Topic 4.2.8 Space, Maps, Scales and Networks Strand: Sub-strand: Recommended teaching time: Measurement and Geometry Location and Transformation 2 weeks Mapping to F–10 curriculum in Victoria Content descriptions Use simple scales, legends and directions to interpret information contained in basic maps Achievement standard (excerpt in bold) Level 3 Level 4 Level 5 Students use metric units of length, Students use scaled instruments with Students choose and use suitable mass and capacity to measure, order metric units to measure and compare metric and other units for and compare objects. They associate length, mass, capacity and measurement of length, angle, area, angle with measure of turn and temperature. They compare shapes volume, capacity and mass. They compare angles in everyday and objects using familiar metric calculate the perimeter and area of situations. They tell the time in units for area and volume, and rectangles, and construct specified minutes and convert between units of compare angles with respect to a angles using protractors and other time. They use simple grids in maps right angle. Students use 'am' and relevant technologies. Students use 12 and identify symmetry. 'pm' notations, and solve simple time and 24 hour time systems, with problems, including conversions measurements and conversions to between units of time. They seconds. They use grid reference construct new shapes by combining systems to describe location and or splitting common shapes, and connect three-dimension objects with create symmetric patterns, pictures two-dimensional representations. They and shapes with and without the use translate, reflect and rotate shapes of technology. They interpret and with and without the use of technology, use basic maps with simple and identify point and line symmetries. scales, directions and legends. They explore similarity of familiar shapes through enlargement. Activities Proficiencies Recognise what a scale is, and why it is important Fluency through choosing language to communicate (its purpose on a map) pathways on a map Interpret information contained in a basic map Understanding the purpose of scales and legends including legends Problem solving is the ability to make choices when Identify the scale used on maps of cities and rural reading maps to decide on a path to a given object or areas in Australia and a city in Indonesia and location describe the difference Reasoning includes giving accurate directions for Using directions to find features on a map someone to be able to locate something on a map Considering different levels Level 3 Students who are working at this level could: Create and interpret simple grid maps to show position and pathways.
Topic 4.2.8 Space, Maps, Scales and Networks Strand: Measurement and Geometry Sub-strand: Location and Transformation Recommended teaching time: 2 weeks Mapping to F–10 curriculum in Victoria Content descriptions Use simple scales, legends and directions to interpret information contained in basic maps Achievement standard (excerpt in bold) Level 3 Level 4 Level 5 Students use metric units of length, mass and capacity to measure, order and compare objects. They associate angle with measure of turn and compare angles in everyday situations. They tell the time in minutes and convert between units of time. They use simple grids in maps and identify symmetry. Students use scaled instruments with metric units to measure and compare length, mass, capacity and temperature. They compare shapes and objects using familiar metric units for area and volume, and compare angles with respect to a right angle. Students use 'am' and 'pm' notations, and solve simple time problems, including conversions between units of time. They construct new shapes by combining or splitting common shapes, and create symmetric patterns, pictures and shapes with and without the use of technology. They interpret and use basic maps with simple scales, directions and legends. Students choose and use suitable metric and other units for measurement of length, angle, area, volume, capacity and mass. They calculate the perimeter and area of rectangles, and construct specified angles using protractors and other relevant technologies. Students use 12 and 24 hour time systems, with measurements and conversions to seconds. They use grid reference systems to describe location and connect three-dimension objects with two-dimensional representations. They translate, reflect and rotate shapes with and without the use of technology, and identify point and line symmetries. They explore similarity of familiar shapes through enlargement. Activities Proficiencies Recognise what a scale is, and why it is important (its purpose on a map) Interpret information contained in a basic map including legends Identify the scale used on maps of cities and rural areas in Australia and a city in Indonesia and describe the difference Using directions to find features on a map Fluency through choosing language to communicate pathways on a map Understanding the purpose of scales and legends Problem solving is the ability to make choices when reading maps to decide on a path to a given object or location Reasoning includes giving accurate directions for someone to be able to locate something on a map Considering different levels Level 3 Students who are working at this level could: Create and interpret simple grid maps to show position and pathways.