Ordering Numbers to 30

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Objective

Students will be able to order numbers to 30 using numerals and pictures.

Big Idea

Numbers don't stop at 20! We spend the last week or so of school looking at the numbers beyond 20. Today we do it by looking at the number line.

Problem of the Day

5 minutes
Instead of a Problem of the Day today, we play this interactive game to practice ordering numbers to 20.
I chose to do this to do something different (It's the end of the year and I feel the need to change things up today!)

Presentation of Lesson

25 minutes

To start this lesson, I give each student a card with a number on it from 10 to 30 and have the students get in order.  This takes some time, but is a great way to see how students work together and if they can recognize numbers and count in order to 30.  Once the students are in order, I take their number cards and lay them down on the carpet in order.  We talk about how this is the way we rote count and the way that numbers are arranged on a number line.

I tell students that we will be practicing ordering numbers on an Ordering Numbers 21-30 Worksheet.  I hand each student a paper and follow our Paper Procedures.  I work through the front of the paper with the students and allow the students to complete the back on their own. When they are finished, they put their papers into the paper tray in the front of the classroom and get their center.

Practice

20 minutes
This week's centers are:

I am not pulling groups this week because of end of the year assessments and activities.

Prior to clean up, I check in with each table to see how the centers are going.  I have been using counting down from 20 slowly instead of a clean up song.  Counting backwards is as critical as counting up. Students need to be able to know the number that comes before, as well as after, any given number (w/i 10, w/i 20, etc.). Counting back is a critical strategy for subtraction.

The students like to count backwards with me as they clean up and I can lengthen or reduce the clean up time based on how students are doing and how much time we have.

Closing

5 minutes

To close, I put a student's paper on the document camera a project it on the SMART Board and have that student explain their work.  I mention positive things noticed during centers as well as something that needs to be better next time. 

I review what we did during our whole group lesson.  "Today we learned about ordering numbers to 30.  Tomorrow we are going to looking at numbers to 100."