2018, Term 2 Year 2 Maths Planner
Topic: Location and Transformation (weeks 6-8) No Pre/Post testing
Vic Curriculum Content Descriptions
Foundation Describe position and movement (VCMMG082)
LEVEL 1 Give and follow directions to familiar locations(VCMMG099)
LEVEL 2 Interpret simple maps of familiar locations and identify the relative
positions of key features (VCMMG122)
Investigate the effect of one-step slides and flips with and without
digital technologies (VCMMG123)
Identify and describe half and quarter turns(VCMMG124)
LEVEL 3 Create and interpret simple grid maps to show position and pathways
(VCMMG143)
Identify symmetry in the environment (VCMMG144)
Identify and describe slides and turns found in the natural and built
environment (VCMMG145)
Elaborations
interpreting the everyday language of location and direction, such as ‘between’, ‘near’, ‘next to’,
‘forwards’, ‘towards’
following and giving simple directions to guide a friend around an obstacle path and vice versa
understanding that people need to give and follow directions to and from a place, and that this
involves turns, direction and distance
understanding the meaning and importance of words such as ‘clockwise’, ‘anticlockwise’,
‘forward’ and ‘under’ when giving and following directions
interpreting and following directions around familiar locations
understanding that we use representations of objects and their positions, such as on maps, to
allow us to receive and give directions and to describe place
constructing arrangements of objects from a set of directions
understanding that objects can be moved but changing position does not alter an object’s size or
features
predicting and reproducing a pattern based around half and quarter turns of a shape and
sketching the next element in the pattern
creating a map of the classroom or playground
identifying symmetry in Aboriginal rock carvings or art
identifying symmetry in the natural and built environment
recognising and representing slides and turn used in brickwork around the school
recognising and representing slides and turn used in sporting activities
opening doors partially and fully and comparing the size of the angles created
 recognising that analogue clocks use the turning of arms to indicate time, and comparing the size
of angles between the arms for familiar times

LEVEL 4 Use simple scales, legends and directions to interpret
information contained in basic maps (VCMMG172)
Create symmetrical patterns, pictures and shapes with and
without digital technologies (VCMMG173)
identifying the scale used on maps of cities and rural areas in Australia and a city in Indonesia and
describing the difference
using directions to find features on a map
using stimulus materials such as the motifs in Central Asian textiles, Tibetan artefacts, Indian lotus
designs and symmetry in Yolngu or Central and Western Desert art

1. Observations
Assessment:
2. Marking students work

Vocabulary Location, Direction, instructions, North, south, east, west, between, near, next to, forwards, towards, backwards

Development clockwise, anti-clockwise, forward, under, up, down, above, Map, Symmetry, patterns, Flip, slide, turn, Angles
Sequence Warm Up Student Learning Activity Share/Reflection Resources
Lesson 1 Play Simon says Content Descriptors: Watch some videos.
using directional Foundation: Describe position and movement (VCMMG082) How did students find Video:
instructions such the task? What words http://education.a
as turn left ● interpreting the everyday language of location and direction, such as ‘between’, were they using to bc.net.au/home#!
(anticlockwise), ‘near’, ‘next to’, ‘forwards’, ‘towards’ direct their partner /media/1566306/
step back, step ● Give simple directions to guide friend around playground around the
forwards, turn Level 1: Give and follow directions to familiar locations(VCMMG099) playground.
around etc. iPads
● understanding that people need to give and follow directions to and from a place,
and that this involves turns, direction and distance
● understanding the meaning and importance of words such as ‘clockwise’,
‘anticlockwise’, ‘forward’ and ‘under’ when giving and following directions
● interpreting and following directions around familiar locations
Lesson:
LI: To follow and give clear directions.
SC: I can use an ipad to map out a path and give clear directions for someone to follow
SC: I can follow directions given to me by others recorded on an ipad.
WHOLE CLASS ACTIVITY: Students are using iPads in pairs to record directions to get from
one spot in the playground to the other. Cooperative learning

Lesson 2 What do we use Content Descriptors: Reflection cirlce

maps for? Turn Level 2: Interpret simple maps of familiar locations and identify the relative positions of
and talk, when
key features (VCMMG122)
might you need a
map? ● understanding that we use representations of objects and their positions, such as
on maps, to allow us to receive and give directions and to describe place
Use google maps
● constructing arrangements of objects from a set of directions
to explain how
maps are used to Lesson:
give and follow
Rotations x 4 completed over two days: (students are in groups based on their abilities)
directions
• Teacher centered group activity:
LI: to identify the key features of the map and follow directions
 SC: I can identify key features of a map and follow directions given to me

• iPad activity: Individual activity

LI: to give a set of directions to a beebot to follow a path
SC: I can guide a beebot to a specific location

• Game: Small group work

LI: to follow directions on a map
SC: I can successfully follow directions on a map

• Teacher follow up worksheet: Cooperative learning

LI: to read a map and identify the location of landmarks on a map
SC: I can answer the questions by reading a map and I can locate the landmarks on the
map
Lesson 3 Direct Content Descriptors: Video:
Instruction: Level 2: Interpret simple maps of familiar locations and identify the relative positions of Discussion: What we https://www.yout
What’s on a learnt today? ube.com/watch?v
map? key features (VCMMG122) What types of maps =rWdaoxAXOR4
● understanding that we use representations of objects and their positions, such as are there? What’s on
Watch video and on maps, to allow us to receive and give directions and to describe place a map? Poster:
use posters https://www.teac
● constructing arrangements of objects from a set of directions
hstarter.com/teac
Use the poster to Lesson: hing-
reinforce the resource/features-
Continue rotations from yesterday
features of a map of-map-posters/

Lesson 4 Warm up: Content Descriptors: Reflection circle https://www.yout

Talking about Level 3: Create and interpret simple grid maps to show position and pathways ube.com/watch?v
grids =BCZs2ZtkZUs
How do we read (VCMMG143)
grid references? ● creating a map of the classroom or playground

Watch Video
Lesson:
LI: To understand how to read a map using grid references.
LI: To understand how to create a map of the classroom and use grid references to explain
where objects are and directions around the room.
SC: I can use a grid map to explain where an object is.
SC: I can design a map of the classroom
SC: I can explain where objects are in the classroom using the grid references
SC: I can explain the directions to an area in the room using grid references.
Rotations x 4 (students are in groups based on their abilities)
• Teacher centered group activity
• Follow up worksheet
• iPad activity
• Hands on activity