Ordering Numbers 1 to 10 Review
Lesson 16 of 19
Objective: Students will be able to order numbers 1 to 10 when counting forward and backwards.
Problem of the Day
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 'Order these numerals.' We need to put the numerals on the number line in order just like we did yesterday. Look carefully at this number line. What number does it start with?" (6) "Sometimes we see number lines that start with numbers other than 0 or 1. We can still put the numerals in order starting with that number." I have students come up and drag the numerals into the correct place on the number line. We then count 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 continue to learn about numbers. We are going to review the how to order numbers and practice putting them in order backwards, too."
Presentation of Lesson
I show students the book Roll Over! A Counting Song illustrated by Merle Peek . I tell students that in this story, a child is trying to sleep, but his bed is full of animals. I read the story and have the students predict what number will come on each page before I turn the page. When we are finished reading the book, we count backwards from 10 together. I tell the students that this is also a song and there are a lot of illustrations that people have put with it. I show this video and encourage the students to sing along.
I tell students that we will be practicing ordering numbers on an Ordering Numbers 1-10 worksheet. I show students the paper and say, "We are going to be working on the front of this paper together. You need to get out your 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 document camera and display the worksheet on the SMARTBoard. When all students have their pencils up, I say, "The directions on this paper say ‘Write the numerals in the correct order.' They already put the number 10 on the number line for us. How is this different from what we did yesterday?" (We are starting at 10 and counting backwards.) "What comes next?" (9) "We are going to write 9 in the box." I model this on the board and continue this until we get to 1. When we are finished, I say, “There are two more question for you to do on the back of your paper. Flip your paper over. When you are finished, put it in the paper tray.” I circulate to help students with this task.
When the students are finished, they put their papers into the paper tray in the front of the classroom and get their center.
Since the students finish their papers at different times, I circulate through the room to make sure that student 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. For this week I wait until the table doing the sand number is ready to start their center since I need to bring sand to the table. 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 0-10 and matching the numbers to objects. I pull the students back to my small group table to a review of the numbers 0 to 10. I show the flash cards and have students practice identifying the numbers. I then give each student a pile of manipulative (0-10) and have them pick the number card that matches their group. I then have the students work together to put the 1-10 flash cards in order and then I have them do it again starting with 10. The next two groups just the follow up activity for ordering the numbers 1-10. 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.
I turn on the projector and document camera. I put up an example of a student's completed worksheet on the SMART board. I have that student tell what they did and why. 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 order the numbers 1 to 10 both forward and backwards. Tomorrow, we are going to use our knowledge of the numbers 1 to 10 to describe positions."