M&G8.2 Students explore the position of objects and themselves.

Syllabus Outcomes
Syllabus Outcomes

Early Stage 1 Outcome 2012

SGES1.3 Uses everyday language to describe position and give and follow simple instructions. 

WMES1.2 Uses objects, actions, imagery, technology and/or trial and error to explore mathematical problems

WMES1.5 Links mathematical ideas and makes connections with, and generalisations about, existing knowledge and understanding in relation to Early Stage 1 content

 

Early Stage 1 Outcome 2015

Mae-1WM Describes mathematical situations using everyday language, actions, materials and informal recordings.

Mae-16MG Describes position and gives and follows simple directions using everyday language.

 

Life Skills 7-10 Outcome 2015

MALS -1WM Responds to and uses mathematical language to demonstrate understanding.

MALS-32MG Responds to and uses the language of position in everyday contexts.


HSC Life Skills 11-12 Outcomes 2007

4.2 Demonstrates an understanding of position

 

Framework Indicators

 

  • Students acknowledge changes to the position of objects in their environment.
  • Places objects or belongings in designated areas. (e.g. school bags, communication books).
  • Students physically position themselves whilst following routines (lining up).
  • WM Place communication book in the designated area e.g. teacher’s desk.

Teacher Language

 

Make a statement

‘You are in the ……. (room)’.

‘You are in the playground/pool/School’.

‘You are in your chair’.

‘You are under the roof’.

‘You are on the floor’.

‘You are next to the desk’.

 

Give an instruction

‘Put your book on the desk’.

‘Line up behind/next to …..’.

‘Wait behind the….’.

‘Stand in front of the ….. ’.

‘Stand under the……’.

 

Ask a question

‘Where are you?’

‘Where is …… (person/object)’.

 

Correction/prompt

‘Are you/ Is it …… (on the chair)?’

When carrying out any of the following teaching activities it will be necessary to use different levels of support as indicated in the guidelines table at the beginning of Number. Fade this support as the student works towards developing independence.

 

When opportunities arise the teacher uses the teacher language as stated above to direct the student to position the object or themselves within their environment. This involves making statements that describe position such as under, over, on, in, next to, beside, behind, in front etc.

 

Websites

Websites that contain resources, games or activities that could be used to support this goal include:

 


Suggested Apps

 

My Farm Scene Composer
Create a Scene
Dinosaurs Scene Maker
Make a Scene-Pets (Pocket)
Make a Scene - Princess Fairy Tales
My Safari Scene Composer
Preschoolers learn Position
The circus- Play and paint