Math Topic 2.

8
Taylor Keenan

Date: 10/6/16

Albright College 2016

Grade: Kindergarten

Pennsylvania Academic Standards

Standard - CC.2.1.K.A.1: Know number names and write and recite the
count sequence.
Objectives
SWBAT:
Identify ordinal positions using words first through fifth.
Student-Friendly Learning Targets
I Can:
Put numbers in order, first through fifth.
Vocabulary

First
Second
Third
Fourth
Fifth
Order
Sequence

Essential Question(s)
How can you describe the order of five things in a row?
Materials and Resources
Worksheet, glue, scissors, Room on the Broom by Julia Donaldson and Axel
Scheffler, sequencing sheet, finger puppets, poem
Instructional Procedure/Activities
Teacher will read Room on the Broom during literacy block.
During story:
- The title of this book is Room on the Broom. The author is Julia
Donaldson. What does the author do? Answer: The author writes the book.
- Teacher will sing the song to the tune of Farmer in the dell :
The author writes the books. The author writes the books. Hi ho librario the
author writes the books.
- The pictures are drawn by Axel Scheffler. Who is he? Answer:

the illustrator.
- Teacher will sing the song to the tune of Farmer in the dell:
The illustrator draws. The illustrator draws. Hi ho librario. The illustrator
draws.
- Who was the first person on the broom? Answer: The witch.
- Who was the second? Answer: The cat
- So the witch was first and the cat was second. What position
will the dog be? Answer: Third.
- So who was the fourth animal on the broomstick? Answer:
The bird.
- Who was the fifth animal on the broomstick? Answer: The
frog.
- Who do you think is in the mud? Answers will vary.
- Who went on the broomstick first? (the witch) Second? (the cat)
Third? (the dog) Fourth? (the bird) Fifth? (the frog)
- We are going to use the new words we just learned in math
today. So we have to remember them. What are they again? Answer: First,
second, third, fourth, fifth.
Teacher will instruct students to come to the carpet to sit for math.
Teacher will ask five students to stand up and help the teacher. As students are
called on use the new words (first-fifth). Example: Taylor is my first helper, Adam is
my second helper, etc.
How can I count my five friends? Answers: 1-5.
We can also use our words we learned earlier. To describe where our friends
are standing. What were those words again? Answer: First - Fifth. Example: Taylor is
in first in line, Adam is second.
Make connections to grade levels. Example: Taylor is in first grade, Adam is in
second grade, etc.
Send students back to their seats. Instruct them to put their name on the sheet
and cut out the ladybugs. Teacher will put the mat on the projector.
Once all ladybugs are cut out, teacher will instruct students to listen to the
instructions. A student will come up to put the correct ladybug in the box so the
students can self-assess.
Instructions:
- Glue the orange ladybug in the first box.
- Glue the yellow ladybug in the second box.
- Glue the red ladybug in the third box.
- Glue the purple ladybug in the fourth box.
- Glue the blue ladybug in the fifth box.
We will return to the carpet to discuss the book we read earlier.
Teacher will prompt the students to retell the story using our new words (first fifth). Teacher will do this by using the poem that I created. (see attached sheet for
words).

 After poem teacher will show the students the sequencing chart. (see attached
worksheet)
Teacher will show students which character should go in which box. (Witch,
cat, dog, bird, frog).
But wait we have one empty box. Who are we missing in our story? (Answer:
Dragon) If the witch is first, the cat is second, the dog is third, the bird is fourth, and
the frog is fifth. Which place would the dragon be in? What comes after fifth?
(Answer: Sixth)
Students will be instructed to read through it one more time without the
teachers help. Then the students must quietly work on their own copy.
We will then go into math centers.
Differentiation
Visual/Spatial Book, math mat
Verbal/Linguistic discussions, directions
Kinesthetic Ladybug project, room on the broom sequencing
Interpersonal Ladybug project
Intrapersonal Room on the broom sequencing
Assessment(s)
Formative:
Ladybug Project
Room on the Broom
sequencing

Summative:
Topic test

Closure/Follow-up/Homework
Topic test the following week

First came the witch,

Who turned on the switch

And made the broom go.

Second came the cat,
Who was wearing a silly hat.
His name was Joe.
Third came the dog,
Who was out for a jog.
His ears went flippity-flop
Fourth came the bird,
Who had the password,
To make the broom stop.
Fifth came the frog,
Up from the bog.
But then the broom DROPPED!

First
Second
Third
Fourth
Fifth
Sixth