Lisa Aremband Title: Ordinal Numbers Grade Level: 1 Number of Students: 16 Time Needed: 35-40 minutes Learning Goals:

- Students will be able to name the ordinal numbers for a sequence of five objects (first, second, third, fourth, fifth) as well as identify the last element in a sequence. - Students will be able to locate an item in a string based on the ordinal number of the item. - Students will recognize and use the Hebrew words for first and last (rishon and acharon) Materials: - whiteboard and dry-erase marker - 16 copies of Noahs ark coloring sheet (see below) - 3 baskets of crayons - unifix cubes Procedure: Preparation: - Prepare coloring sheets and three baskets of crayons - Gather students in chairs on the rug - Talk to kids about doing some movement during this lesson and what behaviors I expect (move quietly, raise your hand, stay in your seat until I call you) and what the consequences are for not following (leave the circle, not get a turn). Activities: - Choose three kids to stand in a line facing me on the rug. How many kids are in this line? (3) - When we ask the question, How many? We answer like you did, with a plain number. But what about if I ask a different question? What if I ask, Which place in line does ____ have? How would you answer that question? (first in line) - ____ is first in line. Send kids back to their chairs. I know you know that word because you talk about being first in line for recess and lunch. Where else have you heard the word first? Write first on whiteboard (First grade, first place, first floor) - We use words like first to answer the questions Which one? or Where? What are some other words you know like first? (second, third, fourth) Write second, third, fourth, fifth on the whiteboard. - Have you ever seen the word first written a different way? (1st) This tells us that the first thing in a pattern is the number one thing in that pattern, because first, when you write it this way, has the number one in it, and then the last two letters of first. - If we know that the first person is in the number one spot, what spot is the second person in? (2) So second is like 2. What about the third person? What spot are they

in? (3) Third is like 3? Heres a tougher one: what number spot is the seventh person in? (7). Great! You know that seventh is like seven. I need some more helpers to make a line. Call up five kids to stand in line. Which kid is the first kid in line? Which kid is the third kid? Ask about all the kids. Theres another name for the person at the end of the line besides the fifth. Do you know what it is? (Last) Thats right. The one at the end isnt always the fifth, it could be the second or the seventh depending on how long the line is, but the one at the end is always the last, just like the one at the beginning is always the first. Send kids back to seats. In a minute were going to go back to our seats to do some work with these words. First, were going to work together to do some coloring with crayons. You will get a sheet that looks like this that has lots of animals going onto the ark that Noach and his sons built. Im going to tell you exactly what to color using these words that we learned, so make sure you dont start coloring until I tell you what to do. If I say to color the first animal red, which animal are you going to color? Send kids back to the tables by table. Ring the chime if necessary to regain attention. Everybody ready? Pick up your blue crayon. Put it on the second animal. Look around your table. Do you all have your crayons touching the same animal? What animal? Now color it! Repeat for all animals. After all animals are colored, ask what color the third/fourth/etc. animal is. Introduce Rishon and Acharon and ask questions using those words too.

Wrap-Up: - (If time) Explain that kids will now work in pairs to give each other instructions for building unifix cube stacks using ordinal numbers. Model with a student. After kids build a stack of 5 cubes, the students switch roles. Evidence/Evaluation/Assessment: - Teachers will observe while students color the pictures to see if they are coloring the correct animals. They will also observe as students work in pairs with the unifix cubes. Differentiation: - Having kids look around before coloring allows them to check their work and correct mistakes. - Having kids line up on the rug incorporates movement for kids who need to move while listening. - The third part of the activity, where kids give each other directions, allows kids to practice verbalizing the words in a social environment for kids who learn best by talking with others and working with their hands.

Noahs Ark Coloring Sheet