Position

CONTENT

Describe position and movement (ACMMG010)

• give and follow simple directions to position an object or themselves, eg 'Put the blue teddy in the circle'

* follow directions to a point or place, including in mazes and games (Reasoning)

Lady bug maze

Animal mazes

* direct simple computer-controlled toys and equipment to follow a path

• describe the position of an object in relation to themselves using everyday language, such as 'between', 'next to', 'behind' or 'inside', eg 'The table is behind me'

OUTCOMES

A student:

› describes mathematical situations using everyday language, actions, materials and informal recordings MAe-1WM

› describes position and gives and follows simple directions using everyday language MAe-16MG

Position

• describe the position of an object in relation to another object using everyday language, such as 'between', 'next to', 'behind' or 'inside', eg 'The book is inside the box'

Positional language – Teddy Bear Labels (blank labels) –

write labels such as on, in, under, beside, behind,

left, right to practise positional language

Positional Language – Eduplace

Inside and outside

Top Middle Bottom

Position on a grid

Billy Bear Sticker Game – Decorate the Doll House

Position (Direction and Coordinates) - Position 0:01 (click Play)

• describe the positions of objects in relation to themselves using the terms 'left' and 'right', eg 'The tree is on my right'

Left and right

* use the terms 'left' and 'right' when referring to familiar tasks, eg 'I hold my pencil in my right hand' (Communicating)

Left or right hands

participate in movement games involving turning and direction (Reasoning)

ES1 Main Menu

Interactive Maths Links for the Australian Curriculum

CONTENT

Describe position and movement (ACMMG010)

• give and follow simple directions to position an object or themselves, eg 'Put the blue teddy in the circle'

* follow directions to a point or place, including in mazes and games (Reasoning)

Lady bug maze

Animal mazes

* direct simple computer-controlled toys and equipment to follow a path

• describe the position of an object in relation to themselves using everyday language, such as 'between', 'next to', 'behind' or 'inside', eg 'The table is behind me'

OUTCOMES

A student:

› describes mathematical situations using everyday language, actions, materials and informal recordings MAe-1WM

› describes position and gives and follows simple directions using everyday language MAe-16MG

​

Position

• describe the position of an object in relation to another object using everyday language, such as 'between', 'next to', 'behind' or 'inside', eg 'The book is inside the box'

Positional language – Teddy Bear Labels (blank labels) –

write labels such as on, in, under, beside, behind,

left, right to practise positional language

Positional Language – Eduplace

Inside and outside

Top Middle Bottom

Position on a grid

Billy Bear Sticker Game – Decorate the Doll House

Position (Direction and Coordinates) - Position 0:01 (click Play)

• describe the positions of objects in relation to themselves using the terms 'left' and 'right', eg 'The tree is on my right'

Left and right

* use the terms 'left' and 'right' when referring to familiar tasks, eg 'I hold my pencil in my right hand' (Communicating)

Left or right hands

participate in movement games involving turning and direction (Reasoning)