Foundations of Mathematical Thinking · Senior Infants

Active learning ideas

Finding Our Way , Simple Maps

Active learning turns abstract spatial ideas into concrete experiences. When children move through real spaces while reading maps or drawing paths, they connect symbols on paper to the world around them. These hands-on moments build the foundation for later map skills and measurement sense.

• NCCA Curriculum Specifications
• NCCA: Junior Cycle - Measurement - M.6

• 20–35 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Experiential Learning
• 30 min · Pairs

Treasure Hunt: Classroom Map

Draw a simple classroom map with symbols for door, window, and library. Hide objects at marked spots and give clues using directions like 'turn left from the door.' Students follow in pairs, checking off finds on their copy. Discuss routes as a class.

Can you tell me what is next to the door in our classroom?

Facilitation Tip

During Treasure Hunt, stand near the starting point so students can see how the map matches their first step.

What to look for

Provide students with a simple map of the classroom. Ask them to point to the library and then draw an arrow showing the path from the door to the reading corner. Observe if they can correctly identify locations and follow a simple path.

• Apply
• Analyze
• Evaluate
• Self-Awareness
• Self-Management
• Social Awareness

Activity 02

• Experiential Learning
• 25 min · Pairs

Scale Walk: Measuring Distances

Create a map of the school yard with a scale like 1 cm = 1 big step. Pairs measure map distances with rulers, predict real steps needed, then walk and count actual steps. Compare predictions and adjust.

Show me on this simple map where the library is.

Facilitation Tip

For Scale Walk, have students walk the path two times: once with the map and once without, to compare steps to scale.

What to look for

Give each student a small card with a simple scale, for example, '1 square = 1 step'. Ask them to draw a 3-square line on their card and then write how many steps that line represents in real life.

• Apply
• Analyze
• Evaluate
• Self-Awareness
• Self-Management
• Social Awareness

Activity 03

• Experiential Learning
• 35 min · Small Groups

Map Makers: Draw Your Path

Students walk from door to window, noting turns and distances with steps. Back at desks, they draw maps using string or blocks for scale. Share and follow a peer's map.

Which direction do you turn to get from the door to the window , left or right?

Facilitation Tip

In Map Makers, supply grid paper and pre-labeled symbols so students focus on scale and path rather than drawing details.

What to look for

Show students a map of the school playground. Ask: 'If this line on the map is 2 centimetres long, and 1 centimetre means 5 steps, how many steps would it be to walk that distance on the playground?' Facilitate a discussion about how they figured out the answer.

• Apply
• Analyze
• Evaluate
• Self-Awareness
• Self-Management
• Social Awareness

Activity 04

• Experiential Learning
• 20 min · Whole Class

Direction Relay: Whole Class Game

Mark positions on floor with tape to mimic a map. Call directions like 'two steps left to the library spot.' Teams relay, using a shared map to guide turns.

Can you tell me what is next to the door in our classroom?

Facilitation Tip

For Direction Relay, assign one student to be the map reader and another to move, to clarify who interprets directions.

What to look for

Provide students with a simple map of the classroom. Ask them to point to the library and then draw an arrow showing the path from the door to the reading corner. Observe if they can correctly identify locations and follow a simple path.

• Apply
• Analyze
• Evaluate
• Self-Awareness
• Self-Management
• Social Awareness

A few notes on teaching this unit

Teachers start with familiar spaces like the classroom before moving to larger areas. Modeling how to trace a finger along a path while naming landmarks helps students link symbols to real places. Avoid rushing to abstract scales; let children experience measuring distances first with their own steps. Research shows that children need repeated practice orienting maps to their own position, so whole-class games with clear roles build confidence.

Successful learning looks like students using classroom maps to locate objects, following simple directions without confusion, and explaining how scales represent real distances. They should be able to draw and describe their own paths with clear symbols and measured steps.

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Watch Out for These Misconceptions

• During Treasure Hunt, watch for students who expect the map to look exactly like the room. Ask them to compare their drawing to the real space and discuss which details they left out.

  During Map Makers, hand students a checklist of classroom symbols (door, windows, book corner) and ask them to circle the ones they included. Discuss why some symbols were necessary and others were not.

• During Scale Walk, watch for students who think 1 cm on the map equals 1 cm in real life. Pause the walk and ask them to measure the same distance with their feet, then compare the two numbers.

  During Scale Walk, have students use a piece of string to measure the map distance, then lay the string along the real path to see the difference in scale.

• During Direction Relay, watch for students who give directions from their own viewpoint rather than the map reader's. Ask the map reader to point out where they are standing and restate the direction from that position.

  During Direction Relay, assign roles and have students practice giving directions while facing the same way as the map reader, using phrases like 'from where you are standing'.

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Methods used in this brief

• Experiential Learning