DistanceDistance vectors represent how far over and how far forward.  
They are properly written like:


However for ease they are frequently written as [2, 3].

Make 2 sets of signs with numbers starting with 1 going as high as you need. Place the signs on two walls every foot starting from a corner numbering every foot across the room. Have students determine what the classroom vector is for their seat. For example if they see the number 13 straight in front of them and the number 8 directly to the side the vector for their seat is [13, 8].  
Once they have learned to identify the vector for their location have them make maps of the room by using graph paper and numbering the grid on the graph paper to match the room.


This activity may be extended to three dimensional vectors by labeling the feet up from the floor. For example if a student's head vector written as [ 6, 8, 4], the he is standing 6 feet over, 8 feet forward, and his head is 4 feet above the floor. 
Label two edges of a chess board with the numbers 1 through 8. Have students place pieces on the board and identify the vector to the location of the piece. Be sure they count overup not upover. Have them discuss the difference between [ 5, 2] and [2, 5].
Adding distancedistance vectors is very easy. Students may discover the method using the following reasoning: The first vector represents a starting point, the second vector represents how far someone moved and the sum represents where they ended up.

Here are student started at a point 3 steps over and 5 steps forward. She then moved over 4 more steps and up 6 more steps to stop at 7 steps over, 11 forward. 
This may be demonstrated by moving pieces on the chessboard or having students walk out the steps in the classroom. 
Distance angle vectors represent how far and at what angle. They may be written as 3/45 that's 3 followed by the angle symbol followed by 45.
To do the distanceangle vectors in the classroom find the center of the room. Draw a protractor on the floor there. Zero degree should point to a significant location like the door or the teacher's desk. Angle numbers should rotate counterclockwise around the protractor. Have students take turns standing in the center of the room and determining what angle they must look to see any person or object in the room. They may count out steps, or measure feet from the center to determine distance. They may use polar graphing paper to make a map of the room this way. This may be expanded to three dimension by placing pictures at different heights on the wall. Student then must also determine what angle from level they are looking. 

Here each circle represents 4 steps from center. 







