Grade 4: Position & Maps

Warm up with a quick recall on the board. Read a simple grid map, naming what is above, below, left and right of a landmark, giving the column then row of a square, and following a path (so many squares right and down).

Position and maps work teaches students to describe where things are and how to get from one place to another. It builds from position words (above, below, left, right, between) to following and giving directions, and then to locating a square on a simple grid map by its column letter and row number (like B3). Model the method clearly, thinking aloud:

• Start with position words using real objects: put the counter above the box, or to the left of the cup.
• Move to directions: give and follow a short route (forward two, turn right, forward one), the seed of turns and of programming.
• Introduce a grid map where squares are named by a column letter and a row number, read in that order.
• Practise both ways: name the square an object is in, and place an object in a named square.
• Link direction to turns and to the compass (north, south, east, west) as students are ready.

Do the first few questions of the practice worksheet together, one child explaining each step. Check for understanding before releasing the class to work alone.

Students complete the worksheet independently. Hand out the three difficulty levels below so every child works at the right stretch.

Circulate and look for these, they are the usual sticking points:

• Muddling left and right, especially when facing the other way.
• Reading the grid reference in the wrong order (row before column).
• Pointing to a line instead of a square on a labelled-square map.
• Forgetting which way is which after a turn.
• Left and right depend on the viewer, and grid squares are read across (column) then up or down (row), not the other way around.

Pull the class back together. Ask one child to explain position & maps in their own words, pose a single check question everyone answers on a mini whiteboard, and name what you will build on next lesson.

Use the independent worksheet as the evidence. A child who can complete it accurately and explain one answer has met the objective; anyone who cannot needs the easier level and a short reteach next session.