Position and orientation

This means that students will use co-ordinate axes including positive and negative integers and decimals. Straight lines will be described using equations or co-ordinate pairs, for example y = x + 4, or “the line that passes through (-4, 0.5) and (2, 1.5)”.

This means that students will draw the graph of linear and simple quadratic equations. They will also be able to identify the linear equation for the graph of a given simple loci.

This means students will apply their understanding of the measurement system, particularly of length and angle. This involves converting the scale on a map to actual measurements and describing direction given the orientation of North.

This means students will use co-ordinate systems that are used on maps to specify location and direction (for example Greensborough Reserve is at D1, Ruakura Road runs West-East). The scale of a map indicates distance.

At Level Three students should be able to:

This objective requires students to see schematic maps as a two dimensional representation of the real world. By looking at a map students should be able to anticipate landmarks they will see from a given location and in which direction (N, S, E, W) those landmarks will be seen. From a map they should give a set of directions, using distances in whole numbers of metres and quarter/half turns, that will take a person from one position on the map to another,  turn right and walk about 25 metres.

At Level Two students should be able to use simple schematic maps, for example plans of their school, road maps of their local area. This involves finding their current position on a map by connecting landmarks they can see with locations on the map. Similarly it involves finding the place that matches a given point on the map and describing how they would move from one point to another. Descriptions of movement should include features such as main compass directions (N, S, E, W), half and quarter turns, and approximate distances in whole numbers of metres (for example about 12 metres).

This means students will describe their position using positional language such as next to, in front of, behind, between, to the right/left and simple diagrams and maps. Their descriptions should become increasingly precise in terms of distance from the landmark (in steps) and location of that landmark on simple schematic maps.

This means students will be able to follow instructions given in distances, for example 14 steps; direction, for example facing the library; and angle (turn), for example do a half turn clockwise (right). They should become proficient at following a series of instructions. Students should also be able to give instructions.