Exploring with Maths

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Curriculum Area

Subject: Mathematics (Integrated with English Language Arts)
Grade Level: Year 2
Province: Ontario, Canada
Specific Expectation (Ontario Mathematics Curriculum, 2020):
Strand: Spatial Sense
Overall Expectation E1: Describe and represent shape, location, and movement by applying geometric properties and spatial relationships in order to navigate the space around them.

Specific Expectations Addressed:
E1.4: Use a grid system to describe the relative locations of objects.
E1.3: Describe the relative positions of objects and the direction of movement, using mathematical language such as "above", "below", "next to", "left of", "right of", and "between".

Cross-Curricular Integration:
The lesson also integrates expectations from the Language Curriculum — Reading and Oral Communication Skills — by encouraging students to verbally articulate their understanding of spatial positions using prepositions.

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Learning Objective

By the end of this 30-minute lesson, students will:

• Understand and use spatial prepositions (e.g., above, below, beside, in front of, behind, between).
• Identify and describe the position of objects using appropriate mathematical language.
• Work collaboratively during hands-on activities to explore and articulate spatial relationships.

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Materials Needed

• A large classroom mat/tape to create a 3x3 floor grid
• Stuffed animals or classroom toys (at least 8)
• Flashcards with prepositions (above, below, beside, in front of, behind, between)
• Mini dry-erase boards and markers
• Teacher-prepared "Position Challenge Cards"
• iPad or camera to take photo documentation (optional)
• Stickers or small prizes for participation

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Lesson Duration: 30 Minutes

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Learning Environment Setup

Before the lesson begins, use painter’s tape to create a 3x3 floor grid on the classroom floor (think human-sized tic-tac-toe). Each square should be large enough for a small object or student to stand in. Have the stuffed animals/toys and preposition flashcards nearby.

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Lesson Breakdown

⏰ 0:00–0:05 | Introduction & Setting the Context

Teacher Talk:

• "Today we’re going on a ‘Preposition Treasure Hunt’! We’re going to use special words to describe where things are, and to give our classmates directions!"
• Hold up the flashcards one at a time. Say the preposition (e.g., “above”), ask students to repeat it using a silly voice (e.g., robot, pirate), and then demonstrate quickly using classroom items (“The pencil is on the book”).

Engagement Tip:
Let students vote on what toys will be “explorers” on the grid. Introduce the idea of a “Preposition Detective”.

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⏰ 0:05–0:15 | Hands-On Activity 1: Grid Adventure Game

Students participate in a giant floor grid game called “Where Is Teddy?”

Step-by-Step:

1. Place the stuffed animal (e.g., Teddy) in the centre grid space.
2. Randomly select a student to pick a "Preposition Flashcard".
3. Another student must place a second object (e.g., a dinosaur toy) based on the preposition. For example:
   • If the card says "in front of", the student must place the dinosaur in front of Teddy.
4. Everyone gives a thumbs up or down if the placement matches the card correctly. (Use critical thinking!)
5. Teacher asks a volunteer to describe what they see: “The dinosaur is in front of the teddy bear.”

Extension:
Switch roles – now students give each other oral instructions using a preposition!
E.g., “Place the monkey between the teddy and the block.”

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⏰ 0:15–0:25 | Hands-On Activity 2: Preposition Picture Challenge

Group students into trios (five groups total). Give each group:

• 2–3 stuffed toys or classroom objects
• A mini dry-erase board
• A “Position Challenge Card” (e.g., “Place the truck behind the bear and between two apples.”)

Tasks for each group:

1. Arrange their objects to match their card.
2. Write a sentence describing the scene using the correct prepositions.
   • E.g., “The truck is behind the bear and between the two apples.”
3. As the teacher walks around, take a photo of each scene (optional), and conduct mini-conferences listening for use of descriptive math language.

Challenge Prompt (Optional):
“Can you make a silly story using your objects and at least three prepositions?”

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⏰ 0:25–0:28 | Reflection Circle: "Pass the Preposition"

Sit students in a circle. Pass around a plush toy. When a student holds the toy, they must say a sentence using one of today’s prepositions.

• E.g., “The toy is under my arm!”

If they use it correctly, classmates say “Spot on!” If not, offer positive correction together (“Let’s fix it as a team!”).

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⏰ 0:28–0:30 | Cool Down & Wrap-Up

• Recap key prepositions learned: above, below, beside, behind, in front of, between
• Class chant: “Prepositions tell you where! Up above or under there!”
• Quick exit ticket: “What did you place beside something today?”

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Assessment & Success Criteria

Formative Assessment:

• Observation during grid and group activities — are students using prepositions correctly?
• Oral responses in “Pass the Preposition”
• Sentence construction during “Preposition Picture Challenge”

Success Criteria:

• I can recognise and say spatial prepositions.
• I can use a preposition to describe where something is.
• I can follow directions to place items in the correct position.

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Differentiation & Inclusion

Support for Diverse Learners:

• Use visuals for each preposition.
• Allow ELL students to gesture or act out meaning as they acquire the vocabulary.
• Challenge advanced learners with layered storytelling tasks using multiple prepositions.

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Teacher Reflection Prompt

After the lesson, ask yourself:

• Which students demonstrated mastery of spatial language?
• Were students more engaged when moving versus writing?
• How could this be extended into other subject areas (e.g., mapping in Social Studies)?

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Next Steps & Extension

• Build a classroom map and use positional language to describe object placements in future lessons.
• Bring in student-made directions for a class scavenger hunt.

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End of Lesson
👏 Let learning take its place… precisely where it should be!

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