![]() ![]() Make sure they start in the correct place. The partner with the grid should draw a line on a grid to show the route described to them. The student with the maze has to solve the maze and then give their partner instructions for the route to follow through the maze (the instructions should include a direction and a number of squares eg.You can also easily make more mazes by using a vivid to draw walls on the blank grids. There are 4 mazes (two basic and two harder), and two blank grids (one for the basic mazes and one for the harder ones) available as copymasters. In this activity one student has a picture of a maze and the other has a blank grid. If students give unspecific instructions such as go round the corner draw the line incorrectly to force them to describe the route accurately. Individual students should only give one direction at a time (ie. Ask students to describe the route they would take to get through the maze.Provide a context for the maze such as a wētā finding its way to its home in a hole in a log. Follow the line through the maze as students describe it. Encourage the use of accurate terms like up, down, left, and right. Ask students how they could explain to someone who can’t see the maze where the line has been drawn.Choose a volunteer to come up and draw the path through the maze.Alternatively give the students copies of the maze and ask them to trace the path using their fingers and once they have found the end, to trace the path using a pencil. Ask students if they can use their eyes to see the path through the maze.For example, a ruru finding its nest in a tree, a kiwi going back to its burrow, a rabbit finding its way back to its burrow, a bee flying to its hive, a pirate finding the treasure. Personalise by creating a scenario that gives purpose to the maze. Draw a simple maze on the board (or photocopy one up to A3).Many students may have some experience of using mazes, whether it is walking through mazes, or solving pen and paper mazes in puzzle books. Early finishers or students who need more challenge could be given the opportunity to work with the other mazes or draw their own. Try to have different resources available in the classroom while you are working on this unit. There are many books of mazes and online interactive mazes available. Gradually students should distinguish navigation ideas such as left and right along with the concepts of distance and measurement. For example, when students act out the story of the three billy goats and illustrate over and under, near and far, and between, they are learning about location, space, and shape. Teachers should extend young students' knowledge of relative position in space through conversations, demonstrations, and stories. In answering these questions, students need to develop a variety of skills that relate to direction, distance, and position in space. Spatial understandings are developed around four types of mathematical questions: direction (which way?), distance (how far?), location (where?), and representation (what objects?). For more activities that involve students giving and following instructions using the language of position and direction you might like to try Directing Me. In this unit students will gain experience using the language of direction, including up, down, left, right, forwards, backwards in the context of mazes. At Level 1 the Position element of Geometry consists of gaining experience in using everyday language to describe position and direction of movement, and interpreting others’ descriptions of position and movement. ![]()
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