Mapmakers on the Move

Overview

In this one-off Explore session, learners investigate how grid references, compass directions, turns and scale help people describe and compare pathways. Mixed Year 4–6 teams choose an appropriate challenge, physically test routes, represent them on paper and revise explanations for clarity.

Learning intentions

• WALT use grid references to locate and plot positions.
• WALT describe and create pathways using N, S, E and W.
• WALT use turns, degrees and simple scale to communicate distance.
• WALT explain why a pathway or map representation is accurate and useful.

Success criteria

• I can locate and plot places using a grid reference.
• I can describe a pathway using clear directional language.
• I can draw, test and revise a route so another person can follow it.
• I can use turns and scale when my challenge requires them.

Curriculum links

• Te Mātaiaho Mathematics and Statistics — Geometry: Pathways, Phase 2.
• Mathsteasers: challenging, higher-order mathematical thinking and deepening understanding.
• Learners apply mathematical language, reasoning, collaboration and problem-solving in an authentic local context.
• Year 4: alphanumeric and general grid references; Year 5: grid maps, pathways and N, S, E, W; Year 6: compass directions, turns in degrees and distances in metres/kilometres.

Teacher preparation

Before learners arrive, place four station signs around the room and make one large 6 × 6 grid on the floor with masking tape, or sketch it on the board. Label columns A–F and rows 1–6. Set out everyday objects such as cones, books, rulers, string and sticky notes. Arrange 5–6 mixed-ability teams of 9–11, with each team choosing a navigator, recorder, route-builder, checker, questioner, equipment manager and encouragers. Roles may rotate.

Open with the mapmakers introduction deck and give each team the pathway investigation sheet. The worksheet has four station recording boxes, space for a grid map, route instructions, scale calculations and reflection.

Lesson structure (60 minutes)

1. 0–7 min · Provocation. Teacher shows a simple map of a familiar local place, such as the route from the school gate to the library, and asks, “Could someone follow your instructions without seeing your map?” Students silently trace a possible route, then discuss what information is essential: start point, finish point, direction, distance, turns and landmarks. Refer to the opening slides and establish that maps should be useful to another person.

2. 7–12 min · Quick model and choices. Teacher models locating B4, plotting a route from A1 to D3, and giving instructions using “3 squares east, then 2 squares north”. Demonstrate a quarter-turn as 90° and explain that scale tells us how map distance relates to real distance. Students practise one instruction with a partner, then select a Year 4, Year 5 or Year 6 card at each station; they may move up or down after testing.

3. 12–42 min · Concurrent exploration stations. Teams spend about 7 minutes at each challenge, moving when the slide timer or teacher signal sounds. Students must draw, talk, test and revise; the checker attempts the route without help.

• Station 1: Find and plot. Year 4: “Plot A2, C5 and F1. Which region contains the treasure? Give its grid reference.” Year 5: “Plot the school, marae, playground and stream. Write four grid references and describe a route using N, S, E and W.” Year 6: “Create a map with a start, finish and three landmarks. Add a key and a simple scale, such as 1 square = 10 m.”

• Station 2: Human grid pathway. Year 4: “Stand on B2. Move 2 squares east and 1 square north. Where are you?” Year 5: “Write instructions from A1 to E5 using only N, S, E and W. A partner must follow them exactly.” Year 6: “Include at least one 90° turn and one 180° turn. Record the order and direction of turns.”

• Station 3: Build and swap. Teams use books, cones or sticky notes to create obstacles and landmarks on a classroom grid. Year 4: label regions and give three locations. Year 5: create a route with two possible pathways and explain which is shorter. Year 6: use string to compare route lengths and convert the result using the chosen scale.

• Station 4: Local route designers. Students design a respectful map of a familiar school or community journey, such as moving from the classroom to the garden, office or sports area. They may include bilingual place labels where appropriate and use landmarks that are meaningful to their group, without representing restricted or private places. Year 4: plot five places. Year 5: give complete grid-reference directions. Year 6: add scale, distances and degree turns. Swap maps with another team for testing.

4. 42–48 min · Checkpoint and improve. Teacher pauses teams for a “map-maker check”: point to the start, finish, one grid reference and one direction on the worksheet. Ask, “How do you know your route works?” Students use a partner’s route, circle one unclear instruction, and revise it. Teams showing confidence choose a harder card; teams needing support return to a smaller grid or use landmarks.

5. 48–55 min · Share-back. Teacher displays the final discussion slides. Each team shares one successful design choice, one misconception they corrected and, where relevant, how turns or scale improved the map. Students compare two routes and justify which is easier to follow, shorter or more realistic.

6. 55–60 min · Exit ticket and reflection. Students complete the final worksheet box: “Plot C4. From C4, travel 2 squares west and 3 squares south. Where do you finish? Write one clear instruction for a partner. Optional: if 1 square = 10 m, how far is a 6-square route?” Collect responses as learners leave.

Resources

• the mapmakers introduction deck
• the pathway investigation sheet
• Four station instruction cards, copied from this plan
• Masking tape or chalk for a floor grid
• A4 paper, pencils, rulers and coloured pens
• Cones, books, string, sticky notes and classroom objects
• Timer and visible team-role cards
• Optional local school or community map

Assessment

• Listen for accurate use of grid references and directional language during partner testing.
• At the checkpoint, inspect one plotted position, one route and one explanation from each team; photograph or collect selected maps.
• Use the exit ticket to identify learners needing further practice with row/column order, direction, turns or scale.

Differentiation

• Support: use a 4 × 4 grid, colour-code columns and rows, provide sentence frames such as “Start at __. Move __ squares __,” and allow learners to walk the route before recording it.
• EAL learners: pair spoken instructions with arrows, gestures, labelled visuals and a word bank; accept oral explanations before written recording.
• Accessibility: provide a tabletop grid, large-print cards, tactile string routes and seated navigator/checker roles; ensure pathways are clear and allow additional processing time.
• Extension: require a route with three different turns, including a non-right-angle turn such as 45°, and calculate the real distance using a stated metres-or-kilometres scale.
• Prompt misconceptions: “Do we read the column or row first?”, “Which way is north on your map?”, “Does a turn change direction or distance?”, and “What does one square represent in real life?”