Ordering Numbers to Five
Lesson 15 of 16
Objective: Students will be able to order numbers to five using numerals and pictures.
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 'Match the numbers to the correct group. Which group has less?'" I say, "This problem has two parts. What is the first thing it asks us to do?" (Match the numbers to the correct group.) I have a student come up, count the cats and drag the number into the box. I call another student to do the same for the chicks. "Listen to the direction again. 'Match the numbers to the correct group. Which group has less?' What do we need to do next?" (Tell which group has less.) I have a student tell which group has less and explain how they know.
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 practice putting the numbers 0 to 5 in the correct order."
Presentation of Lesson
To start this lesson, we practice counting 0 to 5. I write the numeral 4 on paper, tape it up and show it to students asking, "What number is this?" (4) I display and repeat this with the numerals 0, 5, 2, 1 and 3. When all of the numbers are on the board (in this order 4, 0, 5, 2, 1, 3), I say, "Let's count again."
Pointing to each number in turn, I count, "4, 0, 5, 2, 1, 3." I expect that at this point the students will be concerned. I ask, "What's wrong?" If students do not seem concerned with my mixed up counting, I ask, "Was that okay?" and then move on to the "What's wrong?" (The numbers are mixed up.) "Do the numbers need to be in a certain order?" (Yes!) "Can you help me put them in order?" I take down the numbers and call up a student to select the first numeral. I call up additional students to continue the count. I do not say if the order is correct or incorrect. If no students raises their hand to contest the each student's choice, I ask, "Do you agree with this order?" When the students agree that it is correct, I have the students say it with me.
I tell students that we will be practicing ordering numbers on an Ordering Numbers 0 to 5 Worksheet. I've included a video that explains the activity. 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 ‘Count the dots. Write the numbers in order.' Let's count the dots together" I have the students count with me and I model how to write each number. "The directions on the next section say, "Write the numbers in order on the number line. When we are looking at a number line, there are not multiple objects above each number to count, but we know that on a number line, the numbers must be in order. They already gave us the number 0. What number comes next?" (1) "What number comes after 1?" (2) I repeat until we get to 5. Then I say, “There is another number line for you to do on the back of your paper. Flip your paper over. The directions say, 'Cut the numbers apart. Glue the numbers in the correct order on the number line. I have a strip of numbers for you to cut apart. When you receive your strip of numbers, you may begin. 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.
This week's centers are:
Playdough Numbers (K-5mathteachingresources.com)
Counting: Pattern Block, Lego, Bear and Color Tile Count (K-5mathteachingresources.com)
Roll and Count (Makinglearningfun.com)
Number Tracing (Numeral Handwriting Sheets-K-5mathteachingresources.com )
SMART Board - Online Game Scrambled Egg City (Macmillan/McGraw)
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 0-5 and matching the numbers to objects. I pull the students back to my small group table to a review of the numbers 0 to 5. I show the flash cards and have students practice identifying the numbers. I then give each student a pile of manipulatives (0-5) and have them pick the number card that matches their group. I then have the students work together to put the 0 to 5 flash cards in order. The next two groups do a follow up activity for ordering the numbers 1-5. I give each student two cards and have them work together to put the numbers in order. 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.
Today I put up an example of a student's completed worksheet on the SMARTBoard. 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 0 to 5. Tomorrow, we are going to take an assessment so that you can show me how much you have learned about the numbers 0 to 5."