Reading Grid References

Overview

In this fourth lesson of Mapping Data and Change, students learn to read and give four- and six-figure grid references. They use the conventions “along the corridor, up the stairs” to locate map features accurately, then apply references to solve map-based problems collaboratively.

Learning intentions

• WALT read four-figure grid references using eastings and northings.
• WALT give six-figure grid references for precise locations.
• WALT use grid references to communicate and solve problems on a map.
• WALT explain how accuracy changes when a grid square is divided into tenths.

Success criteria

• I can identify the easting and northing numbers.
• I can read along the corridor before going up the stairs.
• I can give a correct four-figure reference for a grid square.
• I can give a six-figure reference by estimating tenths within a square and check whether another person can find the same place.

Curriculum links

• Mathematics and Statistics — Mathsteasers: higher-order thinking questions that challenge learners and deepen understanding.
• Mathematics and Statistics — Mathsteasers / Alignment: applying relevant mathematical ideas to a meaningful map-based context.
• Mathematics and Statistics — Mathsteasers: additional resources for advanced learners through reasoning, explanation and problem solving.
• Te Mātaiaho mathematical practices: noticing patterns, representing information, communicating mathematical thinking and checking the reasonableness of solutions.

Lesson structure (45 minutes)

1. 0–5 min · Hook and prior knowledge. Open with the map mystery hook showing a fictional island map with a hidden treasure and ask, “How could you tell someone exactly where to find it without pointing?” Students think-pair-share, identify what a grid does, and recall the difference between horizontal and vertical lines.

2. 5–13 min · Explicit teaching: four figures. Use the four-figure teaching slides to model reading a reference such as 23 47: start with the easting on the horizontal axis, move along the corridor to 23, then move up the stairs to northing 47. Students trace the route with a finger, repeat the rule to a partner and locate two example squares on their worksheet.

3. 13–20 min · Guided practice. Display the worked examples and check questions in the guided practice slides. Teacher models one reference, deliberately makes an error by reading the northing first, and asks students to diagnose it. In pairs, students complete four four-figure examples on the grid references practice sheet, explaining each answer to their partner before checking it on the displayed map.

4. 20–30 min · Explicit teaching: six figures. Use the six-figure modelling slides to enlarge one grid square and divide it into tenths. Model a reference such as 236 478: read the easting line, estimate three-tenths across, read the northing line, then estimate eight-tenths up. Students practise locating teacher-called six-figure references on their worksheet and show the tenths with a pencil mark.

5. 30–39 min · Map investigation. Introduce the paired challenge using the map investigation instructions. Pairs use the fictional map on the worksheet to answer location questions, write references for named features and create two clues using four- or six-figure references. Partners swap clues, locate the features and discuss any differences caused by inaccurate estimates.

6. 39–45 min · Plenary and assessment. Return to the plenary and exit-ticket slide. Students explain to a partner why the easting is read first, then complete the final two questions on the worksheet: give the four-figure reference for one feature and the six-figure reference for another. Invite two students to justify their answers and collect worksheets for review.

Resources

• Teacher device and projector
• the grid references lesson slide deck
• the grid references practice sheet
• Pencils, rulers and coloured pencils
• Enlarged map or board copy
• Individual mini-whiteboards or scrap paper
• Classroom display showing “along the corridor, up the stairs”
• Optional highlighters for marking eastings and northings

Assessment

• Listen during guided practice for students who reverse the easting and northing or begin from the wrong axis.
• Check paired investigation answers, asking students to explain how they estimated tenths rather than accepting an unsupported answer.
• Use the final worksheet questions as an exit check. Group students for the next lesson according to whether they can read four figures, estimate six figures, and explain the convention independently.

Differentiation

• Support learners with a colour-coded map: eastings in one colour and northings in another. Provide the sentence frame, “I read ___ along, then ___ up, so the reference is ___.”
• Work with a teacher-led group using larger grid squares and four-figure references before introducing tenths. Allow students to trace the route with a ruler or finger.
• Support English language learners with visuals for “easting”, “northing”, “square”, “along” and “up”; rehearse the full instruction orally with a partner.
• Extend confident learners by asking them to compare two nearby six-figure references, explain which feature is more precisely located, and design a clue that requires checking both a four- and six-figure reference.