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# Using Numbers to Describe Positions - Ordinals

Lesson 17 of 19

## Objective: Students will be able to count using ordinals.

#### Problem of the Day

*5 min*

I start the lesson with a problem of the day to help students review skills and concepts from prior lessons and develop their ability to problem solve. I call the students up to the carpet. The students find their spots while saying this chant with me.

*Criss cross, applesauce, hands in your lap, eyes on the teacher, you've got to show me that.*

I project the Problem of the Day on the SMARTBoard and say to students, "This is our Problem of the Day for today. This says 'Write the missing numbers.'" I say, "What is it asking us to do?" *Write the missing numbers. *I have a student come up and write in the first missing number. I ask, "How did you know to write that number?" I have students tell how he came up with that number. I call up another student to write in the other missing number. I ask, "How did you know to write that number?" I have the student tell how he came up with that number. I then have all of the students count with me to make sure that the numbers are in the correct order.

If you don't have a SMARTBoard, you can use the pdf copy of the slides in a variety of ways to reproduce this activity.

I tell students, "Today we will keep learning about counting using ordinals. Ordinals tell us the position of something. They are the kind of number words we use on our calendar!"

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#### Presentation of Lesson

*25 min*

I pull up the Where's Harley SMART Notebook page and show students the book *Where's Harley* by Carol and Amanda Felton. I tell students that in this story, a rabbit named Harley gets out of his cage and his owners have to look for him. I read the story, and as I read, I have a student come up move the rabbit on the SMART Board to the correct floor.

I tell students that we will continuing to practice on a Ordinals worksheet. I show students the paper and say, "*We will be working on this paper together. You need to get out a pencil and put your name on your paper. When your name is on your paper hold your pencil in the air, that will let me know that you are ready to start."** * I like to have students hold up their pencils or put their hands on their heads when they are finished with a task. It makes it easy for me to see who is ready and also keeps the students from writing all over their papers while they wait for other students to finish.

I hand each student a paper for them to take back to their seats and while the students are writing their names, I turn on the projector and document camera and display the worksheet on the SMARTBoard. When all students have their pencils up, I say, *"The directions on this paper say ‘Nate and Mandy live on the sixth floor with Harley. Cut out the rabbit and glue him on the sixth floor. Maria lives on the eighth floor. Draw an X on the floor where Maria lives. Gus lives on the fourth floor. Circle the floor where Gus lives.' Wow! That is a lot of directions. We better break it down like we do when our Problem of the Day has multiple parts. Let's listen to the first part. 'Nate and Mandy live on the sixth floor with Harley. Cut out the rabbit and glue him on the sixth floor." * I model this on my paper and walk around to monitor as the students do the same on their papers.

*"The next part says, 'Maria lives on the eighth floor. Draw an X on the floor where Maria lives.'" ** *I call on a student who is raising a quiet hand. I have the student come up and point to the eighth floor.* "How do we know?" *(There is an 8 there and we can count saying first, second, third, fourth, fifth, sixth, seventh, eighth.) I have all students put and X on the eighth floor.

*"The next part says, 'Gus lives on the fourth floor. Circle the floor where Gus lives.'"* I call on a student who is raising a quiet hand. I have the student come up and point to the fourth floor. *"How do we know?" *(There is an 4 there and we can count saying first, second, third, fourth.) I have all students circle the fourth floor. I also complete the back of the paper with the students since there are several directions for each question. When they are finished, students put their papers into the paper tray in the front of the classroom and get their center.

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#### Practice

*20 min*

Since the students finish their papers at different times, I circulate through the room to make sure that students are completing their papers, putting it in the tray and getting their centers. This week's centers are:

Writing Numbers in Sand (Use Number Cards 0 to 10)

Number Order Puzzles (K-5MathTeachingResources.com)

Counting and Ten Frames (K-5MathTeachingResources.com)

Dice Race (K-5MathTeachingResources.com)

Apple Counting SMART Board (TeachersPayTeachers.com - Use slide 11 as center)

I quickly circulate to make sure students are engaged and do not have any questions about how to complete the centers. I pull three groups during centers. I pull the first group for 10 minutes and the other two groups for 5 minutes each. The first group is comprised of the students who were having trouble identifying numbers and matching the numbers to objects. Even though we are working on ordinals, I start with identifying and matching numbers to objects for this group since they need to master this skill. I have a basic idea of who I want in each group based on recent assessments, but I also take into account how the students did in the whole group lesson. I pull the students back to my small group table to do a reteach activity using flash cards and manipulatives (for this lesson I used two color counters). I show the flash cards and have students practice identifying the numbers. I then give each student a pile of counters (1-10) and have them pick the number card that matches their group. I then put 8 stuffed animals in a line facing the window side of our classroom. I ask students to take the third animal, the fifth animal, etc. The next two groups of students do just the activity with ordinals. I do this much quicker for these groups. Prior to clean up, I check in with each table to see how the centers are going. I turn on Tidy Up by Dr. Jean. Students clean up and return to their seats.

#### Resources

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#### Closing

*5 min*

I close the lesson by having 10 students come up to the front of the room. I ask, "Who is first in line? Who is fifth in line? Who is tenth in line?" I mention positive things that I noticed during centers. I also include something that needs to be better next time. I review what we did during our whole group lesson. "Today we learned how to count using ordinals. We use ordinals when we are talking about the position of things.* *Tomorrow, we are going do an assessment to see how much you have learned about the number up to 10!"

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- LESSON 1: Numbers to 10 Math Centers
- LESSON 2: What Are Numbers? Introducing 6 & 7
- LESSON 3: What Are Numbers? Practicing 6 & 7
- LESSON 4: What Are Numbers? Introducing 8
- LESSON 5: What Are Numbers? Practicing 8
- LESSON 6: How Do We Write Numerals? Writing 6, 7, & 8
- LESSON 7: How Do We Write Numerals? - Writing/Reviewing 6, 7, & 8
- LESSON 8: What Are Numbers? Introducing 9 & 10
- LESSON 9: What Are Numbers? Practicing 9 & 10
- LESSON 10: Math Centers - Reviewing Numbers to 10
- LESSON 11: How Do We Write Numerals? Writing 9 & 10
- LESSON 12: How Do We Write Numerals? - Writing/Reviewing 9 & 10
- LESSON 13: Comparing Numbers to 10
- LESSON 14: Comparing Numbers to 10 Review
- LESSON 15: Ordering Numbers 1 to 10
- LESSON 16: Ordering Numbers 1 to 10 Review
- LESSON 17: Using Numbers to Describe Positions - Ordinals
- LESSON 18: What Have We Learned? - Assessing Numbers to 10
- LESSON 19: Let's Count on the Polar Express!