Teaching pack · Year 5 Spaceseegongsik /au
Coordinates and Position: a week of ready-to-teach maths
Five days of lessons for Year 5 Space. Print this pack and the week is prepared.
AC9M5SP02
construct a grid coordinate system that uses coordinates to locate positions within a space; use coordinates and directional language to describe position and movement
Start here: five minutes to Monday
- Skim the week at a glance.
- Print the five days (plan + worksheet each).
- Cut out the card sheet once.
- Open the free interactive unit on your board.
- Teach from the plan.
On the board
On-screen pictures: “A grid coordinate system”, “Reading the coordinates of a point”, “Plotting a point from coordinates”, “Describing position and movement”, “Using directional language”.
seegongsik.com/au/y5/space/AC9M5SP02
Aligned to Australian Curriculum V9 (AC9M5SP02). Original material from seegongsik. Descriptors (c) ACARA, CC BY 4.0.
The week at a glance5 lessons
The week at a glance
One lesson a day. Run them in order where you can.
| Day | Lesson | Children learn and do | On screen |
|---|---|---|---|
| 1 | A grid coordinate system | Practise the idea with talk, board and worksheet | Board: A grid coordinate system |
| 2 | Reading the coordinates of a point | Practise the idea with talk, board and worksheet | Board: Reading the coordinates of a point |
| 3 | Plotting a point from coordinates | Practise the idea with talk, board and worksheet | Board: Plotting a point from coordinates |
| 4 | Describing position and movement | Practise the idea with talk, board and worksheet | Board: Describing position and movement |
| 5 | Using directional language | Practise the idea with talk, board and worksheet | Board: Using directional language |
Materials
- This pack printed.
- Pencils and the board or projector.
- Optional counters or rulers if a day plan names them.
A note home
This week in maths we work on coordinates and position. Ask: What did you practise today?
seegongsik.com/au/y5/space/AC9M5SP02/pack
Day 1 · Teacher planDay 1 of 5
A grid coordinate system
Children practise “A grid coordinate system” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain a grid coordinate system in Year 5 words,
- use the board picture to check thinking,
- record an example on paper.
Success criteria
- I can show one example of today’s idea.
- I can say the idea in a short sentence.
You need
- interactive unit open on “A grid coordinate system”,
- worksheet (next sheet), one per child,
Lesson flow (about 40 minutes)
| 5 min | Warm-up Ask: “What might help us today?” |
| 10 min | On the board Open “A grid coordinate system”. Ask: “What changed on the screen?” |
| 15 min | Worksheet Children complete the day sheet. |
| 10 min | Share Ask: “In one sentence, what was today’s idea?” |
On the board
Leave “A grid coordinate system” on screen for the main block.
seegongsik.com/au/y5/space/AC9M5SP02
Watch for
- Skipping the board -- bring them back to the picture.
- Correct answer with no explanation -- ask how do you know?
Answers and look-fors
- Meeting the idea sounds like a clear sentence about a grid coordinate system.
Day 1 · Worksheet
A grid coordinate system
NameClassDate
Use the board picture. Show your thinking.
1. Draw or write one example from the board.
2. What is the main idea in your words?
3. Make a second example of your own.
I know I am right because
I can teach this idea to a partner:Yes □ No □
Day 2 · Teacher planDay 2 of 5
Reading the coordinates of a point
Children practise “Reading the coordinates of a point” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain reading the coordinates of a point in Year 5 words,
- use the board picture to check thinking,
- record an example on paper.
Success criteria
- I can show one example of today’s idea.
- I can say the idea in a short sentence.
You need
- interactive unit open on “Reading the coordinates of a point”,
- worksheet (next sheet), one per child,
Lesson flow (about 40 minutes)
| 5 min | Warm-up Ask: “What might help us today?” |
| 10 min | On the board Open “Reading the coordinates of a point”. Ask: “What changed on the screen?” |
| 15 min | Worksheet Children complete the day sheet. |
| 10 min | Share Ask: “In one sentence, what was today’s idea?” |
On the board
Leave “Reading the coordinates of a point” on screen for the main block.
seegongsik.com/au/y5/space/AC9M5SP02
Watch for
- Skipping the board -- bring them back to the picture.
- Correct answer with no explanation -- ask how do you know?
Answers and look-fors
- Meeting the idea sounds like a clear sentence about reading the coordinates of a point.
Day 2 · Worksheet
Reading the coordinates of a point
NameClassDate
Use the board picture. Show your thinking.
1. Draw or write one example from the board.
2. What is the main idea in your words?
3. Make a second example of your own.
I know I am right because
I can teach this idea to a partner:Yes □ No □
Day 3 · Teacher planDay 3 of 5
Plotting a point from coordinates
Children practise “Plotting a point from coordinates” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain plotting a point from coordinates in Year 5 words,
- use the board picture to check thinking,
- record an example on paper.
Success criteria
- I can show one example of today’s idea.
- I can say the idea in a short sentence.
You need
- interactive unit open on “Plotting a point from coordinates”,
- worksheet (next sheet), one per child,
Lesson flow (about 40 minutes)
| 5 min | Warm-up Ask: “What might help us today?” |
| 10 min | On the board Open “Plotting a point from coordinates”. Ask: “What changed on the screen?” |
| 15 min | Worksheet Children complete the day sheet. |
| 10 min | Share Ask: “In one sentence, what was today’s idea?” |
On the board
Leave “Plotting a point from coordinates” on screen for the main block.
seegongsik.com/au/y5/space/AC9M5SP02
Watch for
- Skipping the board -- bring them back to the picture.
- Correct answer with no explanation -- ask how do you know?
Answers and look-fors
- Meeting the idea sounds like a clear sentence about plotting a point from coordinates.
Day 3 · Worksheet
Plotting a point from coordinates
NameClassDate
Use the board picture. Show your thinking.
1. Draw or write one example from the board.
2. What is the main idea in your words?
3. Make a second example of your own.
I know I am right because
I can teach this idea to a partner:Yes □ No □
Day 4 · Teacher planDay 4 of 5
Describing position and movement
Children practise “Describing position and movement” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain describing position and movement in Year 5 words,
- use the board picture to check thinking,
- record an example on paper.
Success criteria
- I can show one example of today’s idea.
- I can say the idea in a short sentence.
You need
- interactive unit open on “Describing position and movement”,
- worksheet (next sheet), one per child,
Lesson flow (about 40 minutes)
| 5 min | Warm-up Ask: “What might help us today?” |
| 10 min | On the board Open “Describing position and movement”. Ask: “What changed on the screen?” |
| 15 min | Worksheet Children complete the day sheet. |
| 10 min | Share Ask: “In one sentence, what was today’s idea?” |
On the board
Leave “Describing position and movement” on screen for the main block.
seegongsik.com/au/y5/space/AC9M5SP02
Watch for
- Skipping the board -- bring them back to the picture.
- Correct answer with no explanation -- ask how do you know?
Answers and look-fors
- Meeting the idea sounds like a clear sentence about describing position and movement.
Day 4 · Worksheet
Describing position and movement
NameClassDate
Use the board picture. Show your thinking.
1. Draw or write one example from the board.
2. What is the main idea in your words?
3. Make a second example of your own.
I know I am right because
I can teach this idea to a partner:Yes □ No □
Day 5 · Teacher planDay 5 of 5
Using directional language
Children practise “Using directional language” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain using directional language in Year 5 words,
- use the board picture to check thinking,
- record an example on paper.
Success criteria
- I can show one example of today’s idea.
- I can say the idea in a short sentence.
You need
- interactive unit open on “Using directional language”,
- worksheet (next sheet), one per child,
Lesson flow (about 40 minutes)
| 5 min | Warm-up Ask: “What might help us today?” |
| 10 min | On the board Open “Using directional language”. Ask: “What changed on the screen?” |
| 15 min | Worksheet Children complete the day sheet. |
| 10 min | Share Ask: “In one sentence, what was today’s idea?” |
On the board
Leave “Using directional language” on screen for the main block.
seegongsik.com/au/y5/space/AC9M5SP02
Watch for
- Skipping the board -- bring them back to the picture.
- Correct answer with no explanation -- ask how do you know?
Answers and look-fors
- Meeting the idea sounds like a clear sentence about using directional language.
Day 5 · Worksheet
Using directional language
NameClassDate
Use the board picture. Show your thinking.
1. Draw or write one example from the board.
2. What is the main idea in your words?
3. Make a second example of your own.
I know I am right because
I can teach this idea to a partner:Yes □ No □
Cut-out cardsReuse all week
Talk cards for Coordinates and Position
Cut out. Hold up a card and give an example.
A grid coordinate system
Give an example.
Reading the coordinates of a point
Give an example.
Plotting a point from coordinates
Give an example.
Describing position and movement
Give an example.
Using directional language
Give an example.
Store in an envelope labelled AC9M5SP02.
Mini-check · End of week
Show what you know: Coordinates and Position
NameClassDate
Work on your own. Use pictures or numbers.
1. Draw or write the big idea of this week.
2. Give one clear example.
3. Give a second different example.
4. What mistake should we watch for?
I can explain this idea to a partner:Yes □ No □
Mini-check · AnswersTeacher
Answers and look-fors
- Item 1 names the unit idea (coordinates and position) in child words.
- Items 2-3: two different correct examples.
- Item 4: a real muddle for this topic.
Use day-plan look-fors across the week.