Mathematics · Year 2

Active learning ideas

Following and Giving Directions on Simple Maps

Active movement cements spatial language better than static worksheets. When students physically follow or give directions, they connect words like left and right to their bodies, making abstract terms concrete. The activities also build collaboration skills as partners check and refine each other’s instructions.

• ACARA Content Descriptions
• AC9M2SP02

• 25–45 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Stations Rotation
• 30 min · Pairs

Partner Robot Game: Classroom Directions

Pairs take turns as 'robot' and 'programmer'. The programmer gives oral directions using left, right, forward, backward to guide the robot from start to a target on the floor map. Switch roles after two minutes and discuss accurate phrasing. End with groups sharing best direction sets.

How can we use words like 'left', 'right', 'forward', and 'backward' to describe a path?

Facilitation Tip

During the Partner Robot Game, place masking tape arrows on the floor so students see how the map arrow must match their walking direction.

What to look for

Provide students with a simple map of a playground with 3-4 labeled features. Ask them to write down directions from the slide to the swings using 'left', 'right', 'forward', and 'backward'.

• Remember
• Understand
• Apply
• Analyze
• Self-Management
• Relationship Skills

Activity 02

• Stations Rotation
• 45 min · Small Groups

Treasure Hunt Stations: Map Following

Create four stations with simple maps hiding treasures like counters. Small groups follow written directions to find items, then write their own for the next group. Rotate stations and compare directions for clarity.

What are the important features on a map that help us find our way?

Facilitation Tip

In the Treasure Hunt Stations, keep one station’s map upside down for half the pairs to reveal who is using personal viewpoint instead of map orientation.

What to look for

Display a map of the classroom. Ask students to point to the location of the teacher's desk. Then, ask them to describe the path from the door to the bookshelf using directional terms.

• Remember
• Understand
• Apply
• Analyze
• Self-Management
• Relationship Skills

Activity 03

• Stations Rotation
• 35 min · Small Groups

Map Design Relay: Group Paths

Teams draw a classroom map on chart paper, then relay race by calling directions to place stickers at landmarks. Each student adds one direction before tagging the next. Review paths as a class for completeness.

Design a simple map of our classroom and give directions to a hidden object.

Facilitation Tip

For the Map Design Relay, set a two-minute timer for each group’s map sketch so students focus on labels rather than artwork.

What to look for

Students draw a map of their bedroom, including their bed and door. They then swap maps and give their partner directions to find a hidden toy on the map. Partners confirm if the directions were clear and the toy was found.

• Remember
• Understand
• Apply
• Analyze
• Self-Management
• Relationship Skills

Activity 04

• Stations Rotation
• 25 min · Pairs

Individual Map Challenge: Hidden Object

Students draw personal maps of their desk area, hide a small object, and write directions for a partner to follow. Partners test and revise directions together before sharing successes.

How can we use words like 'left', 'right', 'forward', and 'backward' to describe a path?

Facilitation Tip

In the Individual Map Challenge, ask students to circle the starting point on their map in red to anchor every direction.

What to look for

Provide students with a simple map of a playground with 3-4 labeled features. Ask them to write down directions from the slide to the swings using 'left', 'right', 'forward', and 'backward'.

• Remember
• Understand
• Apply
• Analyze
• Self-Management
• Relationship Skills

A few notes on teaching this unit

Start with a shared orientation arrow on every map so students learn that directions are map-based, not self-based. Use think-aloud pairs: one student describes a path while the partner walks it, then they switch roles to experience both perspectives. Keep tasks short and repeatable; young learners master spatial language through many low-stakes trials rather than one long session.

By the end, students will rotate maps, give step-by-step directions, and verify routes using only simple language. They will use terms like left, right, forward, and backward without mixing up perspectives, and they will accept that clear labels beat fancy drawings.

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Watch Out for These Misconceptions

• During Partner Robot Game, watch for students who give directions from their own viewpoint instead of the map’s orientation arrow.

  Stop the pair, have the giver stand behind the robot listener, and ask the giver to say the first step while pointing along the map arrow. Rotate roles until directions match the map’s forward direction.

• During Treasure Hunt Stations, watch for students who skip turns and only use forward and backward.

  Freeze the pair after two steps, show the map’s turns with your finger, and ask them to add the missing turn words to their instructions before continuing.

• During Map Design Relay, watch for groups that draw elaborate symbols instead of clear labels.

  Hand them sticky notes to cover fancy drawings and replace them with one-word labels like ‘door’ or ‘table’, then have peers test if the labels are enough.

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Methods used in this brief

• Stations Rotation