Positions- Reveiw Positional Terms

5 teachers like this lesson
Print Lesson


Students will be able to describe the relative positions of objects using terms such as above, below, beside, in front of, behind, and next to.

Big Idea

Describing the position of objects is an important math skill, and it is also something students will use in their everyday lives. In this lesson, students will show what they learned about positional vocabulary in a variation of the "Where is it?" game.

Problem of the Day

5 minutes

I start each math lesson with a Problem of the Day.  I use the procedures outlined here on Problem of the Day Procedures.

Today's Problem of the Day:

Describe the position of the following objects: pencil, scissors,
apple, letters, equation, eraser, chair

This problem can incorporate several students.  I had seven different students describe the positions of the objects in this picture.  The problem requires students to show that they are able to understand and use the new positional vocabulary words. 


Presentation of Lesson

25 minutes

I start this lesson by reading Over, Under and Through by Tana Hoban.  The only words in this book are positional words.  Most of the book is black and white photographs that represent the terms.  As we go through the book, I show the pictures on the SMART board using a document camera so that all of the students can clearly see the pictures.  This book reviews most of the words that we have learned and introduces a few new ones.  Check out how I used this book!

We are going to play the game called "Where is it?" again today.  This time I am going to pick one of you to pick something in the room.  You are going to describe where it is but do not tell us what it is.  Use your eyes to look around the room.  No one needs to get up. You can only pick things that we can all see from sitting here.  If you think you know what the person is talking about, raise your hand.

After about 10 minutes, I tell students that they are going to be practicing the new vocabulary that we learned on a Positional Words Worksheet.

We are going to work on this paper together.  When you get to your seat, you need to get out a pencil and put your name on your paper.  You may then begin to cut out the pictures on the second page.  Cut on the dotted lines and put your cut out pictures in your pencil box so that they do not get lost.   When you are finished, put your head down.  That will let me know that you are ready to start.

I use the procedures outlined here on the Paper Procedures.

Cut out the pictures on the next page. Follow teacher directions to glue them in the correct place.

I am going to read you several directions.  You need to listen carefully to the directions and glue the pictures in the correct place.  I will give you time after each step to find your picture and glue it on.

I walk around after I read each direction and help students who are having trouble figuring out where to glue it on.  I then pick a student to come and glue the picture on my copy which is projected on the SMART board.  During the last step, I listen to students discuss where they put the apple and help with adding more positional vocabulary to their discussions.  When students are finished, I tell them they can put their paper in the basket and get their center.



20 minutes

The centers for this week are:

Shape Monster Book (Hubbardscupboard.org)
My Shape Flip Book (KindergartenCrayons.blogspot.com)
Building Shapes (Teacher Made Resource, craft sticks, fruit loops, noodles and drinking straws )
Shapes - Lakeshore Instant Learning Center
Shapes Adventures SMARTBoard
- Lakeshore Interactive Activity

I quickly circulate to make sure students are engaged and do not have any questions about how to complete the centers.   I pull three groups during centers and work with them depending on the time they need (5 - 10 minutes).

Today I am focusing on positional vocabulary.  I review each of the terms and show their meaning using a cube and two plastic cups.  I play a game similar to the one that we played in whole group. 

Prior to clean up, I check in with each table to see how the centers are going.  I turn on Tidy Up by Dr. Jean.  Students clean up and return to their seats. This is a paid resource, but there are many free examples of transition songs easily found in a web search.


5 minutes

To close, I put a student's paper on the document camera and project it on the SMART Board.  I have that student explain where they put the apple.  I mention positive things noticed during centers as well as something that needs to be better next time. 

I review what we did during our whole group lesson.  "Today we reviewed positional words.  Tomorrow, we are going to start learning about shapes, but we will continue to use positional words as we talk about shapes."