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Teaching Geometry – Position, Direction and Coordinates KS2: A Guide For Primary School Teachers From Year 3 To Year 6

Neil almond.

At Key Stage 2, pupils will experience many concepts which fall under the umbrella of geometry. A fundamental part of KS2 maths is coming into contact with coordinates grids and being able to both read and plot grid references. This blog sees Neil Almond give a thorough guide on how to cement this skill at each year level, and includes plenty of primary resources and printable worksheets at the end.

One of the most fascinating aspects of teaching KS2 maths is noting the difference in pupil’s understanding when it comes to shape vs number. Too often I have seen those that are perfectly fluent in number struggle to come to terms with aspects of shape. 

On the other hand, those who may struggle to recall their times tables can master shape in no time at all. It can be a really humbling experience for all parties involved and with the right classroom culture, a real threshold moment. 

However, it is also my experience that this is, and I include myself here, where the subject knowledge of the teacher is weakest. Dedicating time and effort to ensure that we do not add to pupils’ misconception is key – being dutifully aware that a square is a particular type of rectangle must be paramount. 

Theory Behind Teaching Geometry KS2

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There is no real ‘theory’ behind how best to teach coordinates, position and direction. But there are two things I wish to draw attention to.

Firstly, It should be noted that when considering progression within position and direction within primary school, all year groups bar Y3 have this stipulated in the national curriculum.

Therefore, while there is no new content to learn it would, in my view, be beneficial to recap over the requirements from Y2. These can be found below:

In the national curriculum for maths in England, for each area of maths outlined, there is both a statutory requirement and a non-statutory requirement. The statutory requirement is as follows:

  • order and arrange combinations of mathematical objects in patterns and sequences 
  • use mathematical vocabulary to describe position, direction and movement, including movement in a straight line and distinguishing between rotation as a turn and in terms of right angles for quarter, half and three-quarter turns (clockwise and anti- clockwise). 

Free Geometry Independent Recap Worksheets

Help your Year 4 (and older) students revise geometry with our free Independent Recap worksheets

The non-statutory guide is as follows:

  • Pupils should work with patterns of shapes, including those in different orientations. 
  • Pupils use the concept and language of angles to describe ‘turn’ by applying rotations, including in practical contexts (for example, pupils themselves moving in turns, giving instructions to other pupils to do so, and programming robots using instructions given in right angles). 

The second, and perhaps the more controversial stance, is that we need to stop telling pupils to ‘go along the corridor and up the stairs’ when plotting coordinates.

I hope that these documents are read by all teachers so they can swiftly see what the progression of each area looks like.

It stands to reason then that Year 4 teacher who teaches their pupils to ‘go along the corridor and up the stairs’ will see that this works when working in the 1 st quadrant:

However, when they get to Year 6 and need to explore coordinates up to the 4 th quadrant, we can see that going ‘along the corridor and up the stairs’ falls down very quickly as a useful tool to help pupils remember the order to look at the axis. As can be seen below, if I want to plot the coordinate (4,-5), I would now need to go along the corridor and then down the stairs.

In short, it pays dividends, when considering the whole mathematical journey a pupil makes throughout their schooling, to put in that extra time embedding that the first coordinate relates to the X-axis and this is the horizontal axis. The second coordinate relates to the Y-axis and this is the vertical axis. Thus we use the X-axis to plot the first coordinate and the Y-axis to plot the second coordinate. The long-term goals of producing confident and capable mathematicians should trump short termism.

Geometry – position, direction and coordinates KS2: Year 4

In the national curriculum for maths in England, the statutory requirement is as follows:

Pupils should be taught to: 

  • describe positions on a 2-D grid as coordinates in the first quadrant 
  • describe movements between positions as translations of a given unit to the left/right and up/down 
  • plot specified points and draw sides to complete a given polygon. 

The non-statutory notes and guidance suggests: 

Pupils draw a pair of axes in one quadrant, with equal scales and integer labels. They read, write and use pairs of coordinates, for example (2, 5), including using coordinate- plotting ICT tools. 

The objective that will be covered in this lesson will be to describe positions on a 2-D grid as coordinates in the first quadrant.

It is here that pupils need to be taught explicitly which is the X-axis and which is the Y-axis, and that when looking at coordinates we first look to the X-axis and then the Y-axis. As mentioned in the beginning, I am against ‘across the corridors and up the stairs’ due to this turning out to not be true when other quadrants are used.

Should you feel the need to think of another way to give meaning then I much prefer making pupils aware that as <x> has lines that cross over one another, the X-axis goes across the page. I would be clear in my explanation that it can go across to the left and to the right of the page. 

Once pupils are comfortable with this idea, the first thing that they should do is to describe coordinates using this understanding. The I, we, you model is an effective one to use here along with you speaking aloud your thought processes.

Take the red square. When looking at the ‘I’ section of the process I would say something like the following. 

‘ I know that to describe coordinates accurately I need to look at the X-axis first. Knowing that the X axis is the horizontal axis , I start at the origin (I put my finger on 0,0) and go across the X axis until the shape I want to describe is directly above me. (I go across one space). I can see that the red square is directly above me and I went across to one. The X coordinate is one. What is the X coordinate? (pupils respond with 1 and I write this on the board). Now I can look at the Y-axis, the vertical axis. Staying on one in the X-axis, I go up with my finger until it comes to contact with the shape. (I do this). I then move my finger to the Y axis at the same point to see the other coordinate. The Y coordinate is 6. What is the Y coordinate?  (pupils respond with 6 and I write this on the board). The coordinate for the red square is 1,6. What is it? Pupils respond with 1, 6.’

In the ‘we’ part I may get pupils to tell me what it is that I need to do and use questions to ensure that all pupils are being attentive. Once I am happy that the majority of the class are comfortable with this, the final ‘you’ is given to the pupils to do independently.

Here I would expect pupils to work in silence and write the answer on a mini-whiteboard. This way, before setting them off for an independent task, I can ensure that pupils know how to do it. It also enables me to see who may need some more modelling before they attempt the independent task. 

Once I have seen the board, I would get the pupils to create a success criteria and have this on view (or premade) which acts as a scaffold for pupils. 

There would not be ‘word problems’ as such that would go beyond what you would see in a simple reasoning and problem solving question. 

Shannen Doherty says that the coordinate of the orange square is 8,6. Cindy Katzz says it is at 6,8. Who is correct and why?

This is a useful reasoning problem to show at this early stage of reading coordinates. It can help children cement the order in which to look at the axis by getting them to look at a correct example and an incorrect example. 

I would expect pupils to explain why Cindy is correct but also why Shannen cannot be right. 

Geometry – position, direction and coordinates KS2: Year 5

  • identify, describe and represent the position of a shape following a reflection or translation, using the appropriate language, and know that the shape has not changed. 

Pupils recognise and use reflection and translation in a variety of diagrams, including continuing to use a 2-D grid and coordinates in the first quadrant. Reflection should be in lines that are parallel to the axes. 

Pupils in Year 5 will continue to work in the first quadrant, though they are expected to do more sophisticated work within it, namely looking at translation and reflection.

It is important to note that position and direction only gets 1-2 weeks worth of instruction time and so it is a real possibility that it has been 9-12 months since pupils learnt this in Y4.

Depending on other curriculum choices, it is possible to space out this practise in other subjects such as science and geography. 

Lesson: Translation on the first quadrant  

Pupils need to know that translation does not result in the shape changing in size or orientation, only its position on the plane.

From experience pupils mainly fall down at understanding that if the bottom left vertex is being translated to a certain part on the plane that the left vertex must then end up there and no other.

To begin the lesson, I would first of all ask pupils to find coordinates for all four vertices so that this key understanding is spaced throughout time, meaning it will likely be remembered for longer. 

Many schemes of work want pupils to be able to translate 2d shapes both vertically and horizontally at the same time (translate the square 3 to the right and 2 up) and so much instruction given by the teacher involves teaching this from the start. I do not think that this is the right approach. 

While there may be many pupils in our classes who could cope with this, I am interested in ensuring that all pupils are able to access the curriculum.

Therefore, I consider the first full hour of translation instruction to be considered as three 20-minute lessons. 

The first 20 minutes focus on moving the shape across the X-axis (this reinforces that the x-coordinate comes first). Secondly, 20 minutes on translating it on the Y axis.

Assuming my assessment for learning has not picked up major issues, I would combine these in the last 20 minutes. 

I would begin by explaining that I want to translate the square 4 squares to the right on the X axis.

Next, I would circle all four vertices and move in a clockwise order as I ‘jump’ 4 squares to the right and draw circles at these points.

After this, I would get pupils to tell me what the coordinates of the moved points are,

before comparing the original coordinates with the new ones. Through questioning, pupils would see that the first coordinate has increased by 4 but the Y coordinate has remained stable. I would then tell pupils that I must complete the square.

After this, pupils will have time to practise translating the square to different points on the X -axis, including going to the left; then I would explain that we will look at translating a shape up and down the Y axis following much of the same process as outlined above. 

The only difference is that I would ask pupils to predict how the coordinates when translated on the Y-axis will be different to the original coordinates.

Here I am hoping that they will conjecture that the x-coordinates will remain the same, but the ordinates or y-coordinates will differ. We could then seek out to investigate whether this is true or not.

Once pupils are comfortable at translating a shape horizontally or vertically, only then would I look to translate a shape in both directions e.g., translate the square 3 to the right and 2 up. 

While the same result will be achieved if you translate the shape on the Y-axis first and then the X-axis, for consistency’s sake I would tell pupils to always translate across the X-axis first. 

I would then explicitly model what this looks like by taking one vertex and ‘jumping’ to the right three squares and then ‘jump up’ two squares. I would do this vertex by vertex and then write the coordinates down for the translated shape.  

We could then check whether their predictions were right and that both the X and Y axis coordinates changed as a result of translating the shape.

It should be noted that in this first lesson, my choice to keep the square a constant was a deliberate choice to reduce the intrinsic load of the task. After this lesson, I would move to different shapes, both regular and irregular, and in a variety of rotations. 

There would not be ‘word problems’ as such that would go beyond what you would see in a simple reasoning and problem-solving question. 

A typical problem solving activity would be like the one below. This increases the challenge over previous questions as pupils are expected to understand that they need to work out what the original translation is from point A to point B and then apply this to the rest of the shape.

Q: Translate the shape so that point A is at point B.

The graph below shows how pupils may wish to tackle such a problem.

By tracking how point A got to point B (note that this is not the only way) the translation is revealed as 6 steps to the left and 3 steps up. This can then be applied to all the other vertices of the shape so that the pupils’ final solution is like the one below.

Geometry – position, direction and coordinates KS2: Year 6  

  • describe positions on the full coordinate grid (all four quadrants) 
  • draw and translate simple shapes on the coordinate plane, and reflect them in the axes. 

Pupils draw and label a pair of axes in all four quadrants with equal scaling. This extends their knowledge of one quadrant to all four quadrants, including the use of negative numbers. 

Pupils draw and label rectangles (including squares), parallelograms and rhombuses, specified by coordinates in the four quadrants, predicting missing coordinates using the properties of shapes. These might be expressed algebraically for example, translating vertex (a, b) to (a – 2, b + 3); (a, b) and (a + d, b + d) being opposite vertices of a square of side d. 

In Year 6, pupils progress  from working in the first quadrant to working up to and including four quadrants on a Cartesian grid.

Pupils will have been using negative numbers since Year 4 and it is recommended that these are revisited before they look at work in the four quadrants, especially looking at horizontal and vertical number lines.

When first introducing 4 quadrants to pupils, I find it useful for pupils to see the mixture of negative/positive coordinates as can be seen below.

This provides a level of scaffolding for pupils when they first learn this and something that they can use throughout the lesson. 

First, I would have plot points in the 4 quadrants and get pupils to identify those coordinates on an interactive whiteboard so that I can check that they are getting the answers correct. The length of time spent on this will depend on how well pupils are performing at the time. 

Assuming that the pupils are showing a high success rate, I would then move on to get pupils to plot points at certain coordinates looking at all 4 quadrants.

I would model one first in the top right quadrant and call coordinates for the pupils to plot themselves. A laminated A3 axis with four quadrants is useful for this. Proceed clockwise, stopping after one to check for pupils’ understanding.

Finally, I would get them to draw a variety of shapes that cross at least two quadrants to cement working within them before looking at translation and reflection in later lessons.

Below is an example question:

Triangle 2 is a reflection of Triangle 1. Use the information in the question to find the missing coordinates for points A, B and C.

This is a typical problem that Year 6 pupils should solve. They need to use their knowledge and understanding of negative numbers, coordinates and reflection to be able to solve this problem efficiently. 

From the get go we need to tell pupils that they cannot ‘estimate’ what the coordinates are or get there through counting by the origin line. They need to use mathematical reasoning and recognise in this instance that the y-axis acts like a mirror line.

Looking at what is the same and what is different, a hark to variation theory, is a good place to start here. Looking at point A, we can see that the height is the same as the reflected shape. 

As the Y-axis refers to the height, we can deduce that they would share the same Y coordinate. Indeed, we can see that across B and C they are the same height, as the other bottom left and right vertices of triangle 1.

A = ___ , 5   

B = ___ , 0  

C = ___ , 0   

For the X coordinate, this will depend on pupils’ understanding of negative numbers. Pupils may have been taught that negative numbers are a reflection of positive numbers and are equidistant from 0. They will be able to solve the coordinates without too much difficulty as numbers in the coordinates are simply reversed.

A = – 4.5 , 5   

B =  2 , 0  

C =  7 , 0   

Looking for some more ideas of how to do this? You can find plenty of free resources and geometry: position, direction and coordinates KS2 worksheets on the Third Space Learning maths hub . You may also find our blog, What Are Vertices, Faces and Edges? , useful to pair alongside this topic!

For guidance on other KS2 subjects, check out the rest of the series:

  • Teaching Decimals KS2
  • Teaching Place Value KS2
  • Teaching Fractions KS2
  • Teaching Percentages KS2
  • Teaching Statistics KS2
  • Teaching Ratio and Proportion KS2
  • Teaching Multiplication KS2
  • Teaching Division KS2
  • Teaching Addition and Subtraction KS2
  • Teaching Geometry – Properties Of Shapes KS2

Looking to get ahead on other KS2 maths topics? We have the lowdown from expert primary teachers on all the trickiest KS2 maths concepts to teach, including teaching times tables , telling the time , as well as the long division method and the long multiplication method .

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Position and Direction KS2

This collection is one of our Primary Curriculum collections - tasks that are grouped by topic.

coordinates problem solving ks2

A Cartesian Puzzle

Find the missing coordinates which will form these eight quadrilaterals. These coordinates themselves will then form a shape with rotational and line symmetry.

coordinates problem solving ks2

Transformations on a Pegboard

How would you move the bands on the pegboard to alter these shapes?

coordinates problem solving ks2

Ten Hidden Squares

These points all mark the vertices (corners) of ten hidden squares. Can you find the 10 hidden squares?

coordinates problem solving ks2

More Transformations on a Pegboard

Use the interactivity to find all the different right-angled triangles you can make by just moving one corner of the starting triangle.

coordinates problem solving ks2

Coordinate Challenge

Use the clues about the symmetrical properties of these letters to place them on the grid.

coordinates problem solving ks2

Eight Hidden Squares

On the graph there are 28 marked points. These points all mark the vertices (corners) of eight hidden squares. Can you find the eight hidden squares?

coordinates problem solving ks2

Treasure Hunt

Can you find a reliable strategy for choosing coordinates that will locate the treasure in the minimum number of guesses?

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Coordinates Practice Questions

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Coordinates

2D coordinates introduction starting with a shape task in the positive quadrant and moving to all four quadrants. Bingo before differentiated main task.

3D coordinates includes some midpoint questions, so make sure you've covered 2D midpoints first!

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Consolidation Year 6 Autumn Block 4

Position and Direction Consolidation Year 6 Autumn Block 4 Reasoning and Problem Solving

This Consolidation Year 6 Autumn Block 4 resource pack is aimed at Year 6 Expected and has been designed to give children the opportunity to consolidate the skills they have learned in Autumn Block 4 – Geometry: Position and Direction.

Year 5 Position and Direction Maths

Position and Direction Consolidation Year 5 Summer Block 3 Reasoning and Problem Solving

This Position and Direction Consolidation Year 5 resource will help your pupils consolidate their understanding of Summer Block 3: Position and Direction. This resource is themed around the owner of a theme park who needs help making decisions before the inspector arrives.

Position and Direction Consolidation Year 4

Position and Direction Consolidation Year 4 Summer Block 6 Reasoning and Problem Solving

This Position and Direction Consolidation Year 4 resource will help your pupils consolidate their understanding of Summer Block 6: Position and Direction. This resource is themed around children playing a 'battleships' style game, plotting coordinates on a grid.

The First Quadrant Year 6

The First Quadrant Year 6 Position and Direction Free Resource Pack

Step 1: The First Quadrant Year 6 Resource Pack includes a teaching PowerPoint and differentiated varied fluency and reasoning and problem solving resources for Autumn Block 4.

Four Quadrants Year 6

Four Quadrants Year 6 Position and Direction Resource Pack

Step 2: Four Quadrants Year 6 Position and Direction Resource Pack includes a teaching PowerPoint and differentiated varied fluency and reasoning and problem solving resources for Autumn Block 4.

Translations Year 6

Translations Year 6 Position and Direction Resource Pack

Step 3: Translations Year 6 Position and Direction Resource Pack includes a teaching PowerPoint and differentiated varied fluency and reasoning and problem solving resources for Autumn Block 4.

Reflections Year 6

Reflections Year 6 Position and Direction Resource Pack

Step 4: Reflections Year 6 Position and Direction Resource Pack includes a teaching PowerPoint and differentiated varied fluency and reasoning and problem solving resources for Autumn Block 4.

Reflection with Coordinates Year 5

Reflection with Coordinates Year 5 Position and Direction Resource Pack

Step 3: Reflection with Coordinates Year 5 Resource Pack includes a teaching PowerPoint and differentiated varied fluency and reasoning and problem solving resources for Summer Block 3.

Translation with Coordinates Year 5

Translation with Coordinates Year 5 Position and Direction Resource Pack

Step 5: Translation with Coordinates Year 5 Resource Pack includes a teaching PowerPoint and differentiated varied fluency and reasoning and problem solving resources for Summer Block 3.

Mixed Age Year 5 and 6 Position and Direction Step 4

Mixed Age Year 5 and 6 Position and Direction Step 4 Resource Pack

Step 4: Year 5 and 6 Mixed Age Position and Direction Step 4 Resource Pack includes a teaching PowerPoint and differentiated varied fluency and reasoning and problem solving resources for this step which covers Year 5 Reflections with Co-ordinates for Summer Block 2.*

Mixed Age Year 5 and 6 Position and Direction Step 6

Mixed Age Year 5 and 6 Position and Direction Step 6 Resource Pack

Step 6: Year 5 and 6 Mixed Age Position and Direction Step 6 Resource Pack includes a teaching PowerPoint and differentiated varied fluency and reasoning and problem solving resources for this step which covers Year 5 Translation with Co-ordinates for Summer Block 2.*

Mixed Age Year 2 and 3 Shape Position and Direction Step 3

Mixed Age Year 2 and 3 Shape, Position and Direction Step 3 Resource Pack

Step 3: Mixed Age Year 2 and 3 Shape, Position and Direction Step 3 Resource Pack includes a teaching PowerPoint and differentiated varied fluency and reasoning and problem solving resources for this step which covers Year 2 Describing Movement and Turns for Summer Block 1.

Mixed Age Year 2 and 3 Shape Position and Direction Step 6

Mixed Age Year 2 and 3 Shape, Position and Direction Step 6 Resource Pack

Step 6: Mixed Age Year 2 and 3 Shape, Position and Direction Step 6 Resource Pack includes a teaching PowerPoint and differentiated varied fluency and reasoning and problem solving resources for this step which covers Year 2 Count Vertices on 2D Shapes & Year 3 Right Angles in Shapes for Summer Block 1.

Mixed Age Year 2 and 3 Shape Position and Direction Step 9

Mixed Age Year 2 and 3 Shape, Position and Direction Step 9 Resource Pack

Step 9: Mixed Age Year 2 and 3 Shape, Position and Direction Step 9 Resource Pack includes a teaching PowerPoint and differentiated varied fluency and reasoning and problem solving resources for this step which covers Year 2 Lines of Symmetry & Year 3 Horizontal and Vertical for Summer Block 1.

Year 6 Christmas Coordinates

Year 6 Christmas Coordinates

Year 6 Christmas Coordinates Activity designed with coordinates questions based around the small steps of The Four Quadrants and Reflection.

Year 6 End of Year Maths Assessment

Year 6 End of Year Maths Assessment

This Year 6 End of Year Maths Assessment helps identify progress by assessing against each of the Year 6 National Curriculum Mathematics objectives. The questions are grouped by strands so you can assess each area of the Mathematics curriculum separately, or as one assessment.

Autumn Year 5 Baseline Maths Assessment

Autumn Year 5 Baseline Maths Assessment

Year 5 Baseline Maths Assessment with minimum expectations that must be attained by the end of the previous academic year from the New National Curriculum.

Autumn Year 3 Baseline Maths Assessment

Autumn Year 3 Baseline Maths Assessment

Year 3 Baseline Maths Assessment with minimum expectations that must be attained by the end of the previous academic year from the New National Curriculum.

Easter Coordinates

Coordinates Easter Egg Hunt

Easter Coordinates Egg Hunt - Six differentiated activities to use coordinates to hunt Easter Eggs.

coordinates problem solving ks2

Geometry Conquer Maths Board Game Pack 1

Geometry resources for KS1 and KS2 learners in the form of a board game covering properties of shapes and position and direction objectives.

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Coordinates

This SMILE resource contains one pack of games, investigations, worksheets and practical activities supporting the teaching and learning of coordinates.

The pack contains ten work cards with a wide variety of activities requiring students to use coordinates to solve a coded message, draw a picture, use different kinds of grids to draw coordinate pictures, use coordinates to solve a puzzle, and plot coordinates in all four quadrants.

SMILE (Secondary Mathematics Individualised Learning Experiment) was initially developed as a series of practical activities for secondary school students by practising teachers in the 1970s. It became a complete individualised scheme based around a network of activity cards and assessments.

Related resources include answers  to all of the cards and test books and answers .

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Coordinates Problem Solving: Stretch (Year 6)

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This resource is suitable for the White Rose Maths Scheme of Learning, covering Summer Term Block 2 (Position and Direction), Step 1 (The First Quadrant).

This stretch-level resource is designed to help children describe positions on the full coordinate grid for all four quadrants. Challenge children to answer a selection a problem solving questions, explaining their answers as they go.

Answers are included for this worksheet.

This worksheet is available in different levels. Please see the drop-down menu to select another level.

This resource is also available in a handy Lesson Pack, containing a selection of brilliant worksheets for this small step.

View Lesson Pack    See all Year 6 White Rose

  • Key Stage: Key Stage 2
  • Subject: Maths
  • Topic: White Rose Maths | Summer Term: Position and Direction | Small Step 1
  • Topic Group: Geometry
  • Year(s): Year 6
  • Media Type: PDF
  • Resource Type: Worksheet
  • Last Updated: 25/10/2023
  • Resource Code: M2WHT14486
  • Curriculum Point(s): Describe positions on the full coordinate grid (all four quadrants).

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Treasure Map (Year 4)

Treasure Map (Year 4)

Using Coordinates Challenge: Stretch (Year 6)

Coordinates and Translations: Foundation (Year 6)

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Coordinates Questions and Answers

Question 22 Maths KS2 SATs Test Paper 8 - Reasoning Part B

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Co-ordinates - Levelled SATs questions

Co-ordinates - Levelled SATs questions

Subject: Mathematics

Age range: 7-11

Resource type: Assessment and revision

Paul Urry's Shop

Last updated

1 October 2014

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rtf, 1.75 MB

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Excellent collection of coordinates questions

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A great resource - very helpful. Thank you so much for sharing it.

What a brilliant resource for all abilities in my y5 class, many thanks.

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IMAGES

  1. Position of shape

    coordinates problem solving ks2

  2. Chapter 4 Solution of Plane Problems in Polar Coordinates

    coordinates problem solving ks2

  3. KS2

    coordinates problem solving ks2

  4. Coordinate Geometry Distance Formula

    coordinates problem solving ks2

  5. Coordinates (6P4)

    coordinates problem solving ks2

  6. Unique Coordinates Worksheets Ks2 On Big And Small

    coordinates problem solving ks2

VIDEO

  1. Coordinates

  2. Lines in the coordinate system (4)

  3. Lines in the coordinate system (3)

  4. Lines in coordinate system (6)

  5. Lines in coordinates system gr10 part 1

  6. Practice 3.3.4

COMMENTS

  1. Coordinates

    Coordinates - KS2 Maths - BBC Bitesize KS2 Coordinates Part of Maths Coordinates What are coordinates? Find out how to use a map by reading coordinates on an x and y axis. Translating...

  2. Teaching Geometry And Coordinates KS2: A Guide For Primary Teachers

    A fundamental part of KS2 maths is coming into contact with coordinates grids and being able to both read and plot grid references. This blog sees Neil Almond give a thorough guide on how to cement this skill at each year level, and includes plenty of primary resources and printable worksheets at the end.

  3. Position and Direction KS2

    Coordinate Challenge Age 7 to 11 Challenge Level Use the clues about the symmetrical properties of these letters to place them on the grid. Eight Hidden Squares Age 7 to 14 Challenge Level On the graph there are 28 marked points. These points all mark the vertices (corners) of eight hidden squares. Can you find the eight hidden squares?

  4. Coordinates

    Coordinates Subject: Mathematics Age range: 11-14 Resource type: Worksheet/Activity File previews ppt, 2.38 MB A powerpoint including examples, worksheets and solutions on plotting coordinates in all 4 quadrants and problem solving involving coordinates. Worksheets at bottom of presentation for printing.

  5. KS2 Coordinates Resources

    Reading coordinates and describing their position is a useful, lifelong skill! Support pupils from Y3 - Y6 to use a full coordinate grid (all four quadrants) with our great selection of KS2 coordinates resources and worksheets for KS2 maths. From informational PowerPoints to printable worksheets, here you'll find a range of KS2 coordinates ...

  6. Coordinates Practice Questions

    The Corbettmaths Practice Questions on Coordinates. Previous: Constructing Triangles Practice Questions

  7. KS2 Maths teaching resources: Coordinates on a grid

    Kayla and Zach are designing a fairground for their virtual city. They need to plot the different rides on a coordinate grid, so they know where everything will go. The screen displays a grid with ...

  8. Coordinates

    Problem Solving. Functional Maths. Mixed Attainment Maths. Homework Ideas. ... Coordinates. 2D coordinates introduction starting with a shape task in the positive quadrant and moving to all four quadrants. ... 3D coordinates RAG. KS2 - KS4 Teaching Resources Index. KS5 Teaching Resources Index. The Revision Zone. Subscribe to the PixiMaths ...

  9. Example 2

    The coordinates of three points A, B and C are given. Find the coordinates of points D and E. Use the coordinates of point A and point C to work out the height of the triangle in the bottom left ...

  10. Coordinates in 4 Quadrants

    Plot a path to perfection with this accessible yet challenging worksheet on coordinates in 4 quadrants. Utilising a problem-solving format, pupils must apply their knowledge of congruence and properties of shapes to find missing coordinates in 4 quadrants.The resource has been written by subject specialists and uses worded problems to facilitate knowledge development in coordinates in 4 ...

  11. Coordinates Problem Solving: Foundation (Year 6)

    Thousands of online KS2 resources, covering Maths, Science and more — all tailored perfectly to pupils in Years 3-6. ... Teach children about coordinates problem solving using this foundation-level worksheet. Can they figure out what mistake Ami has made? Challenge children to write down what the coordinates could be for a new climbing frame ...

  12. Coordinates Problem Solving (Year 6)

    This resource is designed to help children describe positions on the full coordinate grid for all four quadrants. Challenge children to answer a selection of problem solving questions about coordinates. Encourage children to help Charlie plan his journey, explaining why one of his coordinates is wrong. Answers are included for this worksheet.

  13. Co-ordinates

    Co-ordinates - Problem Solving Subject: Mathematics Age range: 7-11 Resource type: Worksheet/Activity File previews pdf, 366.15 KB This worksheet is part of our November resources competition. This worksheet provides 8 problem solving questions involving co-ordinates.

  14. Position and Direction

    Our fun coordinate graphing worksheets and other Position and Direction content are perfect to help your children with their understanding of the curriculum aims. These resources are aimed at children in KS2, so they cover years 3, 4 5 and 6. These primary resources coordinates activities are all under the topic of position and direction for ...

  15. KS2 Coordinates Resources

    Our KS2 Coordinates Resources & Worksheets. Created by teachers for teachers. Join Over 100,000 members with over 8,000 resources. ... and Direction Step 6 Resource Pack includes a teaching PowerPoint and differentiated varied fluency and reasoning and problem solving resources for this step which covers Year 2 Count Vertices on 2D Shapes ...

  16. Maths Mastery PowerPoint

    How can I use this How to Read Coordinates in KS2 resource? Have a look at our primary resources Coordinates PowerPoint, it teaches your kids all about coordinates, including how to draw grids, how axes work and how to read coordinates in a language your classes will understand. Show more Related Searches

  17. PDF Booster Pages

    problems involving negative co-ordinates are covered in the year 6 syllabus of the Primary Framework Document and may therefore pop up at any time. With this in mind, most of the problems in this module are set with co-ordinates in the first quadrant, but there is a section involving negative co-ordinates at the end.

  18. Coordinates

    The pack contains ten work cards with a wide variety of activities requiring students to use coordinates to solve a coded message, draw a picture, use different kinds of grids to draw coordinate pictures, use coordinates to solve a puzzle, and plot coordinates in all four quadrants.

  19. Coordinates Problem Solving: Stretch (Year 6)

    This stretch-level resource is designed to help children describe positions on the full coordinate grid for all four quadrants. Challenge children to answer a selection a problem solving questions, explaining their answers as they go. Answers are included for this worksheet. This worksheet is available in different levels.

  20. Example 2

    1. What do I have to do? Read the question through twice. Highlight or underline the important pieces of information in the question. 2. What information do I need? The highlighted words are the...

  21. KS2 SATs Maths

    140 Solved KS2 SATs Maths Papers Coordinates Questions and Answers Question Answer Solve in: 1 min Tags: Coordinates Geometry Diagram drawing Question Answer Solve in: 40 sec Tags: Geometry Reflection Coordinates Question Answer Solve in: 40 sec Tags: Geometry Translations Coordinates Question Answer Solve in: 1 min Tags:

  22. KS2 Reasoning Test Practice Coordinates Resource Pack

    KS2 Reasoning Test Practice Coordinates Resource Pack 4 reviews How does this resource excite and engage children's learning? Practice for the Key Stage 2 Maths Reasoning tests with these questions where children have to work out the coordinates of translated shapes. Show more Related Searches

  23. Co-ordinates

    Co-ordinates - Levelled SATs questions Subject: Mathematics Age range: 7-11 Resource type: Assessment and revision File previews rtf, 1.75 MB rtf, 80.82 KB rtf, 101.81 KB rtf, 3.13 MB rtf, 40.8 KB rtf, 383.5 KB Co-ordinates - key stage 2 sats questions organised by levels 3, 4, 5 and 6. Mark scheme and notes also added as an additional file.