woman in gray sweater holding newspaper

Where in the world?

Maps might look like pictures, but there's a whole lot of mathematical thinking hiding inside them.

Crumpled white paper with a grid pattern

When children make maps, follow treasure trails or work out how to get from one place to another, they're learning about position, direction, space and pathways.

And this learning starts much earlier than you might think.

child scribbling on white paper
child scribbling on white paper

Preschool
(ECE / Te Whāriki)

For preschoolers, mapping starts with physical play, relational language and spatial awareness. Children learn about where they are in relation to the people and objects around them.

A tunnel is something to crawl through. A box is something to sit inside. A tree is something to stand next to.

Spatial language

Try asking:
“Are you standing under the tree or next to it?”

“Can you crawl behind the couch?”

Explore it. Turn it. Hide behind it

Treasure hunt clues

Try asking:
“If you look down from the top of the playground slide, what do things look like from up high?”

Perspective checks

Try asking:
“Is the secret treasure hidden above your head or below your knees?”

Building mini-worlds

in, on, under, over, beside, behind, in front of, inside, outside, near, far, up, down

What you're building

Try asking:
“Can you build a little house for your toy using blocks? Where does the front door go?”

Words to use

You're building spatial reasoning, positional vocabulary and body awareness.

In Te Whāriki, this supports Mana Aotūroa (Exploration) and Mana Reo (Communication), using active exploration and descriptive language to make sense of space and position.

Years 1–3

As children get older, their understanding of space starts moving beyond their own bodies. They begin to describe where things are, where they're going and how to get there.

A simple treasure map gives them a reason to use directions. A drawing of their bedroom lets them think about where things are in relation to one another. Following a route helps them realise that a journey can be described and represented.

Position & direction

Try asking:
“What's to the left of the tree?"

“What's behind the house?”

Find it. Follow it. Map it.

Giving directions

Try asking:
“Can you draw a map showing where we went?”

Mapping

Try asking:
“Can you tell me how to get from the front door to the kitchen?"

Turns

left, right, above, below, beside, behind, in front of, between, near, far, direction, position, turn, clockwise, anticlockwise, north, south, east, west, map, route

What you're building

Try asking:
“If you're facing the playground, which way would you turn to face the office?”

Words to use

You're building spatial reasoning, positional language, direction and the beginnings of map-making.

Children are learning that places and pathways can be described, represented and communicated. They're beginning to understand that a map can represent a real place and that directions can help someone else find their way.

Years 3–6

Now children can start making their maps and directions more precise. They can use grids, compass directions, distance and scale to communicate exactly where something is and how to reach it. The treasure map becomes more than a drawing. It becomes a way of communicating mathematical information.

Compass

Try asking:
“Can you find north? Which way is east?”

Go further. Be precise. Find your way.

Grid maps

Try asking:
“How many squares do you need to travel?”

Distance

Try asking:
“Can you find the treasure at B4?"

Planning a route

grid, grid reference, coordinates, north, south, east, west, compass, direction, distance, route, scale, turn, clockwise, anticlockwise

What you're building

Try asking:
“Can you find a different way to get there?”

Words to use

You're building spatial reasoning, mapping, direction, distance and mathematical communication.

Children are beginning to use mathematical systems to describe location and pathways more precisely.

Scale

Try asking:
“If one square represents 10 metres, how far would you actually travel?”