Lesson 3: Sequencing Numbers

 Lesson Plan

Tuning In

• As a class, ask the students to share some of the numbers they recorded in their I Can See Numbers Everywhere! Booklet, then randomly record some of these numbers on the board. Referring to the numbers on the board, ask the students:
  • Are these numbers in order? How do you know?
  • Can we count to ten with these numbers? Why or why not?
  • Is there a way we could arrange these numbers so that they are in a particular order?

Teacher Instruction

• Display and discuss slide 5 of the Sequencing Numbers PowerPoint. Encourage the students to count forwards by ones from 1 to 10, then backwards by ones from 10 to 1 to identify the sequence.
• As a class, complete the activities on slides 6 and 8. Discuss the answers on slides 7 and 9.

Guided/Independent Learning

• Display and discuss slide 10. Provide each student with a pre-cut copy of the 1 to 9 Number Sequencing Sausage Dog Activity and Template, with the number cards mixed up. Ask the students to paste the number cards in the correct order on their sausage dog template.
• Monitor and support the students as they complete the task. Once the students have created their number sequencing sausage dogs, invite the class to sit together with their dogs and count forwards from 1 to 9, then backwards from 9 to 1. As the students count, check that their sausage dogs have been numbered correctly.

Wrapping Up

• Invite ten students to stand out the front of the class and randomly provide them with a 1 to 10 number card from the Zero to Twenty Posters. As a class, sequence the students with the cards from 1 to 10.

 Differentiation

Extending Students

• Provide more capable students with the written numbers for the independent task. Alternatively, provide them with larger numbers to sequence from smallest to largest.

Supporting Students

• Invite less confident students to work in small groups with the teacher or teacher aide.

 Assessment Strategies

Suggested Assessment Strategies

• used strategic whole class or individual questioning
• observed student participation during learning activities
• recorded student progress on a checklist
• annotated student work samples
• collected and reviewed student work samples
• facilitated whole class or peer feedback sessions
• encouraged student self-reflection
• administered formal assessment tasks.

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