Key vocabulary:

Level 1 Maths Planner Week 8 (Term 2)

Dimensions: Number, Length.
Skills and concepts:
Teen Numbers Continue to revise

Ordinal Number

numbers

count

one

tens

teen

larger

before

after

next

AusVELS link: Number and Algebra

More/le

smalle

one grou
10

Number and place value

Establish understanding of the language and processes of counting by
naming numbers in sequences, initially to and from 20, moving from any
starting point (ACMNA001)

Sessio
n

Questions/
Prompts and
materials

Introduction

Teaching Group

(Whole class focus)

(Small group guided

activity)

Independent

Sha
e
time

(Who
will b
sharin
)
Session 1

Which position is ?

Number
Skills and
concepts:
Ordinal number

Session 2
Number
Skills and
concepts:

Which position is..?

Shared
Teacher conducting whole class
activity
Read Ten Little Rubber Ducks
by Eric Carle. Discuss the
ordinal numbers between 1st
and 10th. Focusing on the
language and matching
position. Write or put cards on
the board showing 1st to 10th in
a line. Move a picture/magnet
into different positions asking
the children to tell you what
position it is in.
Shared

Set up 10 chairs in a line.

Show the children which one
is first and which one is 10th.
Have children remind you of
the ordinal language used to

Extension - Shared

Go beyond the numbers 1 - 10.

What might the language be for
11 - 20th? Try the independent
activity using 10 counters then
extending to 20 counters.

Students to complete the 10 little ducks

sheet according to teacher directions given.
First have children write the ordinal numbers
under each little duck. Students then to
colour each duck when teacher says, with
the colour specified. At the end children can
complete the 3 ordinal number statements
at the bottom of the page.

Students to work in pairs. Each pair has 9

counters of one colour and one counter of a
different colour. Counters to be set out in a
line. One member of the pair to close their
eyes while their partner places the single
coloured counter into a position of their

 Ordinal number

Session 3
Number

describe 1st to 10th. Have 10

children sit in the chairs. Ask
the remaining children
Which position is Bob in?,
Which position is Mary in?
etc. Swap children over a
couple of times and repeat
the activity. Encourage
correct use of ordinal
language not just the use of
the number. Model
independent activity.

Which position is..?

What number is
group of 10 and
extras?
What number is
group of 10 and
extras?
What number is
group of 10 and
extras? etc

one
5

What number is
group of 10 and
extras?
What number is
group of 10 and
extras?
What number is
group of 10 and
extras? etc

one
5

Ordinal
Number

Session 4

Teen
Numbers

Session 5
Teen
Numbers

Support
Shared
Set up 10 chairs in a line. Show Continue to go back over the
the children which one is first
language of ordinal number.
and which one is 10th. Have
Practise the language using
children remind you of the
materials for support.
ordinal language used to
describe 1st to 10th. Have 10
children sit in the chairs. Ask
the remaining children Which
position is Bob in?, Which
position is Mary in? etc. Swap
children over a couple of times
and repeat the activity.
Encourage correct use of
ordinal language not just the
use of the number. Model
independent activity.
Revise back over teen
numbers depending on your
Grades level.

one
6
one
3

one
6
one
3

Revise back over teen

numbers depending on your
Grades level.

choice. Open their eyes and describe the

position using ordinal number language. E.g.
The green counter is third.

Follow a set of instructions to complete a

line, e.g. put a blue flower is first, put a
red circle third etc. Students can then
write about what they did.