CS1106LP-Land Navigation
Reference and Pages: FM 3-25.26, Map Reading and Land Navigation, Chapter 1
through 6 and 9 through 11.
Purpose. The purpose of this lesson is to reinforce the land navigation
skills taught at MCRDs.
Learning Objectives.
This is a lesson purpose class, thus there are no learning objectives.
Safety
1. The Primary Instructor ensures that the Operational Risk Assessment and
Casualty Evacuation Plan have been briefed to the company personnel before
the class and to the students during the overview of the class.
2. The associated ORAW and CASEVAC Matrix will be applied throughout
training.
3. Ensure compliance with Base, School, and Battalion SOP at all times.
4. Ensure compliance with Chapter 2 of the Smartpack and Master Lesson Files.
Scheme of Maneuver
1. Lecture. (0.75 hr) Four CIs will be present during the class to ensure
that the students remain engaged and to assist the PI during the in-class
PAs.
a. Primary Instructor will review the training schedule, administrative
requirements, lesson plan, media (to include actual objects, turn charts,
computer generated media and handout), instructor preparation guide, and ORAW
contained in the MLF prior to conducting lesson. Combat Instructors will
review ORAW for lesson, checklists for lesson and SOPs prior to lesson.
Primary Instructor will conduct a short meeting with Combat Instructors to
brief the conduct of events.
b. The primary instructor should personalize the lesson plan by adding
subject matter detail, relating personal experiences, providing examples,
questions, and/or interactive techniques.
2. Demonstration. (0.75 hr) Demonstration is concurrent with the lecture. The
PI will utilize the overhead projector when needed and will demonstrate how
to perform compass handling, by-pass obstacles, determine and plot grid
coordinates, determine straight and curved-line distances, determining grid
azimuths, converting azimuths, and preset an azimuth, for the students.
3. Practical Application. (2.75 hr) Practical application will consist of two
parts: Inside PA and Outside PA.
In-class PAs: Inside PA is concurrent with the lecture. 4 CIs will be present
to assist the PI during the PAs. The PAs consist of 7 subjects.
a. PA 1 (Identifying terrain features): During this PA, the students
will look at pictures of terrain features and be allowed time to identify
them. The PI can either have the students raise their hands and answer
individually or have the platoons compete against one another. This PA should
take 30 minutes.
b. PA 2 (Determine and plot grid coordinates): During this PA, the
students will be given three points on the map to identify and determine the
grid coordinates for. The points will be shown on the PowerPoint. The PI will
give the students 15 minutes to determine and plot the points.
c. PA 3 (Determine straight line distance): During this PA, the
students will be given two questions, each with two 6-digit grid coordinates
for start and end points. The points will be shown on the PowerPoint. The PI
will give the students 15 minutes to determine the straight line distance for
each question.
d. PA 4 (Determine curved line distance): During this PA, the students
will be given two questions, each with two 6-digit grid coordinates for start
and end points. The points will be shown on the PowerPoint. The PI will give
the students 15 minutes to determine the curved line distance for each
question.
e. PA 5 (Determine grid azimuth): During this PA, the students will be
given four 6-digit grid coordinates (A, B, C, D). The PI will give the
students 15 minutes to find the points and determine the grid azimuths from
point A to B, point A to C, and point A to D. The points will be shown on the
PowerPoint.
f. PA 6 (Convert Azimuths): During this PA, the students will convert
the grid azimuths determined in PA 5 to magnetic azimuths. The grid azimuths
will be shown on the PowerPoint. The PI will give the students 5 minutes to
convert the azimuths.
Outside PA: (1.00 hour) This practical application will consist of two 25
minute stations with a ten minute transition.
Station 1 (Pace count): 3 CIs are required for this station and it will take
place at the 100 meter pace count route. The students will stage on Perimeter
Road in a single file. One CI will be at the start point to brief the conduct
of the course and to ensure that the students maintain at least 10 meter
intervals between each other. One CI will be located partially along the
course to ensure no students get off course. One CI will be at the end point
to control movement. The students will begin in the tree line at the start
point and will step off, counting their paces, to the end point (still inside
the tree line). At that point the students will stop counting and return to
perimeter road. There they will begin walking back, starting their count back
up, to the start point. STUDENTS ARE TO COUNT THEIR PACES FOR THE LONG
PORTIONS (BOTH INSIDE THE TREELINE AND ON THE ROAD) ONLY! Once the students
return to the start point, they will stop counting and then take their total
pace count (for the two long portions) and divide by two. This will give them
their 100 meter pace count. Once all students have gotten their pace count,
and if there is time, the CIs will go over nomenclature of the compass with
their students. CIs are to remind the students that they need to remember
their pace count for later in training (i.e. patrolling).
Station 2 (Compass Handling and Calibration): 2 CIs are required for this
station and it will take place at the calibration station. The students will
form up by the pull up bars and wait for the CI to assign them to one of the
calibration stations. A CI will call out one of the two holding techniques
and the students will perform it. Once all students have performed the
technique, the CI will call out the other holding technique for the students
to perform. Once all students have performed the second technique, the
students will then calibrate their compasses. To calibrate, the students will
stand in FRONT of the ammo can and, while applying one of the proper holding
techniques, point their compass at the white pole located behind classroom 1.
Students will then read the azimuth from their compass and compare it to the
azimuth on the ammo can. If the two azimuths are more than 3 degrees off, the
compass is not calibrated and the student will be given a different compass
to calibrate.
Training and Discussion Topics
1. Three major parts of a lensatic compass

Base - contains the following parts:
o
Floating dial is mounted on a pivot so it can rotate freely when
the compass is held level. Printed on the dial in luminous
figures are an arrow and the letters "E" and "W". The arrow
always points to magnetic north and the letters fall at east 90
degrees and west 270 degrees on the dial. There are two scales;
the outer scale denotes mils and the inner scale (normally in
red) denotes degrees.
o
Encasing the floating dial is a glass face containing a fixed
black index line.
o
Bezel ring is a ratchet device that clicks when turned. It
contains 120 clicks when rotated fully; each click is equal to 3
degrees. A short luminous line that is used in conjunction with
the north-seeking arrow during navigation is contained in the
glass face of the bezel ring.
o
Thumb loop is attached to the base of the compass.

Cover - The compass cover protects the floating dial. It contains the
sighting wire and two luminous sighting dots used for night navigation.

Lens - used to read the dial, and it contains the rear-sighting slot
used in conjunction with the sighting wire to aim in on objects. The
rear sight also serves as a lock, and clamps the dial when closed for
its protection. The rear sight must be opened more than 45 degrees to
allow the dial to float freely.
2. Centerhold technique. The centerhold technique is fast and easy to use; it
can be used in all visibility conditions, when navigating over any type of
terrain, without putting down rifle, and without removing eyeglasses.
3. Compass to cheek method. The compass-to-cheek method is more accurate than
the centerhold technique and is used for performing intersection/resection.
4. Effects of Metal and Electricity

Metal objects and electrical sources can affect the performance of a
compass. However, non-magnetic metals and alloys do not affect compass
readings. To ensure the proper functioning of your compass, keep
yourself away from the following metal objects:
o
High-tension power lines………………………………………………………………………55 meters
o
Field gun, truck, or tank……………………………………………………………………18 meters
o
Telegraph or telephone wires and barbed wire…………………10 meters
o
Machinegun……………………………………………………………………………………………………………2 meters
o
Rifle…………………………………………………………………………………………………………………………1/2 meter
o
Steel-rimmed glasses…………………………………………………………………………………1/3 meter
5. Presetting a Compass


To preset a compass during daylight hours, or with a light source,
perform the following steps:
o
Hold the compass level in the palm of your hand.
o
Rotate it until the desired azimuth falls under the fixed black
index line, maintaining the azimuth.
o
Turn the bezel ring until the luminous line is aligned with the
north-seeking arrow. Once the alignment is obtained, the compass
is preset.
During limited visibility or darkness, an azimuth may be set on the
compass by the click method. Remember that one click on the bezel ring
equals 3-degrees.
o
Rotate the bezel ring until the luminous line is over the fixed
black index line.
o
Divide the desired azimuth by three. The result is the number of
clicks that you have to rotate the bezel ring.
o
Count the desired number clicks. If the desired azimuth is
smaller than 180 degrees, the number of clicks on the bezel ring
should be counted in a counterclockwise direction. For example:
If the desired azimuth is 51 degrees, divide this number by 3,
and you will arrive at 17 clicks. FOR AN AZIMUTH LESS THAN 180
DEGREES, TURN COUNTERCLOCKWISE.
If the desired azimuth is larger than 180 degrees, subtract the
number of degrees from 360 degrees, then divide by 3 to obtain
the number of clicks. Count them in a clockwise direction. For
example: If the desired azimuth is 320 degrees, subtract this
from 360 degrees to arrive at 40 degrees. 40 degrees divided by
3 = 13 clicks clockwise. FOR AN AZIMUTH GREATER THAN 180 DEGREES,
TURN CLOCKWISE.
o

Sometimes the desired azimuth is not exactly divisible by three.
this case, round up or down to the nearest whole degree.

Assume centerhold technique; rotate body until arrow is aligned with
the luminous line. Proceed forward in the direction of the front
cover's luminous dots.
6. Pace Count
In

A pace is equal to one natural step, about 30 inches long. In order to
accurately use the pace count method, you must know how many paces it
takes you to walk 100 meters. To determine this, you must walk an
accurately measured course, which can be as short as 100 meters or as
long as 600 meters. The pace course, regardless of length, must be on
similar terrain to that you will be walking over. It does no good to
walk a course on flat terrain and then try to use that pace count on
hilly terrain. To determine your average pace count over 600 meters,
divide the total paces by 6. The answer will give you the average paces
it takes you to walk 100 meters. Remember to always start on the left
foot when beginning your pace count and to count every other step.

There are many methods to keep track of the distance traveled when
using the pace count. Some of these methods are:
o
Put a pebble in your pocket every time you have walked 100 meters
according to your pace count.
o
Tie knots in a string.
o Put marks in a notebook.
7. Marginal Information

Sheet Name - found in two places. Center of the upper margin and the
left side of the lower margin. Generally, a map is named after
outstanding cultural or geographic feature.

Series Name and Scale - found in the upper left margin; the name given
a series is that of the most prominent area. The scale note is a
representative fraction, which gives the ratio of a map distance to the
corresponding distance on the earth's surface. For example, a scale
note of 1:50,000 would indicate that the distance covered by one inch
on the map would equal 50,000 inches on the actual ground.

Bar Scale - located in the center of the lower margin. It is used to
convert map distance to ground distance. Maps have three or more bar
scales, each in a different unit of measure

Credit Note - lower left margin and lists the procedure, dates, and
general methods of preparation or revisions. This information is
important to the map user in evaluating the reliability of the map as
it indicates when and how the map information was obtained.

Adjoining Sheets Diagram - located in the lower margin and usually
contains nine rectangles, each one representing a map with its sheet
number. The Diagram is used whenever you must link two or more maps
together.

Legend - located in the lower left margin. It illustrates and
identifies the topographical symbols of some of the prominent features
on the map. The symbols are not always the same on every map, so the
legend must always be referred to when using a map.

Declination Diagram - located in the lower margin. It indicates the
angular relationships of true, grid and magnetic north.

Contour Diagram - located in the lower margin. It states the vertical
distance between adjacent contour lines on the map.
8. Colors on a map

Blue – hydrography or water

Red – Main roads, boundaries and populated areas on older maps

Reddish-brown – Main roads, boundaries and populated areas on red light
readable maps

Brown – Contour lines

Green – vegetation of military significance

Black – Man-made features (buildings, roads, etc.)
9. Types of slopes. Depending on the military mission, you may need to
determine not only the height of a hill, but the degree of the hill's
slope as well. The rate of rise or fall of a ground form is known as its
slope. The slope of the ground or terrain feature affects the speed at
which equipment or personnel can move. This slope can be determined from
the map by studying the contour lines--the closer the contour lines, the
steeper the slope; the farther apart the contour lines, the gentler the
slope.

Gentle - Contour lines showing a uniform, gentle slope will be evenly
spaced and wide apart.

Steep - Contour lines showing a uniform, steep slope on a map will be
evenly spaced, but close together. Remember, the closer the contour
lines, the steeper the slope.

Concave - Contour lines showing a concave slope on a map will be
closely spaced at the top of the terrain feature and widely spaced at
the bottom. Example: The inside of a bowl.

Convex - Contour lines showing a convex slope on a map will be widely
spaced at the top and closely spaced at the bottom. Example: The
outside of an upside-down bowl.
10. Major terrain features

Hill - an area of high ground. From a hilltop, the ground slopes down
in all directions. A hill is shown on a map by contour lines forming
concentric circles. The inside of the smallest circle is the hilltop.

Saddle - a dip or low point between two areas of higher ground. A
saddle is not necessarily the lower ground between the hilltops; it
may be simply a dip or break along a level ridge crest. If you are in
a saddle, there is high ground in two opposite directions and lower
ground in the other two directions. A saddle is normally represented
as an hourglass or by figure eight shaped contour lines.
11.

Valley - a stretched-out groove in the land, usually formed by streams
or rivers. A valley begins with high ground on three sides, usually
has a course of running water through it. If standing in a valley,
there is high ground in two opposite directions and a gradual
inclination in the other two directions. Depending on its size and
where a person is standing, it may not be obvious that there is high
ground in three directions, but water flows from higher to lower
ground. Contour lines forming a valley are either U-shaped or Vshaped. To determine the direction water is flowing, look at the
contour lines. The closed end of the contour line (U or V) always
points upstream or toward high ground.

Ridge - a sloping line of high ground. If you are standing on the
center of a ridge, you will normally have low ground in three
directions and high ground in one direction with varying degrees of
slopes. If you cross a ridge at right angles, you will climb steeply
to the crest, and then descend steeply to the base. When you move
along the path of the ridge, depending on the geographic location,
there may be either an almost unnoticeable slope or a very obvious
incline. Contour lines forming a ridge tend to be U-shaped or Vshaped. The closed end of the contour line points away from high
ground.

Depression - a low point in the ground or a sinkhole. A depression
could be described as an area of low ground surrounded by higher
ground in all directions, or simply a hole in the ground. Usually
only depressions that are equal to or greater than contour interval
will be shown. On maps, depressions are represented by closed contour
lines that have tick marks pointing toward low ground.
Minor terrain features

Draw - a less developed stream course than a valley. In a draw, there
is essentially no ground and, therefore, little or no maneuver room
within its confines. If you are standing on a draw, the ground slopes
upward in three directions and down in the other direction. A draw
could be considered as the initial formation of a valley. The contour
lines depicting a draw are U-shaped or V-shaped, pointing toward high
ground.

Finger - short continuous sloping line of higher ground, normally
jutting out from the side of a ridge. A finger is formed by two
roughly parallel streams cutting draws down the side of a ridge. The
ground will slope down in three directions and up in one. Contour
lines on a map depict a finger with a U or V pointing away from high
ground.
12. Supplementary terrain features

Cliff - a vertical or near vertical feature; it is an abrupt change of
the land. When a slope is so steep that the contour lines converge
into one "carrying" contour of contours, this last contour line has
ticks pointing toward low ground. Cliffs are also shown by contour
lines very close together and, in some instances, touching each other.

Cut - a man-made feature resulting from cutting through high ground,
usually to form a level bed for a road or railroad track. Cuts are
shown on a map when they are at least 10 feet high, and they are drawn
with a contour line along the cut line. This contour line extends the
length of the cut and has tick marks that extend from the cut line to
the roadbed, if the map scale permits this level of detail.

Fill - a man-made feature resulting from filling a low area, usually to
form a level bed for a road or railroad track. Fills are shown on a
map when they are at least 10 feet high, and they are drawn with a
contour line along the fill line. This contour line extends the length
of the filled area and has tick marks that point toward lower ground.
If the map scale permits, the length of the fill tick marks are drawn
to scale and extend from the base line of the fill symbol.
Common Trends/Frequently Asked Questions
1. Reading mils vice degrees on the compass. Reading mils can cause you to
stray off your original azimuth. Emphasize to read the red numbers on the
compass instead of the black.
2. Holding the compass incorrectly. Marines who do not employ one of the two
approved methods for holding the compass tend to stray off their original
azimuth. Ensure students correctly use the compass to cheek method or
centerhold technique.
3. Failure to remember the acronym for 90-degree offset. Students tend to
get lost when they try to use 90-degree offset because they do not properly
apply the technique. Reiterate the acronym, “Right add, left subtract”,
meaning when turning right, add 90 degrees to the previous azimuth, and when
turning left, subtract 90 degrees from the previous azimuth.
4. Incorrectly presetting the compass. Students fail to pay close attention
to the number of clicks they have applied to their compasses when presetting.
For long legs, a one or two-click error will put the student significantly
off course. Ensure students understand the formulas for computing the number
of clicks to apply to their compasses and enforce attention to detail.
5. Reading the protractor incorrectly. Improperly reading the protractor can
cause the student to plot incorrect azimuths, distances and locations.
Regularly check students to ensure they are correctly using the protractor.
6. Failure to read the map correctly. Reading the map backwards can cause
the Marine to be on the wrong grid square, which will render them lost.
Ensure students read coordinates on the map right and up.
7. Use large dots to plot points. On a 1:50,000 topographical map, a large
dot can represent a 200 meter area, which will result in incorrect
coordinates, distances and azimuths. Ensure students use fine or superfine
mapping pens and make the smallest dot possible when plotting points.
8. Playing “connect the dots”. Students draw lines connecting the plotted
points that have nothing to do with determining azimuths/distances from point
to point. This causes confusion and makes the map harder to understand.
Ensure students not place unnecessary markings on their maps.
9. Poor terrain association ability. Students should regularly verify their
location using known points on the map (e.g., the intersection of METT-T and
Perimeter Roads, a major draw or finger). This often results in students
becoming disoriented and eventually drifting far off course. Emphasize the
use of terrain association and constantly challenge students to verify their
location on a map.
10. Using night dead reckoning practices for day land navigation. Students
may be prone to use the techniques learned during dead reckoning (e.g.,
correctly or incorrectly using the bezel ring to navigate) during day land
navigation. If the student is applying the proper techniques, he/she will
take longer to complete the course; if the student is not applying the proper
techniques, he/she will get lost. Emphasize the use of the compass-to-cheek
method for navigating during the daytime, as it is more accurate than the
centerhold method; ensure students understand the principles for presetting a
compass.
Tie-ins
1. CS0203, (M240G Medium Machinegun Target Engagement), CS0302 (M203 Grenade
Launcher Target Engagement), CS1002 (Prepare a Fire Team Fire Plan Sketch).
The Marine may use a compass to determine sectors of fire, Principle
Directions of Fire, and Final Protective Lines, the location of deadspace and
enemy positions that he/she will engage with a particular weapon system.
This includes being mindful of how close to the weapon the compass is
employed to prevent a bad reading.
2. CS1101 (Patrolling Fundamentals). Compass handling and dead reckoning are
fundamental techniques used in patrolling to keep a unit on course. Every
member of a patrol should keep a pace count to assist the navigator and
Patrol Leader in determining how far they have traveled. Key personnel in a
patrol should routinely verify that they are following the correct azimuth to
their next checkpoint, rally point, or objective.