Is It in Order?

Explicit Instruction/Teacher modeling

• Display the precut number cards one at a time while saying the number aloud "This is a ____." Then, place it on the board out of order (e.g., 9, 7, 4, 2, 1, 5, 6, 0, 3, 8).
• Begin counting the numbers in the order they are placed on the board.
• Pause as a you count to let students notice how you are counting. If they notice the order is off you can ask them to share what is wrong. If students do not notice the mixed up numbers after finishing, you can ask, "Did I count to ten? How did it sound? What could I do differently?"
• Listen to student ideas and then ask students again if you did something wrong when counting (counted in mixed up order) and what you should do differently (put them in order).
• Explain that when you count, there is a special order. It is important to know the order or way the numbers are organized because it means you will be able to keep track of things (like students) when you count.
• Provide real-world examples of numbers being put in order (e.g., clock, calendar, number line, etc.).

Guided Practice

• Ask students to help you organize the numbers into the right order. Remove the numbers from the board.
• Have students turn and talk to share with a partner which number comes first in the counting order. Then, invite the students to say the number aloud.
• Place the number one on the board.
• Repeat with the remaining numbers.
• Choose a student or students to come up and place the numbers in order. Then, ask the class to give a thumbs up or thumbs down if they agree with the order of the numbers. (optional)
• Count aloud with the class.
• Pair students together and pass out one set of precut number cards to each pair. Ask the pairs to practice putting the numbers in order from small to big. Then, ask pairs to practice counting aloud to check their order.
• Ask, "What happens when numbers are out of order?"

Group work time

• Display the Ordering Numbers worksheet and go over the instructions (have students wait to glue the numbers on their worksheet).
• Pass out worksheets for students to complete independently.
• Prior to gluing their numbers, ask students to turn and talk to share their work with a partner.
• Have students finish their worksheets.