PART 1: LESSON PLAN

JMU Elementary Education Program

Alexandra Tocman
Mrs. Hiser- Cub Run Elementary School
October 20, 2016 from 8:45am to 9:35am
October 14, 2016

A. TITLE/TYPE OF LESSON
Whats the Order? Ordinal Numbers

B. CONTEXT OF LESSON
At this point in the curriculum students can read, write, and identify the place
value of digits in a three-digit number. Students can compare two whole
numbers between 0 and 999 using symbols and words for greater than, less than,
or equal to. The students in this class have been working on problems where
they are given two numbers and they have to decide if a greater than or less
than symbol should be used in the middle. Because of this they can also
understand which number would come first and which would come second. The
next step is for students to identify and understand the ordinal positions first
through twentieth. Students should be able to use objects to do represent and
model this. They should also be able to write the words and numbers. The
students in this class get a lot of worksheets as a way to practice their math
skills. They are always very excited when they get to play math games and do
other hands on math activities during free time or after they have finished their
work. Because of this I think that they will be interested and prefer to be getting
up out of their desks and moving around doing my hands on introduction activity.
I think they will also enjoy solving and putting together the picture. At this point
in the childs development they should be able to cut in straight lines and solve
puzzles/put things together. They are also at the point where they should be
given opportunities to put things together and be creative.

C. LEARNING OBJECTIVES
Understand Know Do

1.Understandingthecardinaland 1.Useordinalnumberstodescribethe 1.Countanorderedsetofobjects,

ordinalmeaningsofnumbersare positionofanobjectinasequenceor usingtheordinalnumberwordsfirst
necessarytoquantify,measure,and set(firstthroughtwentieth). throughtwentieth.
identifytheorderofobjects.

2.Anordinalnumberisanumberthat 2.Beingabletoorderpeopleor 2.Identifytheordinalpositionsfirst

namestheplaceorpositionofanobject objectsandrecognizewhatpositionin throughtwentieth,usinganorderedset
inasequenceorset(e.g.,first,third). alineorsequencetheyare. ofobjects.
Orderedposition,ordinalposition,and
ordinalityaretermsthatrefertothe
placeorpositionofanobjectina
sequenceorset.

3.Theordinalpositionisdetermined 3.Identifyfirstandlast. 3.Identifytheordinalpositionsfirst

bywhereonestartsinanorderedsetof throughtwentieth,usinganorderedset
objectsorsequenceofobjects(e.g.,
left,right,top,bottom).
4.Theordinalmeaningofnumbersis
developedbyidentifyingand
verbalizingtheplaceorpositionof
objectsinasetorsequence(e.g.,a
studentspositioninlinewhenstudents
arelinedupalphabeticallybyfirst
name).
5.Ordinalpositioncanalsobe
emphasizedthroughsequencingevents
(e.g.,monthsinayearorsequencingin
astory).
ofobjectspresentinlinesorrows
from:
4.Beingabletoorderpeopleor Lefttoright
objectsandrecognizewhatpositionin Righttoleft
alineorsequencetheyare. Toptobottom
Bottomtotop
5.Recognizingandunderstandingthat
dailyroutinescanbeandoftenare
orderedandrepresentedusing
ordinals.
4.Write1st,2nd,3rd,through20th
numerals.

D. ASSESSING LEARNING
Objective Assessment Tool Data Collected
What documentation will What will your students do
you have for each student? and say, specifically, that
indicate each student has
achieved your objectives?
Be able to identify Students will be able to Each student will have
people and their places identify and say what correctly identified the
in a line (recognizing position in line they are. persons name, and what
that position determines This part is mainly verbal; I spot in the line they are. For
what place someone or will be able to see what they example the first person will
something is in a know because of what they be able to identify that they
sequence of objects). are saying, who participates, are first in line, the fifth
and how this activity goes in person will be able to
general. identify that they are fifth in
line, and so on, for different
positions in line.
Be able to correctly Every student will be given Each student will have to
order numbers first the worksheet that they correctly order the strips on
through tenth (just given need to cut out, order, and the worksheet in order to
the words not the glue that I will collect. form the correct photo as
numbers) to create a their final product to show
mystery picture. that the can correctly order
something that has been
labeled with the words first
through tenth.

E. RELATED VIRGINIA STANDARDS OF LEARNING (and NATIONAL

STANDARDS if required)
2.2 The student will
a) Identify the ordinal positions first through twentieth, using an ordered set
of objects; and
b) Write the ordinal numbers

F. MATERIALS NEEDED
Print outs of visual representations for each ordinal number (10)
Magnets to hold these papers up (classroom)
 Copies of picture worksheet (23)
Copies of worksheet the students will glue the picture on (23)
Scissors, glue, pencils, colored pencils, crayons (students have)

G. PROCEDURE
Preparation of the learning environment (if required)
Have all materials copied and ready to be easily handed out.

Before: Engage -Introduction of the lesson

procedure

First I will have an open discussion with the students to get a feel for
what the know about ordering and the numbers
o I will provide a real world example of sequencing by explaining
my routine in the morning: First I wake up in the morning, after
that the second thing I do is eat breakfast, the third thing I do
is get dressed, the fourth thing I do is pack my backpack for
school, the fifth thing I do is leave my house and get in my car
o As I am saying each number I am going to put my visual print
out of the number on the board so that everyone can see (for
example it would say: FIRST, 1st)
o After I do this I will ask for volunteers to share some of their
routines using the ordinal numbers (while they are doing this I
will stand at the board and point to each number as they say it
to help guide them)
o I will make sure they are fairly confident before moving onto
the next part of the introduction
I will ask all of the students to stand up and line up in their line order
spots (will make it easier for them to line up quickly and quietly
because this they routine they are used to whenever lining up for
anything) and we will practice different positions in line.
o I will first say, Who is the first person in line? Raise your
hand. I will give them the sheet of paper that says first that is
up on the board.
o Then I will say, Who is the last person in line? Raise your
hand.
o Then I will say, Who is the third person in line? Raise your
hand. I will give them the sheet of paper that says first that is
up on the board.
o Then I will say, Who is the tenth person in line? Raise your
hand. I will give them the sheet of paper that says first that is
up on the board.
o I will continue to do this a few times so the students get a
chance to practice or I get a feel that they are understanding
how to count and figure out what position in a sequence they
are.
o If I think the students would benefit from continuing to practice
this I can change it up so that the last person switches to the
first person and then the first person becomes the last and
repeat the process. If I do this I will be sure to be have a
discussion about the importance of establishing what comes
first in a sequence because it will change the order of
everything else when you do so.
o I want to be sure I have reviewed first, second, third, fourth,
fifth, sixth, seventh, eight, ninth, and tenth before ending this
 activity as this will help students with what is coming next.
o Before children sit down I will collect the papers that they were
holding to represent their place in line and put them back on
the board.

During: Implementation of the lesson (specific procedures and directions

for teacher and students)
After I have reviewed and practice the ordinals the students will return
to their seats and I will pass out the first worksheet that has the actual
picture on them.
I will instruct the students to cut along the dotted lines and I will
monitor them as they are doing this. Once I notice that they are
finishing up with the cutting I will instruct them to order them correctly
on top of their desk so that they are creating the picture. (Let go!)
As this is happening I will be walking around making sure they are
ordering correctly. I will ask them questions as to why they are doing
what they are doing. If students are doing it incorrectly I will guide
them to move things around. (Notice childrens mathematical
thinking and provide appropriate support.)
As I am monitoring students work through this ordering I will notice
who is struggling and who may need my help in order to get the order
correctly. For these people who are really struggling I will write their
name on a sticky note so that I am able to remember (and tell my CT)
who may need more guided practice and help with this topic.
Once I see that the kids are laying them out correctly on their desks I
will pass out the other paper. Here they will glue their work onto the
paper. With the time they have left I will allow them to color their
pictures. (Continue providing appropriate support).
As students are gluing and coloring the worksheet I will be walking
around monitoring the students work. I will stop and ask student
questions and talk about when else they might see, experience, use or
need ordering and this skill in their everyday life and have meaningful
and useful conversation them. (Provide worthwhile extensions).

After: Closure
I will bring the class back together and we will talk about the activity.
I will ask them what they thought was easy for them to do and what
was challenging.
I will bring in ideas from the conversations I had with individuals about
how they might use it in the future or in the real world and offer to talk
about struggles and challenges that might arise in these situations
and how we can handle it.
I will bring in the idea that even though we only order first through
tenth these ordinals can go on for an invite number.
I will point out the th pattern and offer for students to give me
numbers and I will tell them what that number might be in an ordinal
situation.
I will conclude the lesson by as a class reciting together the ordinals
first through tenth.
 Clean-up
Throw out all scraps from cutting.
Put away scissors, glue, and coloring materials.

H. DIFFERENTIATION
1. I have considered the needs of my English language learners when
designing this lesson. The introduction to this activity is mainly
active/visual and talking which I know is something these students will be
able to understand and follow along with. The worksheet I am using in my
lesson also has minimal writing. Their needs will be supported because in
the introduction we have already talked about the ordinal positions so they
should already have a basic understanding of this. I also have visuals of
the word and number that represents the ordinal positions which we
reviewed in the introduction and then will be hanging up on the board
throughout the remainder of the lesson. If they are confused or struggling
they can use the board or myself for reference and support.
2. For the students who are done faster than others I will have another
activity planned for them. Instead of doing another ordering activity like
this, I will have them create their own. They can draw and color their own
picture, label it like the activity, and then cut it out. They can then
challenge their peers to solve or put together their own.
3. For the students who are struggling I will go around and help them using
the tools I used in the introduction part of my lesson. By this point the
students who know what they are doing will be hard at work so I will have
the opportunity to take the sheets of paper that are up on the board
labeled with the ordinal positions and bring them to the struggling
students desks. I can use these to review them with students who need
the help. I can also use small objects that I can find at the students desk
to create a sequence and count them and their positions with the students.
I will practice a few examples with the struggling students until I feel like
they are getting more comfortable with the ordinal positions and then I will
see if they can go ahead and complete the worksheet on their own, if not I
will help them.

I. WHAT COULD GO WRONG WITH THIS LESSON AND WHAT WILL YOU DO
ABOUT IT?
My introduction activity could not go as planned. The students could not want to
participate in it. If this happens I can change it from a mainly student centered
activity, to leading it myself. This way the students can still at least experience
this activity. The students could also be wild or misbehaved. By now I would like
to think that they have the classroom expectations down and are well behaved
for the most part, but since I am in control of the lesson the students may act
differently. If this happens I will warn them that if they dont behave they arent
going to be able to this activity. If they dont settle down they can sit down and
we can move on and maybe try and do this at the end of the lesson if they have
calmed down by then. The worksheet I am providing could go too fast or too
slow. If everyone begins to finish fast I can have the whole class participate in
the activity that I had thought of having the students who were finishing fast do.
If I can see that it is taking the class too long to complete the worksheet I can
turn it into a class assignment where I lead and model the worksheet being
completed with the help of the students.
Example of the visuals that I will have to represent each ordinal, first through tenth
(each number will be in a different color):
First page that is handed out during my lesson (one the student cut apart and
order):
Second page that is handed out during my lesson (part that they are gluing the
picture onto):
 D. ASSESSING LEARNING (cont.)
NAME Objective 1: Be Objective 2: Be Notes
able to identify able to correctly
people and their order numbers first
places in a line through tenth (just
(recognizing that given the words
position not the numbers)
determines what to create a mystery
place someone or picture.
something is in a
sequence of
objects).

Emma Y- did multiple times Y

throughout
introduction

Ryan Y- did multiple times Y ELL- didnt need my

throughout help.
introduction

Latayia Y- did multiple times Y

throughout
introduction

Jeb Y- did multiple times Y Could not cut straight

throughout or stay on the lines.
introduction

Ahaan Y- did multiple times Y

throughout
introduction

Richy Y- did multiple times Y (with minimal ELL- only needed my

throughout assistance) help reading a few
introduction words.

Alexa Y- did multiple times Y

throughout
introduction

Christina Y- did multiple times Y

throughout
introduction

Ace Y- did multiple times Y

throughout
introduction

Gaby Y- but participated Y (with assistance) ELL- needed my help

minimally reading all of the
words.
Luke Y- did multiple times Y
 throughout
introduction

Avery Y- did multiple times Y

throughout
introduction

Jaime Y- did multiple times Y Could not cut straight

throughout or stay on the lines.
introduction

Abby Y- but participated Y

minimally

Abigail Y- did multiple times Y

throughout
introduction

Amelia Y- did multiple times Y Took her a very long

throughout time in order to cut
introduction straight and on the
lines.
Lisandru Y- did multiple times Y Could not cut straight
throughout or stay on the lines.
introduction

Abraham Y- but participated Y ELL- didnt need my

minimally help. Hardly speaks
at all during school
day.
Cayden Y- did multiple times Y
throughout
introduction

Wade Y- did multiple times Y

throughout
introduction

Azariah Y- but participated Y (with assistance) Needed my help

minimally reading all of the
words- strong
intervention plan is in
the process of being
made for here.
Josh Y- did multiple times Y
throughout
introduction

Tristan Y- did multiple times Y Took him a very long

throughout time in order to cut
introduction straight and on the
lines.
 PART 2: Lesson Implementation Reflection

As soon as possible after teaching your lessons, think about the experience. Use the
questions/prompts below to guide your thinking. Be thorough in your reflection and use
specific examples to support your insights.

I. How did your actual teaching of the lesson differ from your plans? Describe
the changes and explain why you made them. (Give examples!)
The actual introduction of my lesson went a lot differently than I had planned. Although I kept
the same concept I went about it a totally different way. I didnt start off with real world
examples of sequencing using ordinals because I didnt think it fit in with where they left off in
class the day before. Instead I did that as the conclusion of my lesson. I explained my
morning routine being sure to emphasize the ordinals and then I asked students to talk about
their different routines. This helped them see how they could actually use ordinals and relate
it to their own life after seeing how it works in a mathematical context. I think this ended up
working better at the end of my lesson because the kids had the whole lesson to really grasp
ordinals before they brought it to life with real world examples that they actually do. So, that
being said, my introduction started of with the line activity. I also did this differently than I had
originally planned though. Today (day of lesson) the kids were a little out of sorts because
there was an assembly in the morning so their schedule was different than they are normally
used to. Because of this I didnt think it was going to go smoothly to have the whole class
standing up in front of the class in a line, which in the end I think worked out better. Instead, I
chose ten kids to stand at the front of the class in a line. I asked the rest of the class to help
me order their line. So I read off my first paper and said, Who wants to help me find the first
person in line? Then I gave the sheet to someone who raised their hand and said they could
pick whoever they wanted (far right or far left) to be the first person in line. From there I had
volunteers who were sitting down recognize the ordinal in my hand (say it out loud) and then
give it to that person in line (using the papers I had created that I included of in my lesson
plan). We did this until everyone in line, first through tenth, had a sheet of paper in their
hands. Next, I had ten new volunteers line up in the front of the class. This time I randomized
the order that I had people label the students in line. For example, I first help up the sheet
that said seventh and had a volunteer give it to the seventh person in line, then I held out the
sheet that said second and had a volunteer give it to the second person in line, and I did this
until everyone in the line was holding the sheet that had their correct place in line. The last
step I took in the introduction was I randomly passed out all ten places to people sitting at
their seats. I had them turn over the papers to see what place they were given and then
stand up and order themselves in the front of the class. I had the class double check to make
sure they did it correctly and then I had the class all read together the ordinals in order first
through tenth. Once this was over everyone sat down. The during part of my lesson went
pretty much according to plan. Very few people struggled with this topic, most people were at
the same pace with one another so I didnt have people finishing too soon or not finishing at
all, and by then end of my lesson it seemed that everyone was confident in ordering. Like I
mentioned at the beginning, I added conversation and application of the students lives to the
conclusion that I had planned on doing in the introduction, but I liked the way it turned out
better than I had planned.

II. Based on the assessment you created, what can you conclude about your
impact on student learning? Did they learn? Who learned? What did they
learn? What evidence can you offer that your conclusions are valid?
Based on my assessment I think it is clear that the students, aside from a few struggling ELLs,
can easily read, recognize, and order the ordinals first through tenth. Because of this I can
conclude that my impact on student learning was strong. Before going into this lesson I knew
that the students already had some prior knowledge and practice with these ordinals.
Because of this, I think my lesson may have been more practicing and reinforcing more than
anything, which I was something I assumed while planning and implementing this lesson.
Based off of this I think it is clear though that the students have mastered ordinals first
through tenth. From watching and listening during my introduction, as well as walking around
the class as students were working, gave me enough evidence to see that the students could
use ordinals to identify objects in a sequence, use ordinals to name a position in a sequence,
determine the starting position and order based off of that position, and identify and verbalize
place and position using correct terms. I also collected student work samples from the
mystery picture worksheet as hard evidence that they were understanding ordinal positions,
and everyones in the class is completed and correct. Lastly, in my conclusion of the lesson I
was able to hear a variety of students use ordinals to express sequencing of events.

III. Describe at least one way you could incorporate developmentally

appropriate practice in a better or more thorough way if you were to teach
this lesson again.
If I were to teach this again there are few things I could really do to make it more
developmentally appropriate. Since the SOL states that the students need to develop an
understanding of ordinals first through twentieth I could have, and probably should have,
developed activities that included all of these ordinals, not just first through tenth. When
talking to my CT about my lesson and what my plans were she didnt express any concern or
need for change in my activities, but after doing the lesson and seeing the students myself I
can see how including up to twentieth would have probably been better and more
developmentally appropriate. I think after doing this activity my CT and I can both agree that
if we had a more challenging activity that included more ordinals, most every body in the class
would have been able to sufficiently complete the assignments, being more challenged.

IV. Based on the assessment data you collected, what would you do/teach
next if you were the classroom teacher?
I think that if I were the classroom teacher I would do one more day of ordinals, using first
through twentieth this time, and then I think the class would be ready to move on to the next
math subject. This was the second day of going over ordinal numbers, and although they got
a little practice going up to twentieth the first day, they could use a little more. Based on what
was going on throughout the class in my lesson, and the general classroom atmosphere as my
lesson was happening, I could tell that the students were confident and knew what they were
doing, at least with first through tenth. I dont really see it fit to spend any more extensive
time going over ordinal numbers. Like I said, if I were the teacher I would plan to move on
based on the next days performance, but I am fairly confident it would go just as smoothly as
this lesson went in terms of student performance. Based on my observations and the
assessment date I collected, the only people that really struggled were my ELL learners. Even
though I had visual aids up around the classroom they still struggled to read the actual words
on the picture activity. Because of this observation I think it is something important, as their
classroom teacher, that I were to pass this information along to their ELL teacher. This way
she can work on incorporating ordinal numbers and vocabulary into her lessons with them
when they go to see her. As these students begin to progress and become more confident
with the English language I am sure they will also be able to read and write the ordinal
numbers more accurately and confidently than they did while doing this lesson.

V. As a result of planning and teaching this lesson, what have you learned or
had reinforced about young children as learners?
Planning and teaching this lesson has reinforced many things about young children as
learners. First of all, it has reminded me to provide clear and concise directions. They need to
know exactly what they are doing at all times in order for things to run smoothly. It also has
reinforced that you need to have good classroom management in an elementary school
classroom. As a future teacher I want to have fun and hands on lessons, but if the students
dont know the rules of the classroom or dont want to follow them, the lesson isnt going to be
successful and more than likely the students will not get anything out of it. In general, the
idea that lessons that are hands on and interactive, more than just a meaningless worksheet,
actually does excite students and catches their attention, making them want to participate.
From doing this lesson, I could see it in my students that they were more excited and willing to
participate in this math assignment because it was unlike anything that had done before with
their teacher.

VI. As a result of planning and teaching this lesson, what have you learned or
had reinforced about teaching?
Planning and teaching this lesson has reminded me how much I really enjoy doing and
teaching math. Math is a great subject that you can do and plan so much with to get children
excited and involved in a variety of topics. My current practicum placement has been
discouraging in the sense that my CTs math lessons usually include a worksheet from a
workbook and then silent reading while the rest of the students are finishing. Having the
opportunity to plan this lesson gave me a chance to step back and realize that there are ways
to excite and engage students in math. Just because this isnt something I am seeing on an
everyday basis in my practicum class doesnt mean that it is something that isnt possible.
This lesson has reinforced how excited I am to be a teacher and it has motivated me to work
hard on and perfect creating lessons that allow me to see and create a classroom environment
where my students are willing and excited to learn and explore math with me.