Free Printable Year 2 Maps, Positions and Directions Worksheets

About This Year 2 Maths Topic

In this unit, children locate positions in two-dimensional representations of familiar spaces and move between positions by following directions and pathways.

Children learn to:

• interpret maps of familiar places;
• identify the positions of important features;
• describe where places are in relation to one another;
• read classroom seating plans;
• give directions to help someone locate a position;
• follow movement instructions on a grid;
• create ordered movement instructions;
• program a toy or paper robot to follow a pathway;
• adjust directions when a pathway does not work;
• navigate two-dimensional mazes;
• describe turns using clockwise and anticlockwise language.

These activities develop spatial reasoning, sequencing, positional language and early computational thinking.

The activities support Australian Curriculum Version 9.0 content descriptor AC9M2SP02 and its associated elaborations.

The Big Idea for Parents

To follow directions accurately, children need to know:

• the starting position;
• the direction they are facing;
• the order of the instructions;
• how far to move;
• when to turn;
• the target or finishing position.

Turning and moving are separate actions. A person or robot can turn while remaining in the same position, then move forwards in the new direction.

Learning Intentions

Children will learn to:

• recognise a map as a representation of a space;
• identify important features on a map;
• use symbols and simple map keys;
• describe where features are located;
• use above, below, beside, between and opposite;
• follow directions on a familiar-place map;
• read a classroom seating plan;
• locate a named seat or position;
• give clear directions to another person;
• follow movement instructions in order;
• navigate a four-by-four grid;
• create a pathway to a target;
• program a robot or counter to move through a grid;
• check and correct an unsuccessful pathway;
• navigate a two-dimensional maze;
• describe clockwise and anticlockwise turns;
• use quarter-turn left and quarter-turn right;
• state the finishing position and direction.

Student Success Criteria

Key Vocabulary

Teacher Guide for Parents

Teachers introduce position and direction through familiar physical spaces before moving to diagrams, maps, seating plans and grids.

At home, follow this sequence: identify the starting position, identify the facing direction, follow each instruction in order, check the finishing position and explain the pathway.

1. Introduce Maps of Familiar Places

Begin with a simple map of a familiar place such as:

• a bedroom;
• a classroom;
• a playground;
• a school;
• a local park;
• a shopping centre.

Explain that the map shows the space as though it is being viewed from above.

2. Match Real Features with Map Features

Identify a real object or place and locate its representation on the map.

For example:

• a rectangle may represent a table;
• a small square may represent a chair;
• a line may represent a pathway;
• a symbol may represent a tree, toilet or playground.

Ask children to explain how they know the map symbol represents the real feature.

3. Use a Simple Map Key

A map key explains the meaning of symbols.

Create a simple key using familiar symbols, such as:

• a tree symbol for a garden;
• a ball symbol for a sports area;
• a book symbol for a library;
• a bus symbol for a bus stop.

Children should use the key before guessing what a symbol means.

4. Locate Key Features

Ask children to point to specific features on a map.

For example:

• Find the classroom door.
• Locate the teacher’s desk.
• Point to the playground.
• Find the library.
• Locate the nearest pathway to the gate.

5. Describe Spatial Relationships

Encourage children to describe the position of one feature in relation to another.

Useful language includes:

• above and below;
• beside and next to;
• between;
• opposite;
• near and far;
• in front of and behind;
• to the left of and to the right of.

For example:

“The library is beside the office and opposite the playground.”

6. Understand That Position Depends on a Reference Point

Words such as left, right, above and below require a reference point.

Ask:

• Left of what?
• Above which feature?
• Between which two places?
• Opposite which object?

Complete descriptions reduce confusion.

7. Use Maps to Give Directions

Choose a starting point and a destination on a simple map.

Ask children to describe a route using clear instructions.

For example:

1. Start at the classroom.
2. Move along the path towards the office.
3. Turn right at the garden.
4. Continue forwards to the library.

8. Use Maps to Follow Directions

Read one instruction at a time and trace the route with a finger, counter or pencil.

Children should not jump directly to the destination without following the pathway.

Check that each movement follows a valid path on the map.

9. Compare Different Routes

Some destinations can be reached using more than one pathway.

Compare routes by asking:

• Which route is shorter?
• Which route has fewer turns?
• Which route passes the most features?
• Which route is easier to explain?

10. Read a Classroom Seating Plan

Explain that a seating plan is a map showing the positions of desks and seats.

Identify:

• the front of the classroom;
• the door;
• the teacher’s desk;
• desk rows;
• individual student seats;
• other classroom features.

11. Locate a Named Seat

Give a child a name or seat label to locate.

Ask the child to describe its position.

For example:

• second row from the front;
• beside the window;
• between two classmates;
• opposite the teacher’s desk;
• near the classroom door.

12. Give Directions to Find a Seat

Choose a starting position such as the classroom door.

Ask the child to guide someone to a seat.

A clear set of directions may be:

1. Enter through the classroom door.
2. Walk forwards past the first row.
3. Turn left.
4. The seat is beside the window.

13. Check Seating Directions

Ask another person to follow the instructions exactly.

If the person reaches the wrong seat, identify which instruction was unclear or incorrect.

14. Introduce a Four-by-Four Grid

A four-by-four grid contains:

• 4 rows;
• 4 columns;
• 16 squares altogether.

Use a floor grid, paper grid or computer grid.

Place a counter, toy or character on a starting square.

15. Establish the Facing Direction

A grid pathway is difficult to follow unless the direction the character is facing is clearly shown.

Use:

• an arrow;
• a character with a visible front;
• a toy car;
• a robot symbol.

State both the starting square and starting direction.

16. Separate Turns from Movement

A turn changes the direction a character faces, but the character remains on the same grid square.

Moving forwards or backwards changes the character’s position.

17. Follow One-Step Grid Instructions

Begin with simple instructions such as:

• move forwards one square;
• move backwards one square;
• turn right;
• turn left.

Confirm the new position or facing direction after each step.

18. Follow Multi-Step Grid Instructions

Combine movement instructions into a sequence.

For example:

1. Move forwards one square.
2. Turn right.
3. Move forwards two squares.
4. Turn left.
5. Move forwards one square.

Children should carry out instructions in the order given.

19. Interpret “Two to the Right” Carefully

Some instructions describe movement relative to the page or grid, while others describe movement relative to the direction a character is facing.

Clarify the convention before beginning.

For early activities, use one consistent style:

• move up, down, left or right on the page; or
• turn, then move forwards relative to the character.

20. Create Instructions to Reach a Target

Mark a starting square and target square.

Ask children to plan a valid route before writing the instructions.

Encourage them to:

1. identify the start;
2. identify the target;
3. trace a possible route;
4. record each movement in order;
5. test the instructions.

21. Program a Robot Pathway

Use a robotic toy, toy car, counter or paper character.

Provide instructions such as:

• move forwards two squares;
• make a quarter turn clockwise;
• move forwards one square;
• make a quarter turn anticlockwise;
• continue to the target.

22. Consider the Order of Instructions

Changing the order can change the final position.

Compare:

• move forwards, then turn right;
• turn right, then move forwards.

Demonstrate that these instruction sequences do not usually produce the same result.

23. Test and Debug a Pathway

Follow the instructions exactly.

If the robot does not reach the target:

1. identify where the pathway first went wrong;
2. check the turn direction;
3. check the number of squares moved;
4. check the order of instructions;
5. replace or adjust the incorrect instruction;
6. test the pathway again.

24. Identify Efficient Pathways

Compare two successful pathways.

Ask:

• Which pathway uses fewer instructions?
• Which pathway has fewer turns?
• Which pathway travels fewer squares?
• Do both pathways reach the same target?

25. Introduce Two-Dimensional Mazes

A maze contains pathways, walls, a starting point and a target.

Ask children to trace a possible route before moving a counter or drawing the final line.

26. Use Directional Language in Mazes

Encourage precise language such as:

• move forwards;
• take the path to the right;
• take the path to the left;
• make a quarter turn clockwise;
• make a quarter turn anticlockwise;
• continue until the next corner;
• stop at the target.

27. Connect Left and Right with Quarter Turns

A quarter turn changes the direction a person or character is facing.

• A quarter turn to the right is usually clockwise.
• A quarter turn to the left is usually anticlockwise.

Use a clockface or curved arrows to reinforce the relationship.

28. Describe Clockwise and Anticlockwise Movement

Clockwise follows the direction of the hands on an analog clock.

Anticlockwise follows the opposite direction.

Use curved arrows because clockwise and anticlockwise describe rotation, not straight movement.

29. Record a Maze Pathway

After completing a maze, ask children to record the route as an ordered list of instructions.

For example:

1. Move forwards two spaces.
2. Make a quarter turn clockwise.
3. Move forwards three spaces.
4. Make a quarter turn anticlockwise.
5. Move forwards to the target.

30. Explain the Finishing Position

A complete pathway description should identify:

• the finishing square or place;
• the nearby map features;
• the direction the character is facing;
• the route used to reach the position.

For example:

“The robot finished on the square beside the park and was facing the school.”

Recommended Teaching Sequence at Home

1. Interpret a map of a familiar place.
2. Match map symbols with real features.
3. Locate key features.
4. Describe spatial relationships.
5. Give and follow simple map directions.
6. Read a classroom seating plan.
7. Locate and describe seats.
8. Introduce a four-by-four grid.
9. Establish starting position and facing direction.
10. Follow one-step movement instructions.
11. Follow multi-step sequences.
12. Create a pathway to a target.
13. Program and debug a robot pathway.
14. Navigate two-dimensional mazes.
15. Use clockwise and anticlockwise language.
16. Explain the final position and pathway.

Common Misconceptions and How Parents Can Help

Simple Home Map and Direction Activities

Questions Parents Can Ask

• What familiar place does this map represent?
• What does this symbol mean?
• Where is the starting position?
• Where is the target?
• Which feature is beside the target?
• What is opposite the classroom?
• Which place is between these two features?
• Which route should you take?
• What is the first instruction?
• Which direction is the character facing?
• Does this instruction make the character turn or move?
• How many squares should the character move?
• Where will the character finish?
• Which direction will it face?
• Did you complete the instructions in order?
• Where did the pathway first go wrong?
• Which instruction needs to change?
• Is there another route to the target?
• Which pathway is shorter?
• How can you check your directions?

Mathematical Sentence Starters

Supporting Different Learners at Home

Children Who Need More Support

• begin with a map of one familiar room;
• use only a few clearly labelled features;
• use picture symbols in the map key;
• practise above, below, beside and between;
• use a physical seating plan before a drawn plan;
• begin with a two-by-two or three-by-three grid;
• give one movement instruction at a time;
• mark the facing direction with a large arrow;
• use a physical toy before a paper robot;
• trace maze pathways with a finger first;
• allow oral directions before written instructions.

Children Ready for Extension

• create maps with detailed symbols and keys;
• compare several possible routes;
• find the shortest pathway;
• create grids with obstacles;
• write longer movement sequences;
• reverse a pathway back to the starting point;
• debug pathways containing several errors;
• use quarter, half and three-quarter turns;
• design a maze for another learner;
• program a robot to visit several targets in order;
• explain why changing instruction order changes the result.

Quick Parent Check

Use a simple map, seating plan and grid to check whether your child understands the main ideas.

1. Locate three key features on a familiar-place map.
2. Describe where one feature is compared with another.
3. Give directions between two places on the map.
4. Locate a named seat on a classroom plan.
5. Give directions from the door to the seat.
6. Follow a short pathway through a four-by-four grid.
7. Create instructions to reach a target square.
8. Identify and correct an incorrect instruction.
9. Navigate a maze using turn language.
10. State the finishing position and facing direction.

A child shows secure understanding when they can locate positions, describe spatial relationships, follow ordered directions and create or correct pathways using accurate positional language.

Quick Exit Ticket

1. Describe the position of one feature on a map.
2. Write three instructions to reach a target square.
3. Explain the difference between turning and moving.

Printable Teacher, Parent and Student Resources

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Home Learning Summary

Map and direction skills develop when children use familiar spaces, physical movement and simple diagrams to connect real positions with two-dimensional representations.

Use this simple routine:

1. identify the map or grid;
2. locate the starting position;
3. identify the facing direction;
4. locate the target;
5. follow each instruction in order;
6. separate turns from movement;
7. check the finishing position;
8. correct any pathway errors;
9. explain the route using spatial language.

Related Foundation, Year 1 and Year 2 Maths Topics

Children who need additional support can revisit these earlier position, direction, turn and shape topics.