Read and record the vocabulary of position, direction and movement

By Alvin Knight,2014-04-08 21:14
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Read and record the vocabulary of position, direction and movement

Read and record the vocabulary of position, direction and movement, using the four compass directions to

    describe movement about a grid

    (Objective repeated in Block D Units 1 & 2)

    ; Play a large game of noughts and crosses on the board with the children. ; Split them into two teams and they must direct you and your opponent where to put your marks on a 3x3 grid. ; When finished, highlight the difficulty of them having to point and say ‟Put it there!‟ and bring out some of the positional and directional vocabulary they may have used (e.g. 2 squares above, just below, to the left/right). ; Write A, B, C along the bottom of the grid and 1, 2, 3 up the side. ; Explain that people use co-ordinates in order to pinpoint squares accurately. ; Demonstrate using co-ordinates to find a particular square in the grid and write it down e.g B, 3. ; Explain that it is very important to read the co-ordinates the right way round you always go along the bottom line of the grid first and then up the side. ; Tell the children that they can remember this with different sayings, e.g. „You must go along the garden path before you can go up the stairs‟. ; Encourage the children to make some up of their own that will prompt them to remember „along, then up‟. ; Show children a picture of a treasure island map with co-ordinates on (use the Resource Sheets, one of your own, or draw one on the board). ; Ask children to use co-ordinates to pinpoint certain objects on the grid using co-ordinates. ; Fill in some more of the island with objects. Q. I want to put a lake in B,3 can somebody come up and draw it in the correct place? ; Repeat this with other objects and co-ordinates. ; Challenge the children, e.g: Q. Why can‟t I put a beach in at C,2? Because there is already an object there. Activity Use Resource sheets Y3 42, Y3 43 and Y3 44. The children are to work in pairs, both with copies of Resource sheet Y3 42, and one child with Resource sheet Y3 43, the other with Resource sheet Y3 44. They must face each other. One child starts first and must describe to the other, using co-ordinates, where the objects on his island are. The other child draws/writes these objects into the correct place on his blank grid. They then repeat this vice versa. When finished, both children can compare their drawn map to the printed one and mark the work themselves.

    Show the children a square, drawn on the board or from a set of shapes. Ask: “Why is this shape a square?” Agree that it is a square because it has: ; Four straight sides of equal length. ; Four right angles. Check the children‟s understanding of a right angle by folding paper to make a right angle and using two geo-strips or card strips to show a quarter turn and explain that this creates a right angle. Show Resource sheet Y3 45 enlarged or on the OHP. Why are the rows and columns on this grid labelled? Agree that this lets us describe the position of any square on the grid and remind children of the order in which we read the labels. Place counters on the grid and ask: ; What is the position of this square? Eg. B4 ; Which square is two places to the left of C3? ; Which square is three places below D4? Etc. Ask someone to suggest how to locate 4 counters so that they lie at the four corners of a square. Repeat so that a range of examples are given. Encourage children to think of squares that are not in the familiar orientation. (See Resource sheet Y3 46 for examples). How do we know these counters lie at the four corners of a square? How can we check? Ask children to take turns to call out a position where they would like you to place a counter on the grid. Tell them you are looking to see if any four counters form a square and that they are trying to place as many counters on the grid without four of them lying at the corners of a square. Could we place a counter here? Why not? Which other counters will it form a square with? When children think they cannot place any more counters check each empty square on the grid to see why it cannot be filled. Let children play the game in pairs. Player A instructs Player B which position to place counters using grid labels e.g. B3. Player A continues until Player B sees that four of the counters lie at the corners of a square. Player A counts up how many she/he has been able to place and then the players swap over. Who can place the most counters?

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