Where Is It?

Overview

In this first lesson of Pathways, Shapes and Maps, students develop positional language by locating familiar classroom objects. They listen to and give simple oral instructions using words such as above, below, left, right, in front, behind, inside, outside, on, under and next to.

Learning intentions

• WALT use positional words to describe where objects are.
• WALT follow and give simple directions.
• WALT listen carefully and explain our mathematical thinking.
• WALT notice that the position of an object depends on its relationship with another object.

Success criteria

• I can show what positional words mean.
• I can follow a direction to find or place an object.
• I can describe where an object is using a positional word.
• I can listen to my partner and check whether the instruction makes sense.

Curriculum links

• Mathematics and Statistics — spatial thinking and describing position, pathways and movement.
• Mathematics and Statistics — communicating mathematical ideas using everyday and mathematical language.
• Mathematics and Statistics — using objects, actions and representations to explore relationships in space.
• Mathsteasers — developing higher-order thinking through challenge, explanation and reasoning.

Lesson structure (45 minutes)

1. 0–5 min · Welcome and hook. Teacher places a soft toy in an unusual position, opens the introduction and mystery-object slides, and asks, “Where is the toy?” Students make observations, share a positional word with a partner, and listen for different descriptions.

2. 5–13 min · Model the language. Teacher introduces the positional word cards and models each word with the soft toy and a familiar object: above/below, left/right, in front/behind, inside/outside, on/under and next to. Students copy each position with their hands or bodies and say the word together. Teacher emphasises that a position describes how two objects are related.

3. 13–20 min · “Show me” practice. Teacher uses the positional-language modelling slides and gives short instructions, such as “Show me your hand above your head” or “Put your pencil under your book.” Students respond with their own bodies or classroom equipment, then explain what they did to a partner. Pause to correct misunderstandings, especially left/right and in front/behind.

4. 20–32 min · Partner treasure hunt. Teacher places familiar objects around the classroom and opens the treasure-hunt instruction slides. In pairs, one student follows an oral instruction to find or place an object while the other watches and repeats the positional word used. Swap roles after each turn. Begin with one-step instructions, then offer two linked instructions, such as “Find the teddy under the table and put it next to the book.” Students record or draw two successful locations on the Where Is It? partner recording sheet.

5. 32–39 min · Give a direction. Teacher gathers students and models how to give a precise instruction, including the object and its position: “Put the red block inside the box.” Students take turns choosing a familiar object and telling their partner where to place it. Partners carry out the instruction, then say a complete sentence describing the final position. Teacher listens for accurate vocabulary and prompts students to repeat unclear directions.

6. 39–45 min · Whole-class “show me” check. Teacher uses the review and show-me slides, holds up or points to classroom objects, and asks questions such as “Show me something next to the door” and “What is under the table?” Students point, move safely, or answer orally. Finish with students completing the final picture-and-word check on the Where Is It? partner recording sheet before sharing one new positional word they can use.

Resources

• Soft toy
• Familiar classroom objects, such as a book, pencil, block, box and cup
• Positional word cards
• the positional-language and treasure-hunt slide deck
• the Where Is It? partner recording sheet
• Clear floor and classroom movement space
• Pencils and crayons
• Optional sticky notes for marking object locations

Assessment

• During modelling and “show me” practice, check whether students can demonstrate each positional word, particularly left/right and in front/behind.
• During the treasure hunt, listen for students following one-step instructions and using a positional word in a complete description.
• Use the final worksheet check and oral responses to identify students who can describe a relationship independently and those who need further modelling.

Differentiation

• Support students with real objects, gestures, paired demonstrations and repeated sentence frames: “The ___ is ___ the ___.” Keep the word cards visible throughout.
• Give instructions one step at a time and use consistent objects for students who need reduced language or processing time. Pair students thoughtfully and allow pointing or placing before expecting an oral response.
• For multilingual learners, connect each word to an action, picture and classroom example; accept home-language discussion before students rehearse the English sentence.
• Extend confident students with two- or three-step directions, instructions containing two positional words, or a challenge to give directions that another pair must follow without seeing the chosen object.