Grade 1
  1. Numbers and Counting  1.1. Counting to 10  1.2. Counting to 20  1.3. Counting to 50  1.4. Counting to 100  1.5. Writing Numbers 1 to 10  1.6. Writing Numbers 1 to 20  1.7. Writing Numbers 1 to 50  1.8. Writing Numbers 1 to 100  1.9. Reading Numbers 1 to 10  1.10. Reading Numbers 1 to 20  1.11. Reading Numbers 1 to 50  1.12. Reading Numbers 1 to 100  1.13. Comparing Numbers  1.14. Ordering Numbers  1.15. Odd and Even Numbers  1.16. Number Patterns  1.17. Skip Counting by 2s, 5s, and 10s  1.18. Understanding Zero
  2. Basic Addition and Subtraction  2.1. Understanding Addition  2.2. Addition Facts within 10  2.3. Addition Facts within 20  2.4. Adding Zero  2.5. Adding One More  2.6. Adding Two More  2.7. Adding Three More  2.8. Adding Using Pictures  2.9. Addition Word Problems  2.10. Understanding Subtraction  2.11. Subtraction Facts within 10  2.12. Subtraction Facts within 20  2.13. Subtracting Zero  2.14. Subtracting One  2.15. Subtracting Two  2.16. Subtraction Using Pictures  2.17. Subtraction Word Problems  2.18. Introduction to Doubles Facts  2.19. Introduction to Making 10
  3. Place Value and Number Sense  3.1. Understanding Tens and Ones  3.2. Counting by Tens  3.3. Place Value within 20  3.4. Place Value within 50  3.5. Place Value within 100  3.6. Reading and Writing Two-Digit Numbers  3.7. Comparing Two-Digit Numbers  3.8. Decomposing Numbers
  4. Measurement  4.1. Length  4.1.1. Comparing Lengths  4.1.2. Measuring with Non-Standard Units  4.1.3. Using Standard Units (Inches and Centimeters) in Length  4.2. Weight  4.2.1. Comparing Weights  4.2.2. Heavy and Light Objects  4.2.3. Introduction to Grams and Pounds  4.3. Capacity  4.3.1. Comparing Capacity  4.3.2. Full and Empty  4.3.3. Introduction to Liters and Milliliters  4.4. Time  4.4.1. Telling Time to the Hour  4.4.2. Telling Time to the Half Hour  4.4.3. Days of the Week  4.4.4. Months of the Year  4.4.5. Understanding Yesterday, Today, and Tomorrow  4.5. Money  4.5.1. Recognizing Coins  4.5.2. Counting Coins  4.5.3. Introduction to Dollar and Cents Symbols  4.5.4. Simple Addition and Subtraction with Money
  5. Geometry  5.1. 2D Shapes  5.1.1. Recognizing 2D Shapes  5.1.2. Drawing 2D Shapes  5.1.3. Naming 2D Shapes  5.1.4. Properties of 2D Shapes  5.1.5. Sorting 2D Shapes  5.1.6. Composing Simple Shapes  5.2. 3D Shapes  5.2.1. Recognizing 3D Shapes  5.2.2. Naming 3D Shapes  5.2.3. Properties of 3D Shapes  5.2.4. Sorting 3D Shapes  5.3. Position and Direction  5.3.1. Left and Right  5.3.2. Above and Below  5.3.3. Inside and Outside  5.3.4. Near and Far  5.3.5. In Front and Behind
  6. Patterns and Sorting  6.1. Recognizing Patterns  6.2. Extending Patterns  6.3. Creating Patterns  6.4. Sorting by Color  6.5. Sorting by Shape  6.6. Sorting by Size
  7. Data and Graphing  7.1. Introduction to Data  7.2. Collecting Data  7.3. Tally Marks  7.4. Bar Graphs  7.5. Picture Graphs  7.6. Interpreting Simple Graphs
  8. Fractions  8.1. Understanding Halves  8.2. Understanding Fourths  8.3. Dividing Shapes into Equal Parts  8.4. Identifying Equal and Unequal Parts

Grade 1 → Geometry → Position and Direction ↓


In Front and Behind


Understanding the concept of "in front of" and "behind" is a fundamental step in learning about position and direction. These words help children understand spatial relationships in a simple and practical way, which can be applied in daily activities and advanced mathematical reasoning in the future.

What does "in front of" mean?

When we say that something is "in front," we are referring to the position of an object that is facing or closest to the observer or another object, usually in direct line of sight. For example, in a classroom, the teacher stands in front of the classroom, which means he or she is facing the students and is the first thing the students see.

Visual example of "front"

Consider the following figures:

    
    
    A



    
    B

Here, rectangle A is in front of rectangle B.

What does "behind" mean?

"Behind" refers to the position of an object that is hidden or obstructed by another object when viewed from one direction. For example, a lamp placed on a table may be behind a book if a book is blocking the view of the lamp from one direction.

Visual example of "behind"

Look at the following setup:

    
    
    X



    
    Y

In this scenario, square Y is behind circle X.

Everyday examples front and back

Understanding "front" and "back" helps with navigation and understanding directions. Here are some examples from everyday life:

  • When you stand in a queue, the person directly in front of you is “in front” of you.
  • If you're watching television, the screen is in front of you, and anything obstructing your view is behind it.
  • In a photo of a group of people standing, the people at the back are "behind" the people in the front.
  • The driver's seat in the car is in front of the rear seats.

By practicing these concepts with tangible objects, children can better understand how “in front of” and “behind” places function.

Interactive activities

Here are some activities you can do with children to help them practice the concepts of "in front of" and "behind":

  1. Line Up Game: Ask the children to stand in separate lines. Then, ask them to identify who is in front of whom and who is behind whom.
  2. Story Book Exploration: When reading a picture book, ask children to point out which objects or characters are in the front or back in different pictures.
  3. Role play: Create scenarios where one child plays the front role, another plays the back role, and ask them to switch roles. Discuss their situation.
  4. Sorting objects: Use household objects like cups, books, and toys. Arrange them in order, and ask children to pick out the objects in front and behind.

Questions to develop understanding

To further learning, consider asking questions to help children understand and express these concepts, such as:

  • What item is in front of the cup?
  • Bring a book and put it behind the pencil case. What do you see?
  • If Max is behind Sarah, who will Sarah see when she looks back?
  • Arrange your toys and tell me which toy is ahead of the rest?

National Curriculum Alignment of the United Kingdom

The concepts of "in front of" and "behind" are part of the United Kingdom's Key Stage 1 mathematics curriculum, where children begin to learn about position and direction. At this stage, the focus is on talking about positions using everyday language and describing movements using "in front of" and "behind".

Conclusion

Understanding the ideas of "in front of" and "behind" not only helps children with spatial awareness, but also prepares them for more complex geometric concepts in later grades. Encouragement through games, questions, and hands-on play allows children to explore and understand these fundamental ideas in a practical and fun environment that promotes learning and development.


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In Front and Behind

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