North View Primary School Lesson Plan

Teacher : Class / Math Group :

Date : Time :

Subject : Mathematics Topic : Ordinal Numbers

Strips, “The Very Hungry Caterpillar” youtube video (https://www.youtube.com/watch?v=Jr-SJj29Oxg),

Resources:
https://www.youtube.com/watch?v=Z0PEwHQjEvU&t=266s
Mathematical Language: First, second, third, fourth, fifth,… next, last,

Lesson Objectives
By the end of the lesson, students will be able to:

- Name positions of objects using ordinal numbers ‘1st’ to ‘10th’

Learning Progression (includes Prior Knowledge):

- Recite 1 to 10 forward and backward

Difficulties that students face and how this will be addressed in the lesson e.g. common errors and/or Possible Misconceptions:

Difficulty
- Students can associate the term ‘number 2’ with 2 objects instead of position 2
How will it be addressed?
- To avoid using terms such as ‘number 2’, ‘number 3’

Tick
Key Teaching Actions Areas of Record of Teaching Actions Rationale
focus ()
Get students ready for  1. Students will be asked to recite 1 to 10. (Slide 1) To recap students’
Readiness learning e.g. prior knowledge on
(_5__ min) instructional routines Students will then be asked questions such as:
 Get students to What comes after 1? their numerals forward
articulate previous  and backward.
learning What number is before 5?
Check on prior What comes after 8?
knowledge or readiness
of students through  What is the last number?
activities/diagnostic
tests This is to recap students’ prior knowledge on their numerals
Review concepts  forward and backward.
Recap on vocabulary
learnt (visual drill,
Students will be told that these are called cardinal numbers.
chunking)
Others:

Tick
Key Teaching
Areas of Record of Teaching Actions Rationale
Actions
focus ()
Build on prior  Write down the lesson objective of the lesson on the whiteboard STP Reference:
knowledge of students

Engagement (WALT – We are learning to): (Slide 3)
(_30_ min) Communicate lesson Lesson Enactment:
objective(s)
 “Use ordinal numbers to tell positions“ Arousing interest
Ensure understanding (SUCCESS CRITERIA- I Can): Encouraging learner
of words/vocabulary  “Use ordinal numbers to tell positions of objects in a queue“ engagement
used in math
Teach concepts using Assessment and
Students will be shown what are ordinal numbers. (Slide 4) Feedback: Checking
appropriate strategies
(e.g. C-P-A approach, for understanding and
collaborative learning,
 2. A Race (Slide 5) providing feedback
hands-on activities A mini race was conducted among 6 students.
etc.) KAT Reference:
Scaffold when teaching Students will be shown the video of the race.  Scaffold students’
concept
 learning
Model mathematical  Support Assessment
(Slide 5)
concept / language to  Teacher will show the video to get the students excited. The start for Learning
be taught
and finish line will be mentioned.  Facilitate Learning
Ask good questions to  (Slide 6) Together
engage students to
gain a deeper Based on the picture shown, teacher will bring the students’  Develop
understanding of attention to the cards that the students in the picture are holding on Metacognition
concepts or/and check to.
on students' They will be asked to say the position of the card of each of the 6
understanding using
Thinking Routine – students.
See,Think, Wonder, Then questions such as, “Who came in first? Who came in second?
Check! Who came in third?” will be asked.
Demonstrate, model 
and practice the use of (Slide 7)
procedures and
manipulative (if used).
Students will then be told that the ordinal numbers are used to
name the position of each of the 6 children in the race.
Gradual release of 
responsibility - (“I DO”,
“We DO”, “You DO Activity:
together, You do”) Call a few students to come play a car race game.
Others: Give them toy race cars, state a start line and start the race.
Investigative based Once the cars stopped, tell the students to name the position of the
learning cars using position cards.

(Slide 8)
Students will then watch a video on a race between animals.
In the video, they will be shown the positions of 10 animals.

https://www.youtube.com/watch?v=Z0PEwHQjEvU&t=266s

Students will be given questions in the slides to further reinforce

their understanding. (Slide 9)

(Slide 10)
3. “The Very Hungry Caterpillar” story will be played for the students.
Students will be told to keep track of what the caterpillar eats and in
what order.

(Slide 11)
We will then proceed to play a sequencing game with the students.
They will be given a strip and the food cards.
Students will be told to put the food in the same order in which the
caterpillar ate them.

Lets’s start playing the game.

The video will be played again while questions will be asked.
What was the first thing the caterpillar ate?
Students’ Response: Apple
Can you find the apple card? Let’s put the apple card on the first
square on the strip where it says “first”.
 Students will be asked questions such as
Such as “What was the 2nd thing the caterpillar ate?
What was the last thing the caterpillar ate before turning into a
butterfly?

Key Teaching Tick ()

Record of Teaching Actions Rationale
Actions
Use activities to YOU DO: Assessment and
reinforce students’ Feedback: Checking
new understanding Students will then attempt questions given in the slides using their mini for understanding and
Use typical/similar providing feedback
whiteboard.
task/work to guide
practice and (Slide 14)
independent learning For this slide, only the 4th position is indicated in the picture.
Provide students with From there, students be directed to find out which is the first position.
task/work that is Then they will proceed to answer the questions given in the slide.
similar to those

attempted in class (Slide 15)
Assign class
work/homework (if
What is happening in the picture?
Mastery
any) that is aligned
( 15 min) with lesson Expected Response: The animals are queuing to buy tickets.
objective(s) I see animals standing in a line.
Others: How do I know which is the first position?
Expected Response: The animal standing at the front of the ticket
booth.
Once we know where the 1st position is, then can we now find who is
2nd in the queue?

Expected response: Cow

Who is the 8th in the queue?
Expected response: Elephant

Consolidation Get students to reflect,  Teacher to recap what was taught during the lesson. Lesson Enactment:
verbalise their learning Concluding the
(_5_ min)
and make connection lesson
Purpose : with previous day’s  What did we learn today?
Correct learning (on related Bring the attention to the success criteria.
misconceptions, topic)
affirm good Summarise learning Exit ticket with 2 questions will be given to students to fill in and handed
learning so that using students’ 
no child leaves articulated learning before they leave the classroom.
the class with Others:
misconceptions