Code: AC9M2SP02. Goal: locate a feature and describe a position using both row and column. Prepare: Map A, 4 × 4 floor/paper grid, one counter.
- Invite · 2. Point to the imaginary reading nook and say, “A friend cannot see where my finger points. What could I tell them?” Accept positional words, then name the need for a repeatable location.
- Model · 5. Trace column A and row 1; meet at A1. Say, “A1 means column A, row 1. I can find it again when the paper is put down the same way.” Put a counter on the reading nook; move the counter off, then have a child relocate it from the label. Emphasise that A1 is a label here, not a number to calculate.
- Guided · 6. Ask children to locate the water point at C1 and plant at D2. Say “show, say or type the square”; ask, “What happens if I give only row 2?” Compare all four squares in that row.
- Choice · 6. Each learner chooses one of D11-A/B/C. A partner checks by moving a counter; the learner must say the column and row or identify them with AAC/pointing.
- Exit · 4. Say “Show the label for book returns.” Observe independent A3, then ask one child how they checked. If a child reverses row/column, trace the header and side labels on a fresh grid.
- Note · 2. Record whether the child located independently, after a label prompt, or not yet; save one verbatim explanation.
Access/home/extension: Adult reads place names; raised/string grid or large cells; partner moves counter as directed; home learner can label four objects in a 2 × 2 fictional picture. Extension: explain why “row 2” alone cannot name one square.