Lesson at a glance
Before class: print the Design a Zoo Route brief and prepare one model 4×4 grid for the opening.
Ngā Whāinga Ako — Learning Intentions
- Create and use an alphanumeric grid to show locations.
- Write a route using direction, distance, and simple scale.
- Test and improve mathematical instructions using peer evidence.
Paearu Angitu — Success Criteria
- I can label and plot all required locations accurately.
- I can write directions another learner can follow without guessing.
- I can calculate the route length and show one improvement after testing.
1. Do Now — Debug the Route (10 min)
Display: “Start at A1. Move 2 east, then 3 north.” Ask pairs to draw where the route ends and identify what information is missing if the map orientation is unknown. Agree on conventions: north is at the top; letters name rows; numbers name columns.
2. Build the Map (20 min)
Ākonga complete the 6×6 project grid: entrance, five animal enclosures, a kai/rest space, and a vet point. Every place needs a unique grid reference. Partners audit the labels before route writing begins.
3. Write and Calculate (20 min)
Students design a route from the entrance to three enclosures and the rest space. They write step-by-step compass directions, total the grid squares, then calculate real distance using the stated scale.
4. Swap, Test, Improve (15 min)
Pairs exchange only the directions, not the intended route. The tester traces the instructions exactly. The designer records where misunderstanding occurred and changes at least one instruction, label, or route choice.
5. Explain the Decision (10 min)
Each learner writes a short defence: why the route is clear, how far it is, and one trade-off between shortest distance and visitor needs. Collect the map, calculation, tested directions, and improvement note as the summative evidence.
Teacher Planning Snapshot
- Entry: supply a partly labelled grid and direction sentence frames.
- On-level: require four destinations, a checked route, distance total, and improvement.
- Extension: impose an accessibility constraint or compare two routes using a metres-per-square scale.
- Inclusion: accept oral directions recorded by a partner, use large-print grids, allow physical counters, and chunk the brief by colour-coded stages.
- Mātauranga Māori: ground the context in Kirikiriroa and use raki, tonga, rāwhiti, and hauāuru accurately. Seek local guidance before adding mana whenua histories or wayfinding knowledge.
Curriculum alignment
This lesson makes the Level 2–3 position-and-orientation objectives observable through a created map, coordinate system, route description, and distance explanation. See the curriculum companion.