A 60 minute lesson in which students will sequence the numbers from 1 to 20 and identify missing numbers.
This lesson contains a link to an external video. Please watch the video prior to presenting this lesson to ensure that the content is appropriate for your students.
Students watch, listen and sing along to the Number Song 1-20 video on YouTube. At the end of the video, ask the students:
What number comes after …? (Choose a number between 2 and 19. Repeat the question two more times with different numbers.)
What number comes before …? (Choose a number between 2 and 19. Repeat the question two more times with different numbers.)
If a number is missing from a 1 to 20 number sequence, what clues can we use to help us identify the missing number?
Display and discuss slides 11-12 of the Sequencing Numbers PowerPoint. Reinforce with the students that looking at the number before and after can help to identify the missing number from a sequence.
Using the Zero to Twenty Posters, display the numbers 5, 6, 8, 9, 11 and 12 on the board, with a space for the missing numbers 7 and 10. Encourage the students to look at the numbers before and after each space where there is a missing number, then ask the students which numbers are missing.
As a class, complete the missing numbers activities on slide 13. Check the answers on slide 14.
Display and discuss slide 15. Provide each student with a copy of the Number Sequencing 1 to 20 – Worksheet and a blank template. Ask the students to complete the worksheet, first by filling in the missing numbers, then using the blank template to create their own number sequences.
Monitor and support the students as they complete the task. Once the students have finished, correct the worksheet as a class. Encourage more confident students to share their number sequences.
Using the 1 to 20 Clothesline Number Cards, some string and a basket of pegs, invite the students to come to the front, one at a time, to sequence the numbers on the ‘clothesline’ from 1 to 20. Alternatively, place the numbers on the line with a few missing, then ask the students to identify the missing numbers.
Encourage more capable students to use larger numbers for the independent task. Alternatively, ask them to complete the worksheet with missing numbers and swap with a friend to identify the missing numbers on each other's worksheets.
Invite less confident students to work in small groups with the teacher or teacher aide. Alternatively, provide the students with the template only and ask them to only use numbers from 1 to 10.
Suggested Assessment Strategies
used strategic whole class or individual questioning
observed student participation during learning activities