Positions in Pictures

Overview

In this third lesson of the 10-lesson unit Pathways, Shapes and Maps, students connect positional words with familiar pictures and diagrams. They listen carefully, use complete sentences to describe where objects are, and notice how a scene changes when one object is moved.

Learning intentions

• WALT use positional language to describe where objects are.
• WALT follow and give simple instructions about position.
• WALT connect spoken descriptions with pictures and diagrams.
• WALT explain our mathematical thinking to a partner.

Success criteria

• I can use words such as above, below, under, beside, next to, in front of, and behind.
• I can place or draw an object where someone tells me to put it.
• I can describe one object’s position in a complete sentence.
• I can notice and explain what has changed in a picture.

Curriculum links

• Mathematics and Statistics — Mathsteasers: higher-order thinking questions that deepen understanding.
• Mathematics and Statistics — Mathsteasers / Alignment: challenge connected to classroom mathematics content.
• Mathematics and Statistics — Mathsteasers: additional resources for advanced learners.
• New Zealand Curriculum Refresh emphasis: using mathematical language, representing ideas, communicating reasoning, and noticing relationships in spatial situations.

Lesson structure (45 minutes)

1. 0–5 min · Welcome and visual hook. Teacher opens the opening picture and question and shows a simple scene with a table, ball, chair, cat and bag; ask, “Where is the ball?” Students silently look, then tell a partner one positional sentence. Reinforce that mathematicians describe exactly where things are, not just what they can see.

2. 5–13 min · Model positional language. Teacher uses the scene on the positional language teaching slides to model sentences such as “The ball is under the table” and “The cat is beside the chair”; gesture and briefly demonstrate each relationship with classroom objects. Students repeat selected sentences, act out the positions with their hands or bodies, and help identify which word tells the position. Introduce only the words needed today: above, below, under, beside, next to, in front of, and behind. Accept on top of when appropriate, while modelling the mathematical word above.

3. 13–23 min · Listen and place. Teacher pairs students and distributes the picture-position matching worksheet. Read one instruction at a time, for example, “Draw the bird above the tree” or “Put the ball under the table”; pause so students can complete each part before checking the picture on the guided placement slides. Students listen, draw or place the indicated object, then compare their picture with a partner without immediately showing the answer. Ask, “What word helped you know where to put it?” and invite students to explain any differences.

4. 23–33 min · Partner picture talk. Teacher models the speaking routine on the partner-talk instruction slide: Partner A points to one object and says, “The ___ is ___ the ___.” Partner B finds the two objects and repeats the sentence or politely asks, “Can you say that again?” Students take turns describing at least three positions in their worksheet picture. Circulate and listen for accurate positional vocabulary, complete sentences and whether students refer to the correct objects. Prompt with, “Where exactly?” or “Which object is it beside?”

5. 33–40 min · What changed? Teacher displays the original scene on the change-and-notice slides, asks students to close their eyes, changes one object’s position, and displays the new scene. Students identify what changed using a full sentence, such as “The ball was under the table, but now it is beside the chair.” Repeat with two or three changes, moving from obvious to less obvious positions. Encourage students to justify their answer by naming both the object and its old and new positions.

6. 40–45 min · Share and exit check. Teacher returns to the final review and exit prompt and asks, “Which positional word was most useful today?” Students tell a partner one sentence about the final picture, then complete the final prompt on the reflection and quick-check section: draw a star above a circle and write or dictate one positional sentence. Collect worksheets or photograph selected responses for planning the next lesson.

Resources

• the Positions in Pictures slide deck
• the picture-position matching worksheet
• A table, chair, ball, soft toy and bag for modelling
• Whiteboard and marker
• Pencils, crayons and erasers
• Optional enlarged scene image for students who need a closer view
• Teacher observation notes or checklist

Assessment

• During modelling, check whether students match positional words to demonstrated relationships and can identify the reference object.
• During partner talk, record who uses accurate vocabulary, a complete sentence and a clear point or gesture to support meaning.
• Use the worksheet quick check and the “What changed?” responses to identify students who confuse pairs such as above/below or in front of/behind.

Differentiation

• Support learners with a reduced set of words, real objects to touch and move, gestures, repeated oral instructions and sentence frames: “The ___ is ___ the ___.”
• Provide a clear, uncluttered enlarged picture and read instructions twice for students with visual, language, attention or processing needs.
• Pair students strategically; allow students to point, draw or use oral language before writing. Accept home-language discussion, then model the English sentence.
• Challenge confident students to give an instruction containing two positions, such as “Put the small ball under the table and beside the bag,” or to describe the same object from two different relationships.