NSW Syllabuses

# Mathematics K–10 - Stage 1 - Measurement and Geometry Position

## Position 1

### Outcomes

#### A student:

• MA1-1WM

describes mathematical situations and methods using everyday and some mathematical language, actions, materials, diagrams and symbols

• MA1-16MG

represents and describes the positions of objects in everyday situations and on maps

• Students:
• Give and follow directions to familiar locations (ACMMG023)
• use the terms 'left' and 'right' to describe the positions of objects in relation to themselves and from the perspective of a person facing in the opposite direction, eg 'The ball is on her left'
• give and follow directions, including directions involving turns to the left and right, to move between familiar locations, eg within the classroom or school
• use amounts of turn (full and half) to describe direction (Communicating)
• give and follow instructions to position objects in models and drawings, eg 'Draw the bird between the two trees'
• give and follow simple directions using a diagram or description (Communicating)
• describe the path from one location to another on drawings
• use a diagram to give simple directions (Communicating)
• create a path from one location to another using computer software (Communicating)

### Background Information

Being able to describe the relative positions of objects in a picture or diagram requires interpretation of a two-dimensional representation.

Locations that are familiar to Aboriginal students may not be limited to their home environments and may also include other locations within the community, eg local landmarks and organisations.

### Language

Students should be able to communicate using the following language: position, left, right, directions, turn.

In Early Stage 1, students used the terms 'left' and 'right' to describe position in relation to themselves. In Stage 1, students use the terms 'left' and 'right' to describe position from the perspective of a person facing in the opposite direction.

### National Numeracy Learning Progression links to this Mathematics outcome

When working towards the outcome MA1‑16MG the sub-elements (and levels) of Interpreting fractions (InF1) and Positioning and locating (PoL2-PoL3) 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.

## Position 2

### Outcomes

#### A student:

• MA1-1WM

describes mathematical situations and methods using everyday and some mathematical language, actions, materials, diagrams and symbols

• MA1-16MG

represents and describes the positions of objects in everyday situations and on maps

• Students:
• Interpret simple maps of familiar locations and identify the relative positions of key features (ACMMG044)
• interpret simple maps by identifying objects in different locations, eg find a classroom on a school plan map
• describe the positions of objects in models, photographs and drawings
• give reasons when answering questions about the positions of objects (Communicating, Reasoning)
• make simple models from memory, photographs, drawings or descriptions, eg students make a model of their classroom
• use knowledge of positions in real-world contexts to re-create models (Communicating)
• draw a sketch of a simple model
• use drawings to represent the positions of objects along a path

### Background Information

Making models and drawing simple sketches of their models is the focus for students in Stage 1. Students usually concentrate on the relative positions of objects in their sketches. Representing the relative size of objects is difficult and will be refined over time, leading to the development of scale drawings in later stages. Accepting students' representations in models and sketches is important.

### Language

Students should be able to communicate using the following language: position, location, map, path.

### National Numeracy Learning Progression links to this Mathematics outcome

When working towards the outcome MA1‑16MG the sub-elements (and levels) of Positioning and locating (PoL2-PoL3) 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.