Make a map someone can readYear 2 Maths · T2 W13–14 · Teacher · Teacher / Day 61

Useful outcome

Make a small guide a reader can use to locate a feature or follow a complete route on a paper scene.

Start with actual learning

Offer a new 2 by 2 paper scene with a named start/target; explicitly teach top/bottom/left/right and the labels before this task. Familiarise the child with the supplied scene by neutral reading; do not show the route answer.

Large paper/pen, optional safe large markers or tactile labels. No purchase, robot, screen, outing, real money or private location disclosure is required. Choose one route, not all three.

Whole ordinary source

Fictional paper scene: Game-table delivery. The grid has 4 columns, labelled A to D left to right, and 4 rows, labelled 1 to 4 top to bottom. All cells have the same size. Up means towards the top of this page, down towards its bottom, left and right across this page. Moving one cell reaches the neighbouring cell; diagonal moves are not offered. The start marker is at A4; the target is at D1. reading mat is at B2; quiet card is at C3. Every cell inside the grid is open. The supplied instruction is 3 cells right, then 3 cells up. Follow its instructions in the stated order. This scene is supplied information, not an observed school place or a map at real-world scale.

Use or repair this instruction so a reader can find the stated target. Name the positions and show a check.

Different guided try

Fictional paper scene: New story-desk map. The grid has 3 columns, labelled A to C left to right, and 3 rows, labelled 1 to 3 top to bottom. All cells have the same size. Up means towards the top of this page, down towards its bottom, left and right across this page. Moving one cell reaches the neighbouring cell; diagonal moves are not offered. The start marker is at A3; the target is at C1. story card is at B2. Every cell inside the grid is open. The supplied instruction is 2 cells right, then 2 cells up. Follow its instructions in the stated order. This scene is supplied information, not an observed school place or a map at real-world scale.

Use or repair this instruction so a reader can find the stated target. Name the positions and show a check.

A flexible teaching session

1. 0–3 Name the useful job and receive a first own idea from the whole ordinary source.
2. 3–9 On separate adult work, explicitly model the mathematical relationship using the complete source and after-own staff account.
3. 9–15 Give the complete different guided source. Let the learner direct/describe before showing its staff possibility. Note mathematical hints.
4. 15–22 Choose one full route and make a useful own guide; switching, rest or a shorter component is allowed.
5. 22–25 Receive one fresh component from an eligible neutral family or a new changed full source before its staff model.
6. 25–29 Keep one practical result and identify one specific next teaching opportunity from actual evidence. These timings are adjustable.

These are unpiloted adjustable timings. Choose one route; a shorter offer, rest or return is welcome.

Choice · Game-table delivery

Fictional paper scene: Game-table delivery. The grid has 4 columns, labelled A to D left to right, and 4 rows, labelled 1 to 4 top to bottom. All cells have the same size. Up means towards the top of this page, down towards its bottom, left and right across this page. Moving one cell reaches the neighbouring cell; diagonal moves are not offered. The start marker is at A4; the target is at D1. reading mat is at B2; quiet card is at C3. Every cell inside the grid is open. The supplied instruction is 3 cells right, then 3 cells up. Follow its instructions in the stated order. This scene is supplied information, not an observed school place or a map at real-world scale.

Use or repair this instruction so a reader can find the stated target. Name the positions and show a check.

1. Receive a first idea with no supplied solution.
2. Read all feature labels, mark the supplied start and target, then follow or repair the full instruction. Write/direct a complete checking route.
3. Try the idea on the same complete paper source; an agreeing helper moves or scribes exactly as directed.
4. Keep one useful guide and one checking sentence. A proposed reader test stays proposed.

Choose a different legal route on this same source and state every one-cell instruction. Do not quietly move a feature.

Speech, signing, AAC, pointing, marks, tactile row/column labels or exact dictation are available. Record any supplied mathematical choice separately; pause/skip/solo work is fine.

• Open this learner route

Choice · Puppet reading camp

Fictional paper scene: Puppet reading camp. The grid has 4 columns, labelled A to D left to right, and 4 rows, labelled 1 to 4 top to bottom. All cells have the same size. Up means towards the top of this page, down towards its bottom, left and right across this page. Moving one cell reaches the neighbouring cell; diagonal moves are not offered. The start marker is at A1; the target is at D3. story box is at B4; puppet shelf is at C2. Every cell inside the grid is open. The supplied instruction is 2 cells down, then 3 cells right. Follow its instructions in the stated order. This scene is supplied information, not an observed school place or a map at real-world scale.

Use or repair this instruction so a reader can find the stated target. Name the positions and show a check.

1. Receive a first idea with no supplied solution.
2. Read all feature labels, mark the supplied start and target, then follow or repair the full instruction. Write/direct a complete checking route.
3. Try the idea on the same complete paper source; an agreeing helper moves or scribes exactly as directed.
4. Keep one useful guide and one checking sentence. A proposed reader test stays proposed.

Choose a different legal route on this same source and state every one-cell instruction. Do not quietly move a feature.

Speech, signing, AAC, pointing, marks, tactile row/column labels or exact dictation are available. Record any supplied mathematical choice separately; pause/skip/solo work is fine.

• Open this learner route

Choice · Bookmark-post grid

Fictional paper scene: Bookmark-post grid. The grid has 4 columns, labelled A to D left to right, and 4 rows, labelled 1 to 4 top to bottom. All cells have the same size. Up means towards the top of this page, down towards its bottom, left and right across this page. Moving one cell reaches the neighbouring cell; diagonal moves are not offered. The start marker is at A2; the target is at C3. reader card is at B1; note card is at D4. Every cell inside the grid is open. The supplied instruction is 2 cells right, then 1 cell down. Follow its instructions in the stated order. This scene is supplied information, not an observed school place or a map at real-world scale.

Use or repair this instruction so a reader can find the stated target. Name the positions and show a check.

1. Receive a first idea with no supplied solution.
2. Read all feature labels, mark the supplied start and target, then follow or repair the full instruction. Write/direct a complete checking route.
3. Try the idea on the same complete paper source; an agreeing helper moves or scribes exactly as directed.
4. Keep one useful guide and one checking sentence. A proposed reader test stays proposed.

Choose a different legal route on this same source and state every one-cell instruction. Do not quietly move a feature.

Speech, signing, AAC, pointing, marks, tactile row/column labels or exact dictation are available. Record any supplied mathematical choice separately; pause/skip/solo work is fine.

• Open this learner route

Notice and teach next

Confuses a feature name with its cell, or changes the row direction. Re-read the exact labels, place the marker once and distinguish the supplied paper scene from a real place.

Look for correct feature positions and a complete legal instruction with a replayable check. Different valid routes are accepted; speed, handwriting, map decoration or coordinate vocabulary alone are not success.

An eligible single neutral component may inform teaching; completing every held source is unnecessary.

Choose the exact matching component-specific complete NEXT after receiving the actual response. If the relationship is unavailable, teach it; leave unobserved components open.