Route Sketcher
A map uses a top view to show where objects and routes are. A route must follow connected paths and pass through the requested places.
Before you try
Before you play, make a prediction: Where do two consecutive route legs meet? Explain what you expect and what part of the model will help you check it.
Try it out
Interactive activity
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What happened?
Move a control to see what changes and why.
The game practises one idea at a time with simple drawn pictures. Check the same idea with real objects and your NCERT textbook (Chapter 2: Hide and Seek, pages 24–33).
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Try these ideas
- Trace each leg from its start dot to its destination.
- Try a new puzzle with ↻. Describe what changed and which mathematical rule stayed the same.
- Complete a round, then explain your method before you move to the next one.
Why it works
A map uses a top view to show where objects and routes are. A route must follow connected paths and pass through the requested places.
A path can turn at a junction while remaining one continuous route. Trace each leg from its start dot to its destination.
Do not join the start directly to the finish if the route must pass through particular places.
This activity connects to Hide and Seek, NCERT Class 4 maths, printed pages 24–33. Use the picture or objects to explain each step before relying on a calculation. The game practises one part of the chapter at a time; the other three activities extend the chapter’s ideas.
Worked example: A route goes right to a tree, down to a bridge and right to a treasure. How do you draw it? Start at the labelled start point and join the tree. Continue to the bridge, then to the treasure. Keep each route segment connected at its junction.
Check your understanding
Question 1 of 2
Where do two consecutive route legs meet?
A column of four cubes has how many squares in its top-view footprint?
Explain it in your own words
What changed? Why did it happen? Where might you notice this in everyday life?
For parents & teachers
- Try with everyday materials. Trace each leg from its start dot to its destination. Ask the child to make a new example using paper, counters, household objects or a labelled sketch.
- Listen to the explanation. Do not join the start directly to the finish if the route must pass through particular places. Ask “How could we check?” and encourage a second representation of the same idea.