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Grade Level: PreK Ordinal Number Introduction

I. Content and Standards: To Use Ordinal Numbers in different contexts. To use ordinal
number words in spatial contexts (lining up), temporal (the second hour of the day), or per-
sonal (I came first).

II. Prerequisites: The student should be able to recognize numbers from 1 - 5.

III. Instructional Objective: The students will use their number recognition skills to be able
to recognize and describe in which order students finished a game, using the terms first, sec-
ond, third, fourth and fifth.

IV. Essential Question:

How do we use numbers everyday?

V. Instructional Procedures:

Before: Ordinal numbers is a new concept for the students so the teacher will first introduce
the new vocabulary to the students.
The teacher will have the students sit in a line on the gym floor. The teacher will ask the
class:

- “Who is the line leader today? John can you please come up here and stand on the red
line”

The teacher will then ask the students

- “John is the line leader so where does he stand when we line up, in the front of the line or
the back of the line?”
- “He stands in the front so if he is in the front of the line he is the first person in the line”
- “If I ask Susie to come up and stand behind John does anyone know what place she is in
the line, if John is first Susie is?” Ask for student response (e.g. two).
- “We can say that Alexa is second in line”
Repeat the same dialogue for third. Mix students up and ask the same questions and see if
students can identify first, second, and third places.
During: The teacher will select three students to stand on the far end of the gym. The
teacher will tell one student they are going to hop to the red line or middle line, tell one stu-
dent they are going to run, tell one student they are going to walk.
The teacher will ask the students sitting on the floor to watch very carefully who crosses the
red line first, who crosses the red line second, and who crosses the red line third.
The teacher will tell the students who are doing the activity to go and when students cross the
red line will ask them to stand on the red line. The teacher will ask the students sitting:
- “Who crossed the red line first” - Teacher will place the first student up front
- “Who crossed the red line second” - The teacher will place the second student behind the
first
- “Who crossed the red line third” - The teacher will place the third student behind the second
- “Great job, when I point to the person lets all say the places together, first, second, third.”
Play this game two or three times.
After: During last race give the students numbers to hold that read “1st, 2nd, 3rd”. Ask the
students”
- “What number do you see the first place person holding.” (e.g. one).
- “Sometimes when we say first, second, third, we use numbers. When we say second what
number do we see? (e.g. two). When we say two does that mean we have two John’s?
No, it means that he is second”
- “So when we are talking about places in line or places in the race we are talking about what
order they are in not how many there are. We aren’t counting how many John’s we have
because how many John’s do we have in here? (e.g. one) Right, you are telling me where
he is in the line or what place he came in the race.”
VI. Materials and Equipment:

Gym or large space for movement.

1st, 2nd, 3rd, 4th, 5th, place numbers for students to hold

VII. Assessment/Evaluation: Observation of student responses during activity. Introduce


fourth and fifth place during race activity to determine comprehension of places.

VIII. Accommodations and Modifications/Differentiation: Individualized Activities:

All students are asked to continually repeat first, second, and third to develop vocabulary and
concept recognition

EAL students are paired with another student when doing race and are able to visually follow
directions.

Students with lower math comprehension are selected to identify first, second, and third
places

Students with higher math comprehension are selected to identify fourth and fifth places

IX. Technology: N/A

X. Self-Assessment: Did the lesson help develop the concept of first, second, and third?
Were the students engaged in the lesson? Were the students distracted by the race and un-
able to focus on the learning of first, second, and third? Were the numbers helpful in identify-
ing first, second, and third.

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