Unit Planner Name: -

School Name: - Duration of unit: 4 Lessons

Learning Area: Mathematics Unit Title: Location of Transformation Year level(s): Foundation
(AC)Content descriptor(s):
 Describe position and movement (ACMMG010)

Elaborations:
 Interpreting the everyday language of location and direction, such as ‘between’, ‘near’, ‘next to’, ‘forward’, ‘toward.’
 Following and giving simple directions to guide a friend around an obstacle path and vice versa.

Strand: Measurement and Geometry

Sub strands: Location and Transformation

Learning Intention: (What do you want the children to know and understand?)
 Students will learn different positional words and be able to apply them to different situations.
 Students will use positional words to direct themselves and others.
 Students will be able to describe different locations and how to get to different places.
Achievement Standard: (Relevant parts)
 ‘They use appropriate language to describe location.’

EYLF Learning Outcomes:

Outcome 3: Children have a strong sense of wellbeing.
Outcome 4: Children are confident and involved learners.
Outcome 5: Children are effective communicators.

Integrated Curriculum Links: General Capabilities:

 HASS  Literacy
  Personal and social capability
 Critical and creative thinking

Assessment How When/Who

Formative  Observations  Throughout – ongoing and anecdotal
How will you find out if the  Photos  Whole class
children are on track to know  Checklists  Individual
and understand the learning?
Summative  Observations  All students
How will you know if the  Summative assessment task – checklist  Work with students individually
children have developed an
understanding of the learning?
Sequence of learning
Learning Experiences(List all activities here…include a brief summary of the Prior Adjustments for needs of Resources:
Knowledge experience) learners
Lesson 1:  Using a lot of pictures Teacher Resources:
Introducing and reading the book ‘We’re Going on a Bear Hunt’ and using it to and interactive resources. -Foundations of Mathematics (Skinner
focus on the positional language and to introduce the positional words in the book. & Stevens 2013).
After reading the story, we will create a word wall together with these words and I  A lot of hands-on, -Numeracy in early childhood: shared
interactive tasks. contexts for teaching & learning
will also be introducing other positional words that we can add to the word wall
(Macmillan 2009).
and I will introduce actions for remembering these positional words, which I can
 Observing throughout, to
also add pictures of when creating the word wall.
see those who need extra
support. Activity Resources:
The students will then be encouraged to create on paper their favourite part from -Scootle
the book and to start thinking about the positional words in the book which will be  Spending extra time with -Curriculum Bytes
up on the board for them. I will show them an example and remind them to think those who need extra - Australian Curriculum Lessons
about the positional language used in the part of the book they have created and support – e.g- keeping
tell them that they will need to think about this in their conversation with me or them on the floor and
my mentor. As they complete their pieces, they can then explain to or my mentor sending others off to do Student/ Lesson Resources:
which part of the story they have created and why and to see if they can use the task. Smart board
Maths books
positional language in the part of the book that they have re-created. Most
 Taking assessment Pencils
children will be able to explain what they have created and some may even like to
throughout and Textas
have a go at writing some of this positional language on their picture with
assistance. differentiating tasks if Glue
required- may just be Scissors
Lesson 2: extra time with certain Clipboards
students and further
explanation of task.
I will begin this lesson by introducing students to the word wall that I would’ve
formed after the previous lesson. I will go over the positional words and we will
 Extra support for
review them and their meanings after introducing them the week before. students – Eve, Riley,
Xavier, Jax, Mackenzie,
I will then introduce and read the book ‘Rosie’s walk’ to further introduce these Sienna and Taban if
concepts and this positional language that we have been focusing on, this will be needed.
the focus when we are reading the story.

We will then go on to the activity of re-creating the story as a group. I will prepare
a big piece of butchers paper with a circle, to re-create the map of Rosie’s Walk in
this story. The students will help re-create the story on the paper to create the
map of the story. We will then create the story again with cards I have prepared
prior with the story on them and containing the positional words. We will then
read our map as a group and I will write the story and highlight those positional
words around the map so we can display this in the class and the students can
refer to this again later.

Lesson 3:
We will be going outside as a class to explore as a group. I will be leading the group
around the playground and around the yard and going through the playground,
under things, over things, standing next to things, etc and we will be exploring this
positional language further. We will be following a map that I will create prior to
the lesson. We will be following this map as a group and then after the exploration
outside we will be coming inside and working in rotational small groups with me to
do an activity with me with matching the positional words (with pictures) to where
we went and what we did on our walk and the rest of the group will be creating a
picture/map of their own of our walk with the support of the map I have created
for them. They will draw what we did on our walk of the yard and I will talk with
them about what they have created and how they have shown what we have done
on our walk.
Lesson 4:
I will be creating an obstacle course either around the oval outside the classroom
or on the court outside, with small obstacles such as hoops they need to go
through or objects they need to go around, under and over. The students will be
put in pairs to guide one another around the obstacle course using this positional
language to get them around the course. I will be observing throughout to see how
the students go with the task and to see if they are successful in using this language
to get their peer around the course. I will have conversations with each individual
pair throughout and after they complete the course, so they can talk me through
what they did and I will hopefully see this positional language coming out.