Recognise horizontal and vertical lines; use the eight compass points to describe direction; describe and
identify the position of a square on a grid of squares
(Objective repeated in Block D Units 1 & 2)
; On a second copy of OHT Y4 59, put a cross on the grid at a point where two lines intersect and ask children to give its position. Discuss suggestions, then introduce numbering the lines on each axis. Record the co-ordinates on the board, e.g. (3, 2). Explain that these ordered numbers are called the co-ordinates of the point marked on the grid.
0 0 1 2 3 4 5 6 7 8 Emphasise that: - co-ordinates are always written in brackets with a comma between the numbers, - the number on the horizontal axis is always written first, then the number on the vertical axis, - (0, 0) is called the origin. ; Write a different co-ordinate on the board and ask a child to point to its position on the grid. Repeat with other co-ordinates. ; Write the co-ordinates (1, 3) and (3, 1) on the board and ask a child to point to each position. Emphasise that the points are in different positions, although the numbers are the same. Stress the importance of the order of the numbers in each pair. ; Ask children to draw an 8 x 8 grid on squared paper and number the axes from 0 to 8. Write the following co-ordinates on the board: (0, 5), (2, 3), (4, 1), (5, 0). Children mark each point with a cross on their grids then join them together with a ruler. Discuss the line and establish that it is a straight line and that is diagonal. Q Which other points lie on this diagonal line? Q Which points would form another line? Ask children to draw a square on their grid and write down the co-ordinates of the four vertices. In pairs, each child gives their partner three of their co-ordinates which the partner uses to draw the square to identify the missing co-ordinate. Repeat using other squares.
; Label the walls of the room N, S, E, W. Ask children to stand and face north, then turn to face east, south then west. Q Did you turn clockwise or anticlockwise? Remind them that a clockwise turn is to the right like the hands of a clock. Ask the children to make a quarter turn to face south and repeat the question. Remind the children that a quarter turn is a right-angled turn. Ask them to make other turns to face different directions with questions involving the appropriate vocabulary. Q Face north then make a half turn clockwise. In which direction are you facing? Q Turn to face west. What sort of turn did you make? ; Introduce other compass directions e.g. ask the children to face north and turn clockwise through half a right angle. Q Does anyone know which direction you are facing now? Establish that half-way between north and east is called north-east. Repeat for SE, SW, and NW. Give instructions for and ask questions about turns using the new points. Q Face SW. Turn anticlockwise through two right angles. In which direction are you facing? N ; Draw the following diagram on the board. Ask children to supply the unmarked directions and discuss to reinforce the new points. ; Give out Activity sheet Y4 60 and briefly revise the use of coordinates. In pencil, ask children to mark (3, 5) very lightly with a cross, (6, 7) with a dot and (6, 3) with a tiny circle. Establish that the top of the page is north. Q In which direction is: the cross from the dot; the circle from the dot? Ask them to erase the marks on the grid. Clarify the instructions on Activity sheet Y4 60, then ask children to complete it.
; Show OHT Y4 61. Remind the children of the co-ordinate system for identifying points and the importance of the order of the two numbers. Identify two points on the grid which use the same numbers, e.g. (2, 5) and (5, 2). Q What are the co-ordinates of these two points? Record the co-ordinates (2, 5) and (5, 2) on the board. Remind the children about the compass points from the previous lesson and ask: Q What points could I go through if I moved north of (5, 2)? Collect these points and record them on the board. Q Why is the first number always a 5? Agree that all the points north and south of (5, 2) will have the first number as 5, as all the points lie on the vertical line above the 5. Reinforce the meaning of vertical if necessary. Q What can you tell me about the points that are east and west of (2, 5)? Establish the second number is always a 5 and why this is so. Refer to the ‘horizontal’ line and reinforce the vocabulary. Q Give me some points that lie north-east of (3, 3). Collect responses and ask the children to describe the pattern in the co-ordinates. Q What is the opposite direction to north east? Q What points will lie in this direction? Repeat using different starting points and compass points, e.g. the points south east of (7, 4). ; Give out Activity sheet Y4 62. Ask the children to work through the first question. Collect answers and demonstrate the answer using OHT Y4 61. Ask the children to complete the other questions. Collect responses. Ask a pair of children to read out the instructions for their shape and represent their shape on OHT Y4 61.
OHT Y4 59
RESOURCE SHEET Y4 60
RESOURCE SHEET Y4 61
OHT Y4 62