Move and Describe

Overview

In this second lesson of Pathways, Shapes and Maps, students build precise movement vocabulary by giving and following directions in a clear classroom space. They use a partner’s starting point as the reference, then explain which words helped their partner move successfully.

Learning intentions

• We are learning to use words that describe movement and position.
• We are learning to give and follow a sequence of directions.
• We are learning to use a starting point as a reference.
• We are learning to listen carefully and check whether directions worked.

Success criteria

• I can use words such as left, right, forward, back, turn, stop and go.
• I can give two or more directions in the correct order.
• I can follow directions from a partner and reach the named location.
• I can improve a direction when my partner is unsure.

Curriculum links

• Te Mātaiaho Mathematics and Statistics: spatial thinking, position, movement and pathways.
• Te Mātaiaho Mathematics and Statistics: using mathematical language to communicate ideas and explain thinking.
• Mathsteasers: developing higher-order thinking through purposeful problems and challenges.
• Mathematical competencies: reasoning, communicating, representing and checking.

Lesson structure (45 minutes)

1. 0–5 min · Welcome and movement hook. Teacher clears a safe central space, places a few floor markers around it, and opens the movement hook and learning intention slides. Ask, “How could I help someone reach the red marker without pointing?” Students briefly suggest or demonstrate movement words while remaining beside their own place.

2. 5–12 min · Teach movement language. Teacher models from one fixed starting point: “Move forward two steps, turn, slide left, stop.” Show the movement words and simple arrow pictures in the movement vocabulary slides. Explicitly explain that left and right depend on the mover’s body, while forward and back describe the direction the mover is facing. Students echo each command, practise safely beside their place and show left/right with their hands.

3. 12–18 min · Teacher-led follow-the-directions game. Teacher chooses one student mover and gives one direction at a time towards a named floor marker, pausing after each command. Invite the class to notice what made the directions clear, then model an unclear instruction and improve it. Students use thumbs up/down to indicate whether a direction is clear and help sequence the commands: start, move, turn, stop.

4. 18–31 min · Partner guide and mover challenge. Teacher places students in pairs, assigns one as Guide and one as Mover, and distributes the partner directions recording sheet. Each pair stands at a marked starting point. The Guide chooses a named floor marker and gives two to four commands using the displayed vocabulary; the Mover follows without being physically guided. Students then swap roles and repeat. The Guide records a successful route with arrows or simple pictures and ticks the words used. Remind students to use a calm voice, one instruction at a time and “stop” if the Mover is unsafe or confused.

5. 31–38 min · Improve the route. Teacher gathers the class around two or three examples, using the partner challenge and discussion slides to show a route that worked and one that needed improvement. Ask, “Where was the starting point?”, “Which word told us to change direction?” and “What could make this instruction clearer?” Students revisit one route with their partner, adding a turn, a stop or a more precise number of steps, then try it again.

6. 38–45 min · Share and reflect. Teacher invites pairs to demonstrate one successful sequence and records observed use of movement vocabulary on the class checklist. Finish with the reflection and exit prompt slide. Students complete the final boxes on the worksheet by drawing their route and circling the clearest direction word they used. Invite two or three students to explain how their starting point helped their partner.

Resources

• the movement, modelling, challenge and reflection slide deck
• the partner directions recording sheet
• Floor markers or paper arrows
• Clear classroom space
• Teacher observation checklist
• Pencils and crayons
• Optional cones or classroom objects as named locations

Assessment

• During modelling, listen for students distinguishing left, right, forward, back, turn and stop; ask individual students to demonstrate a word.
• During partner work, record whether each student gives a sequence from a stated starting point, follows directions safely and uses movement vocabulary accurately.
• Review the drawn route and reflection to identify students who need further practice with direction words, sequencing or left/right.

Differentiation

• Support students by limiting routes to one or two commands, using large arrows, modelling beside them and providing sentence frames: “Start at __. Move __. Turn __. Stop at __.”
• Pair students thoughtfully, allowing a confident communicator to model language without taking over. Let students point to an arrow before saying the word.
• For students who confuse left and right, attach a coloured band or sticker to the agreed left hand and keep the starting orientation consistent.
• Extend confident students by asking them to plan the shortest route, include a turn, use a named location and explain why their instructions are precise.
• For EAL learners and students needing additional support, combine gesture, picture symbols and spoken words; accept drawing or demonstration before requiring a full verbal sequence.