Maths- Ordinal Numbers

AusVels
Understanding that numbers are said in a particular order and there are
patterns in the way we say them
Understanding and using terms such as first and second to indicate ordinal
position in a sequence.
Using objects which are personally and culturally relevant to students

Learning Focus: For children to gain an understanding of ordinal numbers both

verbally and written
Resources: Worksheets, Hungry Caterpillar book, whiteboard & marker, number
pages, paper, and dice
Time: 1 hour 45 minutes
Rationale:
This experience will allow children to develop and use their ordinal number language
which develops their understanding in regards to basic concepts in which objects or events are
ordered, for example: comparing heights, volumes, times, areas etc.

Beginning
Prepare resources before beginning of lesson
Children begin by siting on the carpet. Explain we will be going outside to do some
races. Take them outside and separate in to 5 groups of 5 for running relay races.
Team names are (1st, 2nd, 3rd, 4th, 5th). Race to see who comes in 1st, 2nd, 3rd, 4th and 5th.
Model and explain the activity as well as explaining that those children who
misbehave will be disqualified. Run from one side to another and then back with a
child to show where the end is, then tag the next person. Once they have raced they go
to the back of the line and sit down. When everyone in the team has raced and sat
down they come first, and so on until everyone has finished.
The winning team chooses how we do the next race (jump, skip, hop). Do this 3
times.
Continuously reinforce who comes 1st, 2nd and so on throughout the races.
Once the races are finished, line up behind Star of the Week and walk inside together.
Middle
Children to sit back on the carpet.
Once children are settled and listening, begin by reading The Very Hungry
Caterpillar. Questioning throughout the book in regards to 1st, 2nd, 3rdreinforcing
the ordinal language
Then move on to the next activity.
Choose children to give number cards to, these children to stand up and line
themselves up in order of 1st-10th against the whiteboard. Children sitting down are to

help the children standing order themselves. Do this with another 2 groups of children
until all children have had a turn.
Take the cards off the children and hand them back in a different order, children to
then rearrange themselves.
Once this game has finished children are then to sit in circle on the carpet and listen to
your instructions for the next activity, the Ordinal Game.
Model the game on the carpet with a small group of children inside the circle to show
the children how its done. Do 2-3 rounds to ensure that the children understand.
Ordinal Game.
Put children in to 5 groups of 5 then choose a team leader from each group to gather
the items. Groups are to sit in different areas of the room, (group names are 1st, 2nd)
Items are 2x A3 sheets of paper in different colours and texters for writing.
On one sheet is the childrens names down the side in which they can then write the
number that they rolled with the dice. The children go down the list entering in the
numbers that they have rolled on the dice for the 1st round until all children have had a
go for that round. The second sheet then keeps a record of each round, who came first,
second and so on in each round. The person who rolls the highest is first.
Continue for as many rounds as there are people in the group (5 children-5rounds)
Walk around room and assist children where needed
Early finishers or confident children can add a dice to add together and create higher
numbers.
*5minute pack up warning
End (10 minutes)
Children to pack everything away and sit on the carpet
Reflection with children.
What did you think we were learning about today?
Discuss ordinal numbers with children, how do we know what they are? What do they
look like?
Reinforce what we have learnt and what they have done in that lesson
Reflective Questions to assess what the children have learnt
Who can tell me what we have learnt today?
Can you see if there is a pattern?
Can you come to the board and show me who to write
Can you tell me how we spell the number
What number comes after this number?
What do we call these numbers?

Teaching Strategies

Maintain student behaviour through guidance e.g. voice change, clapping techniques (1,2,3
eyes on me), praising of well-behaved students (5Ls).
Questioning to support problem solving, independent thinking and cognitive development
Modelling to ensure children complete activity correctly
Questions to consider
How to cater for learners at varying developmental stage, How to make the lesson engaging
throughout?
How to I cater to early finishers? How do I make it harder for stronger students?
Add extra dice
How to make it accessible for developing students?
Offer additional help in setting up for, monitoring and playing the game
Reflection on Teaching

Some children disrupted the whole group learning

Wasnt able to manage classroom as effectively as I would have liked
I was happy with the way I introduced and modelled the lesson, just not as happy
with how the activity went
Children spent a lot of time drawing up the tables, most did not get to finish the game
Should have had the relay races under better control in order to effectively place the
teams rather than asking the children what place they came
Should have been more involved and encouraged the children more in the relay races
Should have used children to choose the next children in the lining up activity and
gotten the children more involved who were on the floor
I think the final activity was a little unorganised however overall I felt that the lesson
was successful

GOALS
1. To better be able to manage the whole class setting & increase confidence
2. To involve the children a lot more and be able to identify wherever this is possible
3. To remember the importance of reflection at the ends of lessons
Next time
Remove disruptive children from the group
Draw up the tables to have them ready for children to fill out
Involve children even more in the activities

Maths Lesson Continued

Morning: Maths-Ordinal numbers cont.
Learning Focus: For children to gain an understanding of ordinal numbers.
Resources: Worksheets, Hungry Caterpillar book, whiteboard & marker, number
pages, scrapbook, scissors, glue
Time:1.5 Hours
Rationale: To revise and reinforce the learning from the previous lesson.
Beginning: Begin with the daily calendar- reinforcing the date (eg 21ST)
Discuss with children if they can recall what type of number the date is.
Turn to the large whiteboard and write the 1st number. Can you tell me what comes
after?
Children then begin writing the numbers on the whiteboard, taking turns (1st, 2nd, 3rd)
Then have the Hungry Caterpillar pictures ready and hold them up for children to
recall in which order the food came from and get the children to place the picture
under the appropriate number.
Middle: Children are to cut out the pictures and numbers on the worksheets and begin
to paste them in their scrapbook in the correct order. Ordinal Numbers title to be
written at top of page.
Early finishers to attempt to write the words first, second beneath the numbers to
reinforce ordinal language. Children who need additional help in cutting or the
activity can sit on the carpet with educator. Offer guidance and help where required.
End: Children to transition to snack time.
5 minute warning to end of activity, then 5 minutes to tidy up, get snack and sit on the
carpet ready for morning tea.
Questions to Consider
Who can tell me what the name was of the type of numbers we were learning
yesterday?
How do we start?
What comes next?
What is this?
What is this?
How do we write this?
How do we write this?
Reflection
Lesson was much more successful as I was more confident in what I was
doing and following up from where I picked up from
Ran out of time, children had to complete activity later on in the day
I was really happy with how well one of the children did as I had prepared the
cut outs for her previously so she was able to spend the time on the activity
rather than the cutting.
I was happy with the transition and the way that I interacted with the children