Maths – Positional language

ACARA:
CROSS WAYS: 4.4 Thinking - a sense of creativity, wisdom and enterprise
LIVING, LEARNING, LEADING: I show mathematical fluency when Using a range of methods to solve problems

Monday Tuesday Wednesday Thursday Friday

Hockey poky
Left and right
Trace hands in book
Colour left hand blue
Cup and block
Place block in different
places
Explicitly teach
Hide a teddy as a class
Take turns in hiding and
explaining where it is
Read “rosies walk” by Pat
Hutchins
What positional language
does it use
retell Rossie’s walk in the
right order
Hide an object for a
partner using set positional
words
Positional language re-cap Read Rosie’s walk again
What language can we remember?
Can this be seen at the playground?
In pairs explore the playground with Children draw picture
positional language using explicit instruction
Up the ladder (Assessment)
Down the slide
Over the step
Between the swings
Turn left, Turn right
Share what positional language they Simon says
used Left and right
In and out

Learning We are learning to We are learning to use We are learning to use positional We are learning to use
Intentions identify left and right positional language in our language in our instructions and understand positional
instructions language

Success Students can identify Students can use positional Students can use positional language to Students can follow
Criteria what is their left and right instructions to find an explore the playground positional language in
hand object their drawings and games
 Positional Language
Tuesday
Times Lesson activity Teacher roles

12:10 Hockey pokey Joining in

12:15 https://www.youtube.com/watch?v=T6rylLqYV3M observing

12:15 What hand is our left? Supporting those to trace

-
12:30 Hold our hands up what makes an ‘L’ shape?

Left- and right-hand tracing

- Colour right hand blue
- Colour left hand green
12:30 Assessment of knowledge Giving instructions
-
12:40 Cup and cube

In
Beside
Next to
left
right
between in
under
12:40 Introduce teddy Scaffolding the hiding
-
12:45 Choose someone to hide him in the class Support with language

Another person use a position word to tell the next

person where it is
 Positional Language
Wednesday
Times Lesson activity Teacher roles

11:20 Read “Rosie’s walk” by Pat Hutchins Read story

-
11:30
What positional language does it use ? Prompt kids
Put words on the board

11:30 retell Rossie’s walk in the right order as a map Give example on the board
- - Use prompts
11:50 - Draw in the path Support children in drawing their maps

11:50 Re read Rosie’s walk following their own map Read story
-
12:00 Stop and check with every positional word

12:00 Begin creating their own maps Support ideas and map making
-
12:10
 Positional Language
Thursday
Times Lesson activity Teacher roles

11:20 Mindful ness meditation Separate kids if needed

-
11:25 Role model
https://www.youtube.com/watch?v=O29e4rRMrV4&t=107s

11:25 Positional language re-cap

- What language can we remember?
11:30
Can this be seen at the playground?

11:30 Create a map like Rosie’s walk for the play ground
-
11:45 - Path
- A picture of the equipment e.g. slides

11:45 In pairs explore the playground with positional language Remind children of safety
- Up the ladder - No running
12:05 Down the slide - Can not more until your
Over the step partner has given the
Between the swings instruction
Turn left, Turn right

12:05 Share what positional language they used

-
12:10

Intention: we are learning to use positional language in our maps and instructions to guide a friend

Success:
Students can successfully create a map with a clear path and obstacles
Students can guide their friend through the play ground using positional language
 Positional Language
Friday
Times Lesson activity Teacher roles

11:20 Meditation Role model

- https://www.youtube.com/watch?v=bRkILioT_NA&t=45s
11:25 Move children if needed

11:25 Read Rosie’s walk again Read book

-
11:35 What words do we remember? Prompt conversation on language

11:35 Children draw pictures using explicit instruction Use explicit instructions
- (Assessment)
11:45 Draw a bird on top of the cloud
Draw a bird in the tree
Draw a person under the slide

11:45 Hocky Pokey Support children in left and right

-
11:50 https://www.youtube.com/watch?v=T6rylLqYV3M

11:50 Children guide eachother around the classroom Take notes on children
- - Using positional language
12:10 - Counting the steps they take

Intention: we are learning to use positional language in pictures and instructions

Success:
Students can successfully follow positional instructions to draw a picture
Students can guide their friend through the classroom using positional language