E1.4 Describe the relative locations of objects or people, using positional language.
Skill: Describing Relative Location
In the primary division, children constantly observe their environment and establish points of reference in order to situate themselves in the space around them. They first situate people or objects in relation to themselves and then situate themselves in relation to other people or objects.
Example 1
![There's four people in the pictures. You will have to place the people around me by the direction given. The first order is: « Martin is behind me. » The second order is: « I am between Tanya and Tasha. »](/img/activite/sens-de-l-espace/en/1re/VE1_SDE_Image33_en.png)
To describe the location of an object, the student looks around the object to find benchmarks.
Example 2
![](/img/activite/sens-de-l-espace/en/1re/VE1_SDE_Image34_en.png)
To locate an object, the child first selects or identifies an object as a benchmark. Then, they combine several benchmarks to identify or locate objects according to a tracking system. For example, the child can recognize that the red lines in the gym are the boundaries of their classroom. In Grade 1, they can locate a student in the classroom in relation to other students..
Example 3
![](/img/activite/sens-de-l-espace/en/1re/VE1_SDE_Image35_en.png)
Source: translated from Guide d’enseignement efficace des mathématiques de la 1re à la 3e année, Géométrie et sens de l'espace, p. 56-58.
Skill: Using Vocabulary Associated With the Location
Terms usually used to describe the location of one object in relation to another are: on, under, in front of, behind, next to, near, far from, in, out, up, down, in, to the left of, to the right of, above, below, between, immediately to the right of, immediately to the left of.
Example
![](/img/activite/sens-de-l-espace/en/1re/VE1_SDE_Image36_en.png)
Source: translated from Guide d’enseignement efficace des mathématiques de la 1re à la 3e année, Géométrie et sens de l'espace, p. 56-57.