardinal directions (north, south, east and west) and intermediate directions (north-east, south-east, south-west and north-west) to describe positions and routes. They build on prior map-reading and positional language by giving, following and checking precise directional instructions.

Learning intentions

• WALT use compass directions to describe the position of places on a map.
• WALT use intermediate directions to make route descriptions more precise.
• WALT give and follow clear directional instructions.
• WALT explain how we know a route or position is correct.

Success criteria

• I can identify north, south, east and west on a map.
• I can use north-east, south-east, south-west and north-west correctly.
• I can describe a route using a sequence of directional instructions.
• I can follow someone else’s instructions and identify any errors.

Curriculum links

• Mathematics and Statistics — Mathsteasers: higher-order thinking questions that challenge learners and deepen understanding.
• Mathsteasers / Alignment: applying mathematical ideas in connected, relevant contexts.
• Mathsteasers: additional challenge and enrichment for advanced learners.
• Mathematical practices: communicating, reasoning, representing and checking mathematical ideas.

Lesson structure (45 minutes)

1. 0–5 min · Hook and recall. Teacher displays the opening mystery-map slide showing a character at a starting point and asks, “How could we tell someone exactly where to go without pointing?” Students quietly identify the four main compass directions, then share what they remember with a partner. Briefly establish that maps are usually oriented with north at the top, unless a compass symbol shows otherwise.

2. 5–12 min · Explicit teaching. Teacher uses the compass-direction teaching slides to model a compass rose, naming north, south, east and west, then places the intermediate directions halfway between them. Students stand facing the same direction and respond to prompts such as, “Point north-east” and “What direction is halfway between south and west?” Emphasise that north-east is not simply “north, then east”; it describes a diagonal direction. Check understanding with quick whole-class responses using hand signals or pointing.

3. 12–18 min · Model a route. Teacher displays the worked-route slide with a simple grid map containing familiar locations such as a school, playground, library and park. Model a route using complete instructions: “Start at the school. Travel two squares east, then one square north-east.” Think aloud about starting point, direction, distance and destination. Students track the route with a finger and explain to a partner how they know the destination is correct. Invite students to suggest a more precise description if an instruction is unclear.

4. 18–31 min · Pair navigation challenge. Teacher distributes the compass routes worksheet and places students in pairs. Partner A chooses a starting point and reads a route aloud; Partner B follows it on the map without looking at the written route, records the destination and explains the journey. Students then swap roles and complete further routes independently or with a partner. Circulate and ask: “Where did you start?”, “How many squares did you move?”, “Was that direction cardinal or intermediate?” Encourage students to challenge unclear instructions respectfully and revise them.

5. 31–38 min · Human compass game. Teacher uses the movement-game instruction slide and marks a simple compass rose on the floor or identifies the classroom walls as north, south, east and west. Call out short sequences, including intermediate directions, for example, “Face north. Take two steps south-east, then one step west.” Students follow the instructions, then explain their final position relative to where they began. Repeat with a student giving the instructions. Pause when a route produces different answers and discuss which part of the instruction needs clarification.

6. 38–43 min · Reasoning and share-back. Teacher displays the discussion and error-spotting slides showing two possible routes to the same destination, including one with an error. Students compare the routes in pairs and identify the incorrect direction, missing distance or wrong starting point. Select two pairs to share their reasoning. Reinforce that an effective route description includes a clear starting point, direction, distance and destination.

7. 43–45 min · Exit check. Teacher shows the final reflection slide and asks students to complete the final question on the worksheet: “From the marked point, give two instructions using one cardinal and one intermediate direction.” Students hand in their responses as they leave or hold them up for a quick scan.

Resources

• the compass directions and route challenge slide deck
• the compass routes worksheet
• Whiteboard and markers
• Projector or interactive display
• Simple classroom compass rose
• Pencils, rulers and coloured pencils
• Optional floor markers or masking tape

Assessment

• Listen for accurate use of cardinal and intermediate direction vocabulary during modelling, pair work and the human compass game.
• Check whether students include a starting point, direction and distance, and whether they can follow a partner’s route to the intended destination.
• Use the exit response to identify students who confuse diagonal directions, reverse directions or omit distances. Begin the next lesson with a short reteach group if needed.

Differentiation

• Support learners with a visible compass rose, colour-coded direction words and a teacher-modelled example before independent work. Allow them to trace routes with a finger or use arrows on the map.
• Provide sentence starters such as, “Start at ___, travel ___ squares ___, then ___.” Pair students strategically and read worksheet instructions aloud where needed.
• For EAL learners, combine each direction word with a gesture, symbol and repeated oral rehearsal. Accept drawing arrows before requiring a written route.
• Extend confident learners by asking them to find two different routes between the same locations, compare which is shorter, or create a route that uses all four intermediate directions while remaining unambiguous.