Oodles of ordinals

Children will integrate Math, Social Studies, Physical Education, Art, and Music to discover, explore, practice and enjoy the ordinal numbers “first” through “tenth.”

Learning outcomes

The student will identify, explore, practice, and use the ordinal numbers from first to tenth in a variety of ways.

Teacher planning

Time required for lesson

Varies

Materials/resources

  • plain paper
  • construction paper
  • crayons
  • pencils
  • sidewalk chalk
  • noisemaking objects
  • ball of string

Activities

Daily Routines:

Have children divide their papers into fourths. They will draw a picture of an activity they do each day in each of the sections of the paper. They will number their pictures 1–4. Display the ordinals first, second, third and fourth. Ask students to label pictures with the appropriate ordinal number. You can adjust number of events depending on ability. Make cards from construction paper with ordinal numbers first to tenth. These can be used in many ways.

  1. Line up game and tenup: have ten children line up. Give cards to ten children who are seated. They are to find the correct child and give them the appropriate card. When the children are very comfortable with this, you can play ten-up using the cards. All children except the ten with the cards put their heads down. The children give their cards to a person with their eyes shut. When all cards have been distributed, the children stand and guess who gave them the card. You can not call them by name, only by their position in line. Great fun!
  2. All Aboard! Line up ten chairs, pass out cards and let children label the chairs. Assign “seats” on the train by calling child’s name and an ordinal number. A “conductor” can soon take over for you!
  3. Concentration/Matching Game: Make a second set of cards with the numbers 1–10 written on them. Lead your students to discover that the last two letters of the ordinal number are the letters used to make an abbreviation or symbol for that ordinal number i.e. the abbreviation for first is 1 plus “st” and so on. Add the appropriate letters to the numbers. Play concentration or match up.

Ordinal Course:

On the playground label different stations with the words “first” through “tenth.” At each station have instructions such as hop six times on one foot then go to the seventh station. Start your children at different stations; pair students as needed. Watch the fun!

Family Participation Project:

Have your students interview someone who has completed high school. They are to find out one thing the person learned in each grade from first to tenth. They will then use this information to make a time line and discuss with the class.

Name that sound:

Have children write ordinal numbers in order listed on a sheet of lined paper. Demonstrate noise making objects such as wooden sticks, clicker, spoons, bell, etc. List their names on the overhead. Make the noises without children seeing which one you are using. Have children write the names in the appropriate spaces.

String a Story:

Have children sit in a circle. Give a ball of string to one child to begin the story. He begins by using the word “first.” Then he must pass the ball (holding on to the end of the string) to another person who adds to the story and begins their part with “second.” Enjoy your story web!

Assessment

Observation and products from projects.

Supplemental information

Critical vocabulary

  • first
  • second
  • third
  • fourth
  • fifth
  • sixth
  • seventh
  • eighth
  • ninth
  • tenth

Comments

Ordinal Course: If you have a child who is not able to read simple instructions or ordinal numbers (my ESL child needed help) then pair that child with a student who will be able to assist.

String a Story: Divide your class into groups of 5–8 students. When the story is finished ask the children to write and/or illustrate their special story. Great makings of an “Ordinal Book” to share with the Kindergarten class!

North Carolina Curriculum Alignment

Social Studies (2003)

Grade 1

  • Goal 1: The learner will analyze how individuals, families, and groups are similar and different.
    • Objective 1.03: Compare and contrast similarities and differences among individuals and families.

Mathematics (2004)

Grade 1

  • Goal 1: Number and Operations - The learner will read, write, and model whole numbers through 99 and compute with whole numbers.
    • Objective 1.01: Develop number sense for whole numbers through 99.
      • Connect the model, number word, and number using a variety of representations.
      • Use efficient strategies to count the number of objects in a set.
      • Read and write numbers.
      • Compare and order sets and numbers.
      • Build understanding of place value (ones, tens).
      • Estimate quantities fewer than or equal to 100.
      • Recognize equivalence in sets and numbers 1-99.
    • Objective 1.02: Use groupings of 2's, 5's, and 10's with models and pictures to count collections of objects.
    • Objective 1.03: Develop fluency with single-digit addition and corresponding differences using strategies such as modeling, composing and decomposing quantities, using doubles, and making tens.

Healthful Living Education (2006)

Grade 1

  • Goal 10: Exhibits responsible personal and social behavior that respects self and others at the same time as values physical activity for health, enjoyment, challenge, self-expression, and/or social interaction (NASPE Standard 5 & 6).