AC9M2SP02: Locate positions in two-dimensional representations of a familiar space; move positions by following directions and pathways

A map or grid represents a real space from above. Positions can be described using landmarks, rows, columns and directions.

Learning sequence: Read map → Find landmark → Locate → Follow path → Check

Success looks like

• Read maps
• Locate positions
• Use landmarks
• Follow pathways
• Give directions

Use landmarks to locate positions

Follow a pathway step by step

Curriculum coverage and elaborations

The content description and elaborations below show the curriculum ideas taught in this unit. Items marked as teaching context support lesson planning.

• Content description: locate positions in two-dimensional representations of a familiar space; move positions by following directions and pathways
• E1: interpreting maps of familiar places and identifying the position of key features
• E2: understanding that we use maps to receive and give directions and to describe place and spatial relationships between places
• E3: using a classroom seating plan to locate a new seating position and giving directions to other classmates to find their seats
• E4: following and creating movement instructions that need to be carried out to move through a 4 \times 4 grid mat on the classroom floor or on a computer screen; for example, one forward, 2 to the right and one backwards, and so on to reach a target square; using a robotic toy to follow a path on a street scene on a floor mat, adjusting their directions as they consider the order of their instructions, the direction and how far they want the toy to travel
• E5: moving around a two-dimensional maze using directional language to describe turns and changes in direction including saying, for example, “clockwise”, “anticlockwise”, “quarter turn to the left”, and “take the path to the right”

Key idea: A map or grid represents a real space from above. Positions can be described using landmarks, rows, columns and directions.

Remember

• Read maps
• Locate positions
• Use landmarks
• Follow pathways
• Give directions

Quick questions

• Describe a position using a landmark.
• Follow: forward 2, turn right, forward 1.
• What does a map show?
• Why must directions be followed in order?

If an answer is uncertain, return to the model and explain what each part represents before calculating or drawing a conclusion.

How to use this unit

Read the topic guide and use the teacher slide for instruction. Students can then use the worksheet for written work, open Practice for supported feedback, or take the Test when they are ready.

• Vague words — Use beside, between, above or below with a landmark.
• Skipping steps — Follow one instruction at a time.
• Map/real space confused — Remember a map shows the space from above.

International curriculum mapping

This table gives closest-topic mapping for search and planning. The Australian Curriculum code is exact; overseas entries are broad equivalents because each jurisdiction structures outcomes differently.

Curriculum equivalents for Locate positions in two-dimensional representations of a familiar space; move...

Mapped skill: locate positions in two-dimensional representations of a familiar space; move positions by following directions and pathways

These references identify matching or closely related learning. Curriculum sequence, terminology and depth vary, so teachers should use the mapped skill and lesson difficulty to confirm suitability.

Australian Curriculum v9.0 is the canonical source for this SkillrHub lesson. Victoria and NSW entries name the closest published state codes or outcomes; international entries are planning references rather than claims of identical curricula.

Official curriculum references

• Australian Curriculum Version 9.0
• Victorian Curriculum F-10
• NSW Curriculum
• Common Core State Standards
• Next Generation Science Standards
• England National Curriculum
• New Zealand Curriculum
• NCERT textbooks

Related Year 2 Maths topics

• AC9M2N01: Recognise, represent and order numbers to at least 1000 using physical and virtual materials, numerals and number lines
• AC9M2N02: Partition, rearrange, regroup and rename two- and three-digit numbers using standard and non-standard groupings; recognise the role of a zero digit in place value notation
• AC9M2N03: Recognise and describe one-half as one of 2 equal parts of a whole and connect halves, quarters and eighths through repeated halving
• AC9M2N04: Add and subtract one- and two-digit numbers, representing problems using number sentences, and solve using part-part-whole reasoning and a variety of calculation strategies
• AC9M2N05: Multiply and divide by one-digit numbers using repeated addition, equal grouping, arrays, and partitioning to support a variety of calculation strategies
• AC9M2N06: Use mathematical modelling to solve practical problems involving additive and multiplicative situations, including money transactions; represent situations and choose calculation strategies; interpret and communicate solutions in terms of the situation
• AC9M2A01: Recognise, describe and create additive patterns that increase or decrease by a constant amount, using numbers, shapes and objects, and identify missing elements in the pattern
• AC9M2A02: Recall and demonstrate proficiency with addition facts to 20; extend and apply facts to develop related subtraction facts