Learning intention
- describe the position and location of themselves and objects in relation to other people and objects within a familiar space
Foundation Mathematics · AC9MFSP02
Describe position and location
Use position words to explain where people and objects are
Ready to project and teach
Learning goalsStart here
Australian CurriculumExact wording and teacher focus
Curriculum
- describe the position and location of themselves and objects in relation to other people and objects within a familiar space
Worked examplesWe do
Clean one-page examples
AC9MFSP02 - AC9MFSP02: Describe position and location in familiar spaces
Example 1
describing the position of an item in relation to other items in the space using language like “inside”, “underneath” and “on top of”; for example, when asked “Where are the scissors kept?”, responding with “They are in a box, on the bottom shelf at the back of the classroom” Learning connection: Position words describe where something is in relation to another person, object or place.
Example 2
describing where they have moved themselves and items in relation to other items within a space, using familiar terms; for example, playing a hiding game and when asked “Where did you hide the ball?”, responding, “I hid it behind the garbage bin over there near the bench” Learning connection: Position words describe where something is in relation to another person, object or place.
Example 3
describing the position of a robotic toy in relation to other objects as it moves around a familiar space; for example, describing the position of a robotic car as being under the desk or next to the chair Learning connection: Position words describe where something is in relation to another person, object or place.
Example 4
exploring First Nations Australians’ instructive games; for example, Thapumpan from the Wik-Mungkan Peoples of Cape Bedford in north Queensland, describing position and movement of self in relation to other participants, objects or locations Learning connection: Position words describe where something is in relation to another person, object or place.
More examplesBuild understanding
Elaboration expansion and examples 1
- E1: describing the position of an item in relation to other items in the space using language like “inside”, “underneath” and “on top of”; for example, when asked “Where are the scissors kept?”, responding with “They are in a box, on the bottom shelf at the back of the classroom” Learning connection: Position words describe where something is in relation to another person, object or place.
Elaboration expansion and examples 2
- E2: describing where they have moved themselves and items in relation to other items within a space, using familiar terms; for example, playing a hiding game and when asked “Where did you hide the ball?”, responding, “I hid it behind the garbage bin over there near the bench” Learning connection: Position words describe where something is in relation to another person, object or place.
- E3: describing the position of a robotic toy in relation to other objects as it moves around a familiar space; for example, describing the position of a robotic car as being under the desk or next to the chair Learning connection: Position words describe where something is in relation to another person, object or place.
Elaboration expansion and examples 3
- E4: exploring First Nations Australians’ instructive games; for example, Thapumpan from the Wik-Mungkan Peoples of Cape Bedford in north Queensland, describing position and movement of self in relation to other participants, objects or locations Learning connection: Position words describe where something is in relation to another person, object or place.
- Always name the reference object: INSIDE [ ● ] The ball is inside the box. UNDER TABLE ───── ● The ball is under the table. BESIDE CHAIR ● The ball is beside the chair. Think aloud: Build or point to the model first, explain what each part shows, then state the answer.
Elaboration expansion and examples 4
- Use more than one clue: “The scissors are in the box, on the bottom shelf, at the back of the classroom.” Specific relational words make a location easier to find.
Teach, ask and checkTopic-aligned
AC9MFSP02 · AC9MFSP02: Describe position and location in familiar spaces
Learning focus: describe the position and location of themselves and objects in relation to other people and objects within a familiar space
Model it: exploring First Nations Australians’ instructive games; for example, Thapumpan from the Wik-Mungkan Peoples of Cape Bedford in north Queensland, describing position and movement of self in relation to other participants, objects or locations Learning connection: Position words describe where something is in relation to another person, object or place.
Ask the learner: Where is a ball if it is inside a box?
Look for: The learner can describe the position and location of themselves and objects in relation to other people and objects within a familiar space in a fresh example and explain the evidence or reasoning without copying the model.
If they are stuck: If the learner guesses or repeats a rule without evidence, return to the concrete or visual model and ask them to explain what each part shows.
Exit ticketReview and assess
Assessment-style questions and review hints 1
Questions
- Where is a ball if it is inside a box?
- Which is more precise: “there” or “beside the desk”?
Review hints
- Main idea: Position words describe where something is in relation to another person, object or place.
- Useful routine: Choose reference → Say position → Move → Describe again → Follow route → Check
Assessment-style questions and review hints 2
Questions
- Give one instruction that places a toy under a chair.
- Describe a two-step route from a door to a table.
Review hints
- position: where something is
- location: the place where something can be found
Exit ticket
- Give one instruction that places a toy under a chair.
- Describe a two-step route from a door to a table.
Curriculum alignmentVictoria · NSW · International
Mapped skill: describe the position and location of themselves and objects in relation to other people and objects within a familiar space
| Region | Curriculum framework | Closest level or code |
|---|---|---|
| Australia | Australian Curriculum v9.0 | AC9MFSP02 · Foundation |
| Victoria | Victorian Curriculum F–10 Version 2.0 — Mathematics | VC2MFSP02 · Foundation |
| New South Wales | NSW Mathematics K–10 Syllabus (2022) | MAE-GM-01 · Early Stage 1 |
| United States (USA) | Common Core State Standards for Mathematics | Kindergarten |
| Canada (Ontario) | Ontario Curriculum — Mathematics | Kindergarten |
| United Kingdom (England) | National Curriculum in England — Mathematics | Year 1, Key Stage 1 |
| India | NCERT / CBSE — Mathematics | Foundational Stage / Balvatika 3 |
Australian Curriculum v9.0 is the canonical source for this SkillrHub lesson. Victoria and NSW entries name the closest published state codes or outcomes; international entries are planning references rather than claims of identical curricula.
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