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.

• Senior Infants
• Foundations of Mathematical Thinking
• 4 activities
• 20 min–35 min

Learning Objectives

1. Identify key locations on a simple classroom or school map.
2. Demonstrate how to follow directional cues (left, right) on a map to navigate between two points.
3. Calculate estimated real-world distances using a given map scale, such as 1 cm representing 1 metre.
4. Create a simple map of a familiar area, including at least three key landmarks.

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.

Prepare & details

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.

Setup: Varies; may include outdoor space, lab, or community setting

Materials: Experience setup materials, Reflection journal with prompts, Observation worksheet, Connection-to-content framework

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

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.

Prepare & details

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.

Setup: Varies; may include outdoor space, lab, or community setting

Materials: Experience setup materials, Reflection journal with prompts, Observation worksheet, Connection-to-content framework

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

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.

Prepare & details

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.

Setup: Varies; may include outdoor space, lab, or community setting

Materials: Experience setup materials, Reflection journal with prompts, Observation worksheet, Connection-to-content framework

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

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.

Prepare & details

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.

Setup: Varies; may include outdoor space, lab, or community setting

Materials: Experience setup materials, Reflection journal with prompts, Observation worksheet, Connection-to-content framework

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

Teaching This Topic

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.

What to Expect

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.

Watch Out for These Misconceptions

Common Misconception

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.

What to Teach Instead

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.

Common Misconception

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.

What to Teach Instead

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.

Common Misconception

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.

What to Teach Instead

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'.

Assessment Ideas

Quick Check

After Treasure Hunt, provide a simple classroom map and ask students to circle the location of the art table and draw a path from the door to the art table using an arrow. Observe whether they can connect the map to the real space and follow a path.

Exit Ticket

After Scale Walk, give each student a small card with the scale '1 square = 1 step.' Ask them to draw a 4-square line and write how many steps it represents. Collect cards to check accuracy and understanding of scale.

Discussion Prompt

During Map Makers, show students a playground map with a 3 cm path and a scale of 1 cm = 2 metres. Ask, 'How many metres is this path in real life?' Facilitate a discussion about how they solved it, listening for explanations that include multiplication or repeated addition.

Extensions & Scaffolding

• Challenge students to create a map of the school hallway with a scale of 1 cm = 2 steps, then test the accuracy by walking the path with a partner.
• Scaffolding: Provide a partially completed map with key symbols already placed, so students focus only on drawing the path and adding one or two landmarks.
• Deeper exploration: Introduce simple compass directions (north, south) using the playground map, then have students mark their paths with turns like 'north for 3 steps'.

Key Vocabulary

Map	A drawing or plan of an area, showing its features and locations.
Scale	A line or ratio on a map that shows how a distance on the map relates to a distance in the real world.
Landmark	An easily recognizable object or feature in an area, used for navigation.
Direction	The path along which someone or something moves or faces, like left or right.