2

Mathematics Unit Planner

Year Level

Term

1 and 4

Year

Dimension

Measurement & Geometry

Focus
Location

Duration
5 lessons
Lesson 5 assessment

AusVELS Content Description:

AusVELS Elaborations:
understanding that people need to give and follow directions to and from a
place, and that this involves turns, direction and distance

Give and follow directions to familiar locations

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

Stepping Stones
Uses everyday location words to describe positions

Big Idea (discussed and agreed upon by team)

Essential learnings

Place Value

SKILLS
Follow verbal direction words
Give directions to familiar locations
Give and follow instructions to position
objects in models or drawings.

Understand and apply directional language.

Key Vocabulary

Turn
Left, right, beside, behind, next to, between, inside, outside, directions, positions, anticlockwise,

Vocabulary to avoid

clockwise, forward, backwards, under, over

ASSESSMENT TASKS

Assessment FOR learning

Assessment AS Learning

Assessment OF Learning

Follow instructions to complete a picture task.

Other Resources

Lesson

Introduction
Learning Intention

Student Activity

(Identify and articulate the teaching

Success Criteria

points - links to Proficiency Strands and

Game: have students

move around the
classroom. Teacher calls
FREEZE then says Sit
down if you are...
(Behind a girl, under a
light, next to a chair
etc.).

To follow direction and Discuss why do we give instructions.

instructions
What words did we use in the warm up
game?

Term 1

Write anchor chart.

Assessment

appropriate)

key vocab)
1

Share, Reflect,

(Specify Support and Extension where

Students to complete the treasure map
activity below.

Treasure map.docx

Higher students may wish to complete
this one.

Treasur map 2.docx

Create an obstacle
course in your room.
Have one student guide
another student from
one side of the room to
the other so they dont
bump into anything.
Discuss left & right,
approximate distance,
big steps, small steps
etc.

To effectively use
location vocabulary.

Why do we need directions? Discuss.

Describe as a grade, using location vocab,
the best way to the door of your
classroom. Then extend to the teacher car
park.

Students to complete the map activity

below.

Directions 1.docx

Higher students may like to complete
this one.

Directions 2.docx

I can identify directional
language and follow
verbal direction words.

I can follow directions.
I can give clear
directions.

Term 4
What words do we use to help tell us
where to go or where something is? Pose
the question, if you were blind folded
what words would help you know where
to go?
As a class brainstorm directional words
and create and anchor chart
i.e. Left, right, beside, behind, next to,
between, inside, outside, directions,
positions, anticlockwise, clockwise,
forward, backwards, under and over.
Teacher to model by standing at the back
of the classroom, ask the students to give
directions to get you back to the front of
the classroom. Once there discuss the
words and directions that worked and the
directions or words that did not. i.e I liked
when you said walk left and go around the

In pairs students to direct their partner

from one side of the room to the other,
insuring you directed your partner around
objects in the room (just as teacher did).

As class discuss if you

or your partner have
used any new words
to give direction and
add then to the
anchor chart.

Once both students have done to discuss

what words worked and what did not.
Evaluate each others directions. i.e I liked
when you said walk left and go around the
chair, I didnt like when you said just walk
over there. What directions were easy to
follow? What were not so easy to follow?
Use your partners suggestions and have
another turn. This time sketch the path your
friend described in your maths books, as
you follow it. Once finished see if your
friend can follow your drawing.

What directions were

easy to follow, what
were not?
Ask a few students to
share their sketches,
could their partners
follow their
directions and
drawings.

table, it was easy to follow. I didnt like

when you said just walk over there, I did
not understand were you wanted me to
go.
I can follow directions on
a map

I can follow directions

on a map

Warm Up: teacher gives the following

directions: Stand behind your chair, pull
your chair out and stand in front of your
chair. Stand beside the left side of your
chair, stand on the right side of your chair.
Tuck your chair in and stand behind it.

Students to complete the Application

Problem: Back to front maths
Measurement & Geometry page 5. Bradens
Complete Backwards problem on page 6 as
a class.

Application Problem: Back to front maths

Measurement & Geometry page 5. Show
YR1-36-D irectio n .p d
and explain the activity.
f
Give directions to
familiar locations

I can follow verbal

direction

Warm up: Ask students to point in each of

the directions (in front of, besides,
behind) to ensure they can identify these
directions in relation to where they are.

Students to complete Problem 35:

Positions:
Back to Front Maths Measurement &
Geometry page 4.

Problem 35: Position: Back to Front

Maths Measurement & Geometry page 4.
YR1-35-Po sitio n .p d f
Show and explain the activity and
encourage students to move away from


their desk or face a different way.

Explain to students that what was in front

of one student may be different to what
was in front of another.

Give and follow

instructions to position
objects in models or
drawings.

I can follow
instructions to draw a
picture.

Warm up: Open the flipchart and have

students draw the following instructions:
Draw a man next to the house.
Draw a window besides the door.
Draw a chimney on top of the roof.

Talk to your friend

about your drawing.
Would it look the
same if you sat
somewhere
different?
Are there any
similarities between
you and your friends
drawing?

Students are to pair up and get their maths

books to draw in. One student will give the
instructions and the other student will draw
the objects. They will then switch. Once
both students have completed their
drawing then they can compare them. They

Draw a cat on the left side of the house.

Draw a man on the right side of the
house.

I can follow verbal

directions to create a
drawing that positions
objects.

Post Assessment: tree

directional drawing.
Place these in
assessment portfolios.

Post Assessment: Provide students with a

photo copy of the tree and read the
attached instructions.

Location
Post-Assessment.docx

then look at the instructions and self-

correct each others drawings.

Position drawing
activity.docx