Lesson video

Hello everybody.

My name is Mrs. Johnson.

I am so excited to be here today to help you with some of your maths learning.

I hope you're ready to work hard and have lots of fun.

Let's see what we're going to be learning about today.

Lesson is called positional and proportional language.

It comes from the unit position and direction, including fractions of turns.

By the end of this lesson, you will be able to describe the position of an object using the correct vocabulary.

You are going to practise using lots of important words to describe position in this lesson today.

If you're not sure what describing the position means, don't worry because I'm here to help you and we will learn all about it together.

There are some important keywords that I would like you to practise.

I'm going to say them first and then it will be your turn.

Ready? My turn.

Above, your turn.

My turn.

Below, your turn.

My turn, over.

Your turn.

My turn, under your turn.

My turn, on, your turn.

My turn, in front, your turn.

My turn.

Behind, your turn.

My turn.

Between, your turn.

Well done.

Lots of really important words to practise today.

Listen out for those words throughout this lesson.

I bet by the end of this lesson you are going to be an expert in using all of these keywords.

There are going to be two parts to this lesson.

To begin with, you're going to use words to describe position, and then in a little while you are going to learn to use between and other positional language.

Let's start by using words to describe position.

There are going to be two friends in this lesson to help you today.

Their names are Sophia and Izzy.

Listen out and watch them really carefully because they have lots of helpful things to tell you today.

Sophia is going to tidy up the toys by putting them back on the shelves.

I wonder if you are good at helping to tidy up.

Are you good at putting things away? I hope you are.

Sophia has put the toys back on the shelf.

Now that they're sitting on the shelf, she can describe the position of each toy.

Sophia could say that the ball is above the teddy and the teddy is below the ball.

Sophia's talking about these toys, isn't she? The ball and the teddy? You can see that the ball is at a higher level than the teddy, so it is above.

The teddy is at a lower level than the ball, so the teddy is below.

Sophia could say the robot is above the rocket.

The rocket is below the robot.

Again, she's only talking about two of the toys.

This time she's talking about these two.

We can see the robot is at a higher level than the rocket, so the robot is above.

The rocket is at a lower level than the robot, so the rocket is below.

Let's check if you can describe the position of the toys on the shelf.

Look at the toys that are left in this box.

We can see there is a car and a unicorn.

How would you complete these sentences? The car is, hmm, the unicorn.

The unicorn is, hmm, the car.

Pause the video and have a think.

Let's have a look.

The car is above the unicorn.

The unicorn is below the car.

Well done if you used above and below correctly.

Now let's have a think about the missing words in these sentences.

The is at a higher level than the, so it is above the is at a lower level than the so it is below.

Pause the video and have a think.

How could you complete these sentences? This time, you needed to say the car is at a higher level than the unicorn, so it is above.

The unicorn is at a lower level than the car, so it is below, well done, if you spotted that, those are the words you needed to complete those sentences.

Sophia and Izzy are going to play a game now with Pedro the Panda.

Sophia's going to give Izzy some instructions and Izzy is going to see if she can follow them by putting Pedro in the right place.

Sophia says, put Pedro under the table.

Let's watch where Izzy puts Pedro.

Is that where you would've put him to? Pedro is under the table, now Izzy' got Pedro back.

Sophia says, put Pedro on the table.

Can you picture where he's going to go this time? There he is on the table.

What do you think Sophia might say this time? Sophia says, put Pedro on the shelf, or he's going right up there on the shelf now.

What might Sophia say next? She says, put Pedro under the shelf.

Can you picture where Pedro will go this time, under the shelf? He's going to go here.

Pedro is under the shelf.

Let's check that you can match the pictures of Pedro to these sentences.

You might notice that there are four sentences and only three pictures.

That is because one picture matches two different sentences.

Pause the video and see if you can match the sentences and the pictures together.

Let's have a look.

The first sentence says, Pedro is under the shelf that matches the picture in the middle.

The next sentence says, Pedro is on the shelf that matches the first picture.

Pedro is under the table that matches the last picture.

Pedro is on the table that goes to the picture in the middle, so it's the picture in the middle that has two different sentences.

You could say you Pedro is on the table and you could also say Pedro is under the shelf.

There are two different ways to describe Pedro's position in the picture in the middle.

Sophia wants Izzy to make Pedro move around some obstacles now.

She's going to say, make Pedro jump over the table.

Let's watch what Izzy does.

Pedro has jumped over the table.

Now Sophia says, make Pedro jump over the shelf.

Where do you think he's going to go? That's right.

All the way over the top of the shelf.

Pedro went over the shelf.

Izzy is looking for more things that Pedro could jump over or go under.

Let's have a look what she's found.

Oh, Pedro jumped over the cake.

Pedro jumped over the box.

What do you think about this one? Pedro is under the water and this one Pedro is under the bed.

It is tricky to see Pedro this time because his head is hidden, but you can see, can't you? You can see his legs and you can see his tummy and you can see that Pedro is under the bed Now, Izzy is going to move Pedro to some different positions.

You can see Pedro and you can see a cake.

You could say, Pedro is in front of the cake.

Here's Pedro and a cake again, but this time Pedro is behind the cake.

Now you can see Pedro and a box.

Pedro is in front of the box.

Where do you think he's going to go next? Let's see if you are right.

Oh, Pedro is behind the box.

He looks like he's hiding.

We can only see him a little bit.

Pedro is behind the box.

Let's check if you can use some words to describe Pedro's position.

Look carefully at the sentences and the pictures.

Think about what could the missing word be in each sentence.

Look carefully at where Pedro is and where the flower is in each picture that will help you to think about which words could be missing from each sentence.

Pause the video and see if you can work out the missing words from each sentence.

Well done for thinking carefully about that.

Let's have a look, in the first picture, Pedro is in front of the flower.

In the middle picture, Pedro jumped over the flower and in the last picture, Pedro is behind the flower.

Well done if you use those words to complete each sentence.

Now it's time for you to practise describing position.

To begin with, you're going to look carefully at the toys that are on these shelves.

I would like you to complete the sentences in as many different ways as you can.

You've got to use the sentences to describe the position of the toys.

See if you can think of all the different ways that you could use those sentences.

When you have finished, you are going to look really carefully at these frogs.

I would like you to draw lines to match each picture of the frog to the correct positional language.

Finally, once you've done both of those tasks, you are going to choose a teddy or a toy and you're going to take it for a little walk around.

As you are taking it for a walk, I want you to describe the position and the movements trying to use as many of our important keywords as you can.

I would like you to try to use above, below, over, under on, in front and behind.

Remember the places that Pedro went earlier? Perhaps you could use some of those.

Do you remember Pedro went under the table.

Pedro sat on a shelf.

Pedro jumped over a box.

Maybe your toy could do some of those things too.

Make sure that you are very careful while you are walking.

It is only your teddy or your toy that is going under and over obstacles.

You need to make sure that you keep yourself safe, so be careful.

You are going to practise all of that now for me, off you go.

First, you had to think of different ways that you could describe the position of the toys on these shelves.

Using these sentences, you needed to think of lots of different ways to describe the position.

You might have said the unicorn is above the robot.

The robot is below the unicorn.

You could have said the ball is above the astronaut.

The astronaut is below the ball.

You also could have said the car is above the teddy.

The teddy is below the car.

Well done if you thought of all of those different ways to talk about the position of the toys on the shelf.

Next, you had to look carefully at these frogs and draw lines to match the picture to the correct position or language.

Let's have a look at how you should have matched those up.

The first frog matches on, you could say the frog is on the log.

The second picture matches in front.

The frog is in front of the log.

The third picture goes with over, the frog jumped over the log.

The next picture has a tree and a frog and it matches under because the frog is under the tree.

That means the last picture matches behind because the frog is behind the log.

Well done if you were able to match those pictures to the correct positional language.

Finally, you had to take your toy or your teddy out for a walk and use some different positional language to describe where your teddy was.

Sophia had to go at this.

She said, my teddy jumped over a pencil, went under a chair and hid behind a book.

I wonder what your toy or your teddy got up to? Which words did you use to describe the position of your toy? Well done if you remembered to use lots of the key words that were in that box.

Those are the words that are really important for your learning today.

Well done.

Now it's time for the second part of the lesson.

You are going to learn how to use the word between and some other positional language too.

Most positional language need you to think about the position of two objects.

This is what we've thought about so far, isn't it? Pedro is in front of the box.

You have to think about the position of Pedro and the box to be able to say that Pedro is in front of the box.

In the second picture, Pedro is behind the box.

You still have to think about the position of the box and Pedro to be able to say that Pedro is behind the box.

There is some positional language where you have to think about three objects, not just two.

Let's have a think about that now, look at where Pedro is this time.

Pedro is between the box and the flower.

You have to think about the position of the box, the flower and Pedro to be able to say that Pedro is between the box and the flower.

You could also say Pedro is between the flower and the box.

Have a look at these toys on the shelf.

The astronaut is between the robot and the teddy.

You have to think about the position of the robot and the teddy and the astronaut to be able to say that the astronaut is between the robot and the teddy.

Let's check if you know how to use the word between to talk about the position of these toys.

You've got three choices and you need to decide which sentence is correct.

A, says the car is between the unicorn and the bull.

B, says the unicorn is between the car and the ball, and C says the ball is between the car and the unicorn.

Pause the video and have a think which sentence is correct? Let's have a look and see what you were thinking.

The correct sentence is C.

Well done.

You might have also noticed that you could say the ball is between the unicorn and the car.

When you use the word between, there are usually two different ways that you could describe the position.

Pedro is looking for his milkshake.

Look at all these tasty things that are sitting on the shelves now, Pedro wants to find the milkshake.

Let's describe the position to help Pedro find it.

Can you see where the milkshake is? That's right.

We could say the milkshake is below the sandwich.

That might help Pedro to find it.

We could also say the milkshake is between the ice cream and the apple.

That would help him find it too.

There we go.

Now that we've told Pedro about the position of the milkshake, he has found it.

Hooray.

Now Pedro is looking for his sandwich.

Let's describe the position of the sandwich to help him find it.

What do you think we might say this time? Let's have a look.

The sandwich is above the milkshake.

We could also say the sandwich is between the burger and the melon.

Let's see if that helps Pedro to find his sandwich.

It did.

Pedro has found his sandwich.

How could you describe the position of the rocket? See if you can think of at least two different ways that you could describe the position of the rocket on the shelves with the other toys.

Pause the video and have a think.

Well done for thinking carefully.

You could have said the rocket is between the teddy and the unicorn.

You could have said that the other way round the rocket is between the unicorn and the teddy.

You could have also said the rocket is below the robot.

Well done if you thought about the different ways that you could describe the position of the rocket, now it's time for you to go and do a little bit more practise.

You will need a book and a pencil.

It can be any book and any pencil.

You're not going to be drawing with it.

You are going to use them as obstacles.

Then you need to choose a teddy or a toy.

You are going to move your book, your pencil, and your toy to match each description.

For example, the first one says in front of the book, you would need to take your teddy or your toy and place it in front of the book.

A different one says over the pencil.

That means you need to take your teddy or your toy and you need to move it so that it goes over the pencil.

Make sure that you've got everything you need and you can go and start that practise now.

Off you go.

Well done everybody.

Let's have a look at how you might have placed your objects, for each description.

In front of the book, you could have put your teddy in front of the book like this.

Behind the pencil, you need to make sure that your teddy or your toy is behind the pencil.

That means the pencil is in front of the teddy, over the pencil, you might have made your teddy jump over the pencil for this one, between the pencil and the book, for this one, you need the pencil and the book and then you need to put your teddy or your toy between.

You might have had your book and your pencil the other way round.

That would still be correct.

Under the book.

Poor Teddy's gonna get a little bit squashed this time.

If the teddy is under the book, that means the book is on top of the teddy squashing him a little bit, but he's okay.

And finally on the book.

That means that now the teddy or the toy is sitting on top of the book.

Well done if you could move your toy, your pencil, and your book around to match all of those different descriptions, you had to think really carefully to do that.

Well done.

Now that you are at the end of the lesson, you have learned that there are lots of different words that you can use to describe position, you have learned to use on, over, under, in front, behind, above and below.

You have also learned that when you use the word between, you have to think about the position of three objects rather than two, so you could use the word between to say that the frog is between the log and the tree in this picture.

Well done for thinking so carefully today.

You have worked really hard.

I hope that I will see you again soon for some more maths learning.

Bye everybody.