Foundations of Mathematical Thinking · Senior Infants · 3D Shapes · Summer Term

Finding Our Way

Using simple grids and maps to describe location and movement.

• NCCA Curriculum Specifications
• NCCA: Primary - Shape and Space
• NCCA: Primary - Spatial Awareness

About This Topic

Finding Our Way introduces Senior Infants to spatial awareness through simple grids and maps. Children learn positional language like 'to the left of,' 'between,' and 'next to' to describe locations in the classroom and school. They follow and give directions for movement, such as paths from the classroom to the bathroom. This builds confidence in navigating familiar spaces and connects to everyday routines.

In the NCCA Primary curriculum's Shape and Space strand, this topic develops spatial reasoning, a foundation for geometry and measurement. Children represent positions on grids, fostering early map-reading skills that support later work with coordinates and directions. Activities emphasize clear communication, helping children articulate their thinking and understand others' perspectives.

Active learning shines here because children use their bodies to act out directions, draw personal maps, and hunt for objects on grids. These experiences make abstract concepts concrete, reduce anxiety around new vocabulary, and encourage peer teaching as children guide each other.

Key Questions

1. Can you tell me what is to the left of the door?
2. How would you get from the classroom to the bathroom , can you show me?
3. What is between the window and the bookshelf?

Learning Objectives

• Demonstrate the ability to follow a sequence of 3-4 directional instructions to navigate a classroom space.
• Identify the relative position of objects in a grid using terms like 'left,' 'right,' 'above,' and 'below.'
• Create a simple map of a familiar area, indicating at least three distinct locations and their relationships.
• Explain the meaning of 'between' when describing the location of an object relative to two other objects.

Before You Start

Identifying 2D Shapes

Why: Students need to recognize basic shapes to understand how they are arranged in space and can be represented on maps.

Basic Counting and Number Recognition

Why: Understanding sequences and identifying positions on a grid often involves counting and recognizing numbers.

Key Vocabulary

Grid	A pattern of horizontal and vertical lines that form squares, used to help us find places.
Map	A drawing of an area that shows where things are, like roads, buildings, or places in our school.
Left/Right	Words we use to tell where something is compared to us or another object.
Between	In the space separating two things or people.
Direction	The way someone or something moves or is aimed.

Watch Out for These Misconceptions

Common Misconception

Left and right are fixed directions, not relative to the person.

What to Teach Instead

Children often confuse left and right based on their own viewpoint. Use body turns and partner pointing in pair activities to practice relative positioning. Active movement helps them feel the difference and correct through trial and error.

Common Misconception

Maps show exactly what you see, like photos.

What to Teach Instead

Children treat maps as pictures rather than symbols. Hands-on grid hunts where they match real objects to grid labels build symbolic understanding. Group discussions reveal how maps simplify spaces.

Common Misconception

Directions only go forward or straight.

What to Teach Instead

Movement is seen as linear only. Circular paths in Simon Says games show turns and backtracking. Whole-class modeling clarifies full directional language.

Active Learning Ideas

Whole Class: Direction Simon Says

Call out positional commands like 'Stand to the left of your chair' or 'Walk between the tables.' Children follow and then lead rounds. Discuss successes and mix-ups as a group.

20 min·Whole Class

Small Groups: Classroom Grid Hunt

Draw a large floor grid with chalk or tape, labeling spots with classroom objects. Children roll a die to move and describe their position, like 'I am next to the bookshelf.' Groups report findings.

30 min·Small Groups

Pairs: Follow My Map

One child draws a simple map of the classroom with a start and path to an object. Partner follows directions to find it, then switches roles. Pairs share maps with the class.

25 min·Pairs

Individual: My Desk Grid

Children create a 3x3 grid around their desk, placing stickers or drawings and labeling positions. They describe grids to a neighbor for verification.

15 min·Individual

Real-World Connections

• Delivery drivers use maps and directions every day to find houses and businesses efficiently. They must understand street layouts and follow GPS instructions accurately.
• Architects and city planners create maps and blueprints to design buildings and neighborhoods. These plans show where rooms are located and how people will move through the spaces.
• Search and rescue teams use maps and grids to locate people in challenging environments. They follow precise coordinates and directions to navigate unfamiliar terrain.

Assessment Ideas

Quick Check

Place three classroom objects in a line (e.g., a book, a pencil, an eraser). Ask students: 'What is between the book and the eraser?' Observe their responses to gauge understanding of the term 'between'.

Exit Ticket

Give each student a small grid paper. Ask them to draw a smiley face in one square, a star in the square to its right, and a heart in the square above the smiley face. Collect to check their ability to place objects based on relative position.

Discussion Prompt

Ask students to imagine they are guiding a new student from their desk to the water fountain. Prompt them: 'What directions would you give? Would you say 'turn left' or 'go straight'? How would you describe what is next to the water fountain?'

Frequently Asked Questions

How do I teach positional language to Senior Infants?

Start with concrete classroom references, like 'the book to the left of the door.' Use daily routines for repetition, such as lining up 'between the board and window.' Visual aids like labeled photos reinforce terms, and children practice by directing peers to objects. Consistent modeling builds fluency over weeks.

What activities develop spatial awareness with grids?

Grid hunts on the floor or paper let children move to positions and describe them. Pair map-following turns abstract grids into interactive challenges. Track progress with class murals of school maps, where everyone adds directional paths. These build from familiar spaces to simple plans.

How can I address left-right confusion in directions?

Incorporate body cues like hand-on-hip for left. Simon Says with mirrors or partners facing each other highlights relative views. Daily 'turn and point' warm-ups solidify concepts. Celebrate small wins to boost confidence in using terms accurately.

Why use active learning for teaching directions and maps?

Active approaches like physical hunts and role-playing directions engage kinesthetic learners, making spatial terms memorable through movement. Children correct misconceptions in real time during peer guidance, deepening understanding. Collaborative grid work fosters communication skills, while fun elements keep engagement high across varying abilities.