Students read a made-up town map using its legend, compass rose, letter-number grid and scale bar, then add a place and plan a route.
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Students read a map of Tumblebrook, a made-up town with a lake, three streets and six places. They name legend symbols, give the direction from one place to another using all eight compass points, find places by grid box, and count distances with a scale bar one grid square long. To finish, they draw a new place on the map, add it to the legend, and write directions from the hospital to the park, with a street, direction and distance for each part and a total.
On the distance questions, students often count the boxes the places sit in instead of the steps between them, and get 4 from the school (A) to the library (D) instead of 3. Have them put a finger on the start box and count each move.
For the diagonal directions, have students put the centre of the compass rose on the starting place. Library to fire station goes down and to the left, which is southwest.
Ways to adjust the Tumblebrook map questions for different learners.
Each one is checked against the official document. Where the resource covers only part of a standard, the note says so.
Students give the grid square for places on a town map (like C1), name the place in a given square, give directions between places and write a route from one place to another; they read the grid but do not make their own grid system.
Students read a map legend, a compass rose with eight directions and a scale bar to find places, directions and distances on a made-up town map; other formats such as graphs and photos are not used.
Students write a route that gives the street, compass direction and distance for each part, and describe where a new place sits from the school; they do not draw ideas from other sources.
No. Tumblebrook is made up, so students use the map's own tools rather than local knowledge.
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