1. Geography, including Mathematics!
Julia Tanner and Jane Whittle
GA Conference
April 2017

2. Objectives of the workshop
To explore the natural synergy between geography and mathematics as subjects in the primary curriculum
To offer creative ideas for enhancing pupils’ knowledge and understanding of places, and of physical, human and environmental geography through the use of mathematical tools
To reveal the opportunities for mathematical learning inherent in exploring the local environment
To provide useful ideas and resources to use in the classroom and the school grounds and local area.

3. Geography and Maths: Finding Connections
Task a: What would you put in the 3 spaces?
Task b: Discuss the year 6 pupils’ ideas…what would your pupils say in response to the diagram?

4. Why link maths and geography?
Natural synergy – both subjects
adopt an enquiry approach
promote creativity in problem-solving
encourage logical thinking, analysis of data and pattern-seeking
provide a particular and unique ‘lens’ or perspective through which to understand the world
foster a sense of awe and wonder at the beauty of the natural and built environment
Geography engages pupils in mathematical thinking by posing enquiries which can only adequately be tackled by applying mathematical strategies and tools.

5. NC Enquiry
Pupils are competent in the geographical skills needed to:
collect, analyse and communicate with a range of data gathered through experiences of fieldwork that deepen their understanding of geographical processes
interpret a range of sources of geographical information, including maps, diagrams, globes, aerial photographs and Geographical Information Systems (GIS)
communicate geographical information in a variety of ways, including through maps, numerical and quantitative skills and writing at length.
(From the aims of Geography in NC)

6. NC 2014 – Skills (KS1) Geographical skills and fieldwork
use world maps, atlases and globes to identify the United Kingdom and its countries, as well as the countries, continents and oceans studied at this key stage
use simple compass directions (North, South, East and West) and locational and directional language [for example, near and far; left and right], to describe the location of features and routes on a map
use aerial photographs and plan perspectives to recognise landmarks and basic human and physical features; devise a simple map; and use and construct basic symbols in a key
use simple fieldwork and observational skills to study the geography of their school and its grounds and the key human and physical features of its surrounding environment.

7. NC 2014 – Skills (KS2) Geographical skills and fieldwork
use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied
use the eight points of a compass, four and six-figure grid references, symbols and key (including the use of Ordnance Survey maps) to build their knowledge of the United Kingdom and the wider world
use fieldwork to observe, measure, record and present the human and physical features in the local area using a range of methods, including sketch maps, plans and graphs, and digital technologies.

8. Exploring the numbers on maps
Work with a partner:
Find some numbers on the map.
What do they mean?
Discuss with others on your table:
What are the similarities and differences in how numbers are used on OS maps at different scales?

9. Exploring lines, shapes and patterns on maps
 Discuss with a partner:
Find some straight and curved lines on the map. Which features have straight lines, and which curved?
  Find and name some shapes on the map. Which sort of shapes are most common?
Discuss with others on your table:
What patterns have you noticed?

10. Useful Resources School site maps /plans
OS plans and maps - (available from Digimap)
Google Earth – maps and aerial photographs
Globes and atlases
Measuring tapes, trundle wheels, rope or string
Digital cameras/mini-iPads
Weather-recording instruments
Stop watches and digital timers
Blank graphic organisers
Toys (for programming and coding)
Manipulatives to represent problems (Unifix Cubes, Lego, Compare Bears)

11. Useful Publications
Ballin, B. (2014) The World in Numbers. Primary Geography 84, Sheffield: The Geographical Association
Fox, S., and Surtees, L. (2010) Mathematics Across the Curriculum: Problem Solving, Reasoning and Numeracy in Primary schools. London: Continuum
May S and Richardson P (2006) Fieldwork File: For the primary years, Sheffield, GA
Pound, L and Lee, T (2015) (2nd Ed.) Teaching Mathematics Creatively. Abingdon: Routledge.
Scoffham, S., (Ed.) (2010) Primary Geography Handbook. Sheffield: The Geographical Association
Tanner, J. and Whittle, J. (2013) The Everyday Guide to Primary Geography: Story. Sheffield: The Geographical Association
Tanner, J. and Whittle, J. (2015) The Everyday Guide to Primary Geography: Local Fieldwork. Sheffield: The Geographical Association
Scoffham, S., (Ed.) (2nd Ed) (2017) Teaching Geography Creatively. Abingdon, Routledge.
Whittle J (2017) Geography and Mathematics: A creative approach. In Scoffham, S., (Ed.) (2nd Ed) (2017) Teaching Geography Creatively. Abingdon: Routledge.

12. Useful websites A-Z street maps - www.az.co.uk
Council for Learning Outside the Classroom –
Digimaps -
Google Maps and Google Earth -
Learning Through Landscapes –
Ordnance Survey -
The Geographical Association -
Sustainable Schools and Sustainability and Environmental Education (SEEd) –
World Statistics -
The World to Scale -