Kindergarten Fall Math — Counting to 100, Subitizing, Cardinality, Shapes, and Pattern
Lesson 16 30 min math.gK.f.lesson_16

Position words, comparing review, and mathematical-thinking close

Skills targeted
Objectives
  • Students can describe an object's position using above, below, beside, in front of, behind, between.
  • Students can explain their counting and comparing strategies using a sentence frame (MP.3 at K).
Vocabulary
abovebelowbesidein front ofbehindbetween

Lesson plan

Warm-up

5 min

Position-words movement song: teacher leads 'My Bear Is Above' chant — children put their teddy bear in 6 different positions relative to a box.

Teacher moves
  • Whole-body modeling: teacher's own body 'above' a chair, 'beside' a desk, etc.
  • Affirm: 'good — that bear is BETWEEN the two boxes.'

Direct instruction

8 min

We use POSITION WORDS to tell WHERE something is. Some position words: above, below, beside, in front of, behind, between.

Key examples
  • Above means HIGHER than — not touching.
    model 'ABOVE the box.'
    prompt Place bear ABOVE box. 'Where is the bear?'
  • Beside is on the side.
    model 'BESIDE — right next to.'
    prompt Place bear BESIDE box.
  • Between needs two reference points.
    model 'BETWEEN — in the middle of two things.'
    prompt Place bear BETWEEN two boxes.
Checks for understanding
  • If the bear is HIGHER than the box, what's the word? (above)
  • If the bear is in the middle of two boxes, what's the word? (between)
Media
M-K-F-GM-16-A Chart Physical / non-image

24"x18" anchor chart titled 'WHERE IS BEAR?' 6 panels in 2x3 grid showing a brown teddy bear and a red box: (1) bear ABOVE box (floating above with arrow); (2) bear BELOW box (under with arrow); (3) bear BESIDE box (to right); (4) bear IN FRONT OF box (closer to viewer); (5) bear BEHIND box (farther from viewer); (6) bear BETWEEN two boxes (in middle). Each labeled in 24-pt black text with the position word.

Guided practice

10 min
Tasks
  • Pair game: A directs B to place the bear ('put the bear BEHIND the box'). B follows. Swap.
    scaffold Position-word reference card visible.
  • Math-thinking close (combines today + this week): Teacher shows two ten-frames (7 and 4). 'Which is more? How do you KNOW?' Children use sentence frame 'I know ___ is more than ___ because ___.'
  • Bear and tower: 'put your bear ABOVE a tower of 6 cubes' (combines position + counting).
Media
M-K-F-PS-16-A Chart Physical / non-image

18"x12" poster titled 'HOW DO YOU KNOW?' Center: large sentence frame in 28-pt black text: 'I know ___ because ___.' Below: 3 sample fill-ins: 'I know there are 6 because I counted'; 'I know 7 is more than 4 because I matched and 7 had EXTRAS'; 'I know this shape is a triangle because it has 3 sides.' Decorative thought-bubble icon.

Independent practice

5 min
Media
M-K-F-GM-16-B Interactive Physical / non-image

Tablet interactive: shows a bear-and-box picture in one of 6 positions (above/below/beside/in front/behind/between). Child taps the correct position-word card from a row of 6 cards. Audio feedback: 'Yes — above!' on correct. Reset between rounds. Bright high-contrast UI.

Formative assessment

2 min
Exit ticket
  • Teacher places bear in 3 positions (above, beside, between two boxes); child names each.
  • Show 7 cubes and 4 cubes; child explains which is more and how they know.
scoring Both correct = mastery snapshot; one correct = practicing; both wrong = reteach next session

Closure

Moves
  • Class chants: 'Above / Below / Beside / Between — mathematicians know where things have been.'
  • Preview: 'Tomorrow we begin to put it ALL together for our unit show.'

Homework

5 min
Tasks
  • At home, place a stuffed animal in 3 different positions (above the couch, beside the chair, behind the door). Tell a grown-up each position.

Exercises in this lesson

math.gK.f.gm.position_words.ex_01
Follow these directions: 1) Put the bear ABOVE the box. 2) Put the bear BESIDE the box. 3) Put the bear BEHIND the box.
 follow position direction · diff 2
math.gK.f.gm.position_words.ex_02
Look at each picture. Choose the position word that describes where the bear is.
 label position in picture · diff 2
math.gK.f.ps.math_practices.ex_01
Show 6 in any way you want (fingers, cubes, ten-frame, drawing). Then tell me: how do you know it's 6?
 explain how you know · diff 2

Differentiation

Scaffolds
  • Position-word picture cards as visual reference
  • Modeling first by teacher, then child mimics
Extensions
  • Introduce 'inside,' 'outside,' 'near,' 'far'
  • Use position words to describe arrangement of objects in a real classroom photo
English Learners
  • Position-word cards bilingual
  • Body-movement embedded for kinesthetic anchoring
Ieps 504s
  • Tactile bear (weighted) for grasping
  • Reduce to 3 position words (above, below, beside)

Teacher notes

Position words are mostly oral-language work and double as English Learner support — every K child needs to hear and use these words regardless of math. The mathematical-thinking sentence frame is a soft introduction to CCSS MP.3 ('construct viable arguments') at the K level — just the habit of explaining WHY, not formal proof. Today is also the start of integration — combining position + counting + comparison in single tasks signals the unit-summative moves ahead.