The students will be able to order numbers 0-10.

Most students can count 0-10, but can they arrange the numerals when they are in random order? This is an important skill for comparing numbers. This lesson provide additional practice.

7 minutes

This part of the lesson uses the hanging number tags (0-10) from the previous lesson. If you did not print them out already, there is a PDF included in the file.

I divide the students into two groups (I have 22 students), give each student a hanging number tag and tell them to put on the number and arrange themselves in a line from 0-10. To check our work, the students call out individual numbers in order after each line is formed. We do this because rote counting is often in place well prior to understanding, so I leverage this.

I then switch around the groups, trading a 2 for a 2, a 4 for a 4, etc. This time I challenge the students. I say to them, *You did a great job getting into number order from 0-10. I am wondering if you can get into number order without talking. You can communicate by pointing or directing people, but no talking.*

The students get into a line quite quickly. Actually, faster than if they were talking. We again call off the numbers down each line to check. I then collect the cards and invite the students to sit by the SMARTBoard.

10 minutes

For this portion of the lesson, I use my SMARTBoard. If you have a SMARTBoard, the file can easily be downloaded and opened. If you have a different type of interactive whiteboard, you can still use this lesson by opening the file in Smart Notebook Express. There is also a PDF of the slides so you can recreate this part of the lesson. You will notice that the SMARTBoard lesson and activities are very much like the previous lesson on more. This is so the students make the connection between less and more.

I gather my students in front of the SMARTBoard. I have cards with each student's name on. These cards are used for selecting who will come up to the Smartboard.

I open the first slide (SMARTBoard Slide 1) with the lesson objective written in "student friendly" terms. There is a content objective and a language objective to help focus on vocabulary expansion for my English Learners (ELs) to be congruent with SIOP instructional techniques. I read these objectives aloud for my students.

**Content Objective**

I can put the numbers 0-10 in counting order.**Language Objective**

I can tell a friend if a group of numbers are in counting order and what needs to be changed if it is not.

**Slide 2:** * Let's put the numbers 0-10 in counting order. * I remind the students they can count or look at the number line in the room for help. I call students up to the SMARTBoard. Each one moves one number.

**Slide 3: ** *Can you put the leaves on the branches in order?*

**Slide 4: ** Turn and Talk Time. *My friend put these numbers in counting order. I want you to talk to your partner about whether they are in the correct order. If not, what needs to be changed? * The students then talk with their assigned turn and talk partner. After allowing them adequate time to talk, I ask the students if the numbers are in the correct order. I then ask them, what needs to be changed to make it correct? I solicit answers from the students. I then invite a student to come up to the board and fix the number order.

5 minutes

For this part of the lesson, you will need the Ordering Numerals: Pumpkins. You will need one set for every two students. I like to laminate the cards before cutting them out so I can use them for learning centers and in coming years.

I quickly partner the students, trying to match student with similar abilities. I give each pair of students a work area on the floor so they can spread out. I tell them, "*I want you to work as a team to order the numbers. I want you to take turns. First one person puts out a number and then the next person. Go back and forth like this until all the numbers are in order. You can help each other out. Raise your hand when you are done and I will check your work."*

I circulate around the room, checking the students' work. I have the students count for me to check their work When the students are done I have them return to their seats to get instruction on how to play the game in the Independent Practice section.

10 minutes

For this part of the lesson, you will need the Pumpkin Numeral Order Game. Each pair of students will need a 10-sided die.

As the students complete the guided practice pumpkin ordering activity, I explain to them that we will be playing a game to practice putting numbers in counting order. I demonstrate how to play the game.

I say to them,* "My partner and I each need a recording sheet. I will roll the die and then I will look at the pumpkins on my sheet. I will find where the number fits in counting order on the sheet."* (I roll the die.) "*I got an 8. I know that goes after 7 or before 9. I will write it on my sheet. I will write the number on the sheet. If I can't fill in a pumpkin, I say PASS and the give the die to my partner." *

*Now my partner will go. * (I have a student be my partner). I talk her through rolling the die. I tell the students that they will continue to play until someone gets all of the pumpkins filled or if time is up before they are all filled, whoever has the most pumpkins completed is the winner.

I circulate around the room while the students are playing the game so I can check the students' understanding of counting order. I see the students saying the numbers to figure out where the numeral they roll goes.