Position in a Queue

Curriculum Area

Mathematics and Statistics – Level 1 (Years 1-2)
Strand: Geometry and Measurement
Achievement Objective: Describe position and give and follow directions

Learning Intentions

• Identify and name positions in a queue using number words up to 10.
• Use reference points such as "first," "second," and "last" to describe positions.
• Work collaboratively in pairs to complete hands-on learning tasks.

Success Criteria

Students will be successful when they can:
✔ Correctly explain the position of objects or people in a queue.
✔ Use number positions (1st, 2nd, 3rd, etc.) correctly.
✔ Work with a partner to complete activities using verbal and physical cues.

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Lesson Structure (30 minutes)

⏱ Introduction (5 minutes) – Engaging Warm-Up

1. Interactive Storytelling:

   • Gather students on the mat.
   • Tell a short, engaging story about children lining up for an ice cream truck.
   • Use fun names and numbers to describe their position. Example:
     • "Tama is first, Lucy is second, and Charlie is third. Who is in the middle?"
     • "Oh no, Emma moved to the front! What is her position now?"

2. Quick Class Discussion:

   • Ask, “When do we line up in real life?” (e.g., for lunch, assembly, catching the bus).
   • Reinforce vocabulary: first, second, third, middle, last, before, after.

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⏱ Main Activity (20 minutes) – Hands-On Pair Work

Activity 1: Human Queue Game (10 minutes)

1. Arrange 10 chairs in a row like a queue (or use chalk/tape to mark positions).
2. Have six students stand in a queue while their partner describes their position (e.g., “Who is second? Who is last?”).
3. Swap roles after 3 minutes.
4. Repeat with other groups until all students have participated.
5. Extension: Change the queue order (e.g., “If the third person moves to the front, where is he now?”).

🔹 Teacher checks understanding: Listen to students' explanations and guide them as needed.

Activity 2: Line-Up Cards (10 minutes)

1. Give each pair of students 10 number cards (1st – 10th).
2. In pairs, one student places soft toys or counters in a line.
3. The other student matches the number card to each position.
4. Swap roles after 5 minutes.
5. Extension: Ask students to describe positions verbally without looking at the number cards.

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⏱ Conclusion (5 minutes) – Reflect & Share

• Gather back on the mat. Ask:
  • “What words did we use to describe positions today?”
  • “Why is knowing our place in a queue important?”
• Do a quick exit challenge:
  • Line students up randomly and ask them to say their position before they go to their next activity: “I am fourth in the line.”
• Praise teamwork and engagement.

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Resources & Materials

✔ Chairs or floor markings for queue formation
✔ Numbered position cards (1st – 10th)
✔ Small soft toys, counters, or classroom items for hands-on activity

Adaptations & Extensions

🔹 For extra challenge: Students create their own "queue stories" and role-play different positions.
🔹 For support: Use visual aids (number lines, real-world pictures of queues).

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Assessment Opportunities

🎯 Observations: Watching students interact and describe positions accurately.
🗣 Verbal Check-ins: Asking students open-ended questions about their learning.
🎟 Exit Challenge Responses: Ensuring students can verbalise their position before leaving the lesson.

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Teacher Reflection:

• What worked well?
• Were students engaged and able to explain positions confidently?
• Any students needing additional support with number sequencing?

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👏 Ka pai! We’re building confident mathematicians who understand where they stand! 🎉