describes and represents mathematical situations in a variety of ways using mathematical terminology and some conventions
locates and describes position on maps using a grid-reference system
- Use a grid-reference system to describe locations (ACMMG113)
- find locations on maps, including maps with legends, given their grid references
- describe particular locations on grid-referenced maps, including maps with a legend, eg 'The post office is at E4'
- Describe routes using landmarks and directional language (ACMMG113)
- find a location on a map that is in a given direction from a town or landmark, eg locate a town that is north-east of Broken Hill
- describe the direction of one location relative to another, eg 'Darwin is north-west of Sydney'
- follow a sequence of two or more directions, including compass directions, to find and identify a particular location on a map
- use a given map to plan and show a route from one location to another, eg draw a possible route to the local park or use an Aboriginal land map to plan a route
- use a street directory or online map to find the route to a given location (Problem Solving)
- describe a route taken on a map using landmarks and directional language, including compass directions, eg 'Start at the post office, go west to the supermarket and then go south-west to the park'
In Stage 2, students were introduced to the compass directions north, east, south and west, and north-east, south-east, south-west and north-west. In Stage 3, students are expected to use these compass directions when describing routes between locations on maps.
By convention when using grid-reference systems, the horizontal component of direction is named first, followed by the vertical component. This connects with plotting points on the Cartesian plane in Stage 3 Patterns and Algebra, where the horizontal coordinate is recorded first, followed by the vertical coordinate.
Students should be able to communicate using the following language: position, location, map, plan, street directory, route, grid, grid reference, legend, key, scale, directions, compass, north, east, south, west, north-east, south-east, south-west, north-west.
National Numeracy Learning Progression links to this Mathematics outcome
When working towards the outcome MA3‑17MG the sub-elements (and levels) of Positioning and locating (PoL4-PoL5) describe observable behaviours that can aid teachers in making evidence-based decisions about student development and future learning.
The progression sub-elements and indicators can be viewed by accessing the National Numeracy Learning Progression.