Word Wall: position, movement, vertical, direct,
horizontal, axis, beside, next, above, below, follow,
between, left, nearest, furthest, start, finish, find.
P.4.9
Introduction
Activity Process-­‐Mini Grid
Students will describe the position and movement of
objects, including themselves.
Resources
• Early FISH cards
• Floor grid 5x5 (or make a grid using masking tape).
• Photo cards of students or name cards for each child
playing.
• Two large dice – one with numbers 1-­‐5 (and roll
again) and the other with letters A-­‐E (and roll
again).
• Grid reference cards – ABCDE; 12345
• 5x5 A3 Mini Grid
Time/Classroom Organisation
The Grid game can be played with small or whole group.
Allow 20 minutes for this activity. Use the grid regularly
for focused teaching, play and transitional activities.
Australian Curriculum Prep
Describe position and
movement (ACMMG010)
Activity Process – Grid References
Roll out the 5x5 grid. Place the grid reference numbers
(1-­‐5) along the vertical axis and the grid reference
letters (A-­‐E) along the horizontal axis.
1.
1.
2.
3.
6.
7.
Ask the following questions:
1. What are the numbers on the vertical axis?
2. What are the letters on the horizontal axis?
3. Where is the start?
4. Find B2; Find D5; Find A3.
Students take turns to roll the two dice.
Students locate their position on the grid and
place their name or photo in the square. For
example: a student with the mouse picture rolls ‘3’
and ‘D’ and places their picture in the grid.
If someone is already in this position, the student
rolls the two dice again.
When all students have had a turn, ask the following
questions:
1. Who is beside Mary?
2. Who is next to Stuart?
3. Who is above/below Caleb?
4. Who is between Mary and Caleb?
5. Who is left/ right of Rhiannon?
The activity above could be completed by
individual students using a laminated A3 5x5 grid
and objects or small pictures.
Variations & Extensions
1. Mystery Object
Resources: 5x5 Floor grid
Mystery object cards,
Start/Finish cards
Place pictures or objects at random on the grid. Place a
START and FINISH labels or arrows at various positions
on the outside of the grid.
One student selects a duplicate picture from a bag.
Another students stands at the START or the IN arrow.
The student who selected the mystery object gives
directions to get his/her partner to the object. They
can use directions such as: “go forward 2”, “go left 3”,
“go backwards 1 space”, “go right 4”. Left and right
stickers placed on the student’s hand can help with
directions. When the student reaches the mystery
object, they check to see if it matches the object taken
from the bag.
2. Mapping a Story
Prior to telling a story, explore the students’
understanding of maps and what they represent.
Create/share a simple map on the whiteboard with
some features such as a pond or river, a bridge, a
bush area, a house and a road.
Tell a story emphasisng the key vocabulary of
position and direction as you ask students to move
a character around on your map.
In response to the story, ask students to work in pairs
to create a small scene from blocks or other materials
such as toys or boxes. Give each pair a set of the
vocabulary direction cards (across, into, over, under,
through, out, past, around) and ask them to take
turns as the director and the follower. The director
turns the cards over one at a time and gives a
direction. The follower has to listen and move the
toy through the scene.
Real life experience:
Maps: Use a map of the school/theme park and place an overhead transparency with grid references on it over the top
of the map. Display this map using a projector and ask students to locate buildings/rides at particular reference points.
Routines and Transitions:
Use the 5x5 grid and reference cards for transition activities. Ask students to pick up the card/object that is in A5, E2
and so on.
Assessment
Grid
Set up the 5x5 grid with grid references. Ask students to either place an object/card at a particular reference or collect an object/card
from a particular reference point. Observe students and note their knowledge and understanding of grid references.
My Picture
Students draw, using crayons, or coloured pens. They should use simple shapes, For example
Teacher:
‘Draw a blue circle in the middle of the page.’
‘Draw a red square on the left, and a pink triangle on top of the square.’
‘Draw a yellow line under the blue circle.’
Achievement Standard: use appropriate language to describe location
Background Reading
Digital Resources
http://au.ixl.com/math/kindergarten/location-in-a-threeby-three-grid
Spatial understandings are developed around four types of mathematical questions: direction (which way?), distance
(how far?), location (where?), and representation (what objects?). In answering these questions, students need to
develop a variety of skills that relate to direction, distance, and position in space.
Source: nzmaths
Graphs are one of the most important representations in mathematics. This activity helps young children to become familiar with
coordinates and locating certain positions on a grid according to its coordinates.
Source: E deVries & E Warren 2009
Links to Related MAGs
Contexts for Learning
Play:
Battle Ships: In pairs allow students to play battle
ships.
Investigation:
Maps: Find a simple map that is within a 5x5 grid.
Ask students to identify the locations which are
at particular reference points.
P.2.6 – Positional Language
P.3.7 – Obstacle Course
1.2.7 – Grid Directions
1.4.8 – Directions to familiar places