# Math Lesson

#### Math Correlation Focus

This Math Correlation is designed to:

1. promote students’ skills in sequential order.
2. aid student understanding of ordinal numbers.
3. provide students an opportunity to identify single and double-digit whole numbers.

#### Math Correlation Placement

This Math Correlation is designed to be performed in the Our Senses CELL Investigation 1,  at the time of the Pre-Lab.

#### Key Terms and Deffinitions

1. Sequence: A following of one thing after another; succession.
2. Ordinal numbers: being in a specified position of a numbered series; first, second, third, etc…

#### Supplies and Equipment:

Individual materials:

• Investigation One Math Log
• Investigation One Math Homework
• scissors
• glue

#### Preparation:

1. Prior to this lesson, write the following ordinal numbers on the chalkboard:

• First
• Second
• Third
• Fourth
• Fifth
• Sixth
• Seventh
• Eighth
• Ninth
• Tenth

Write the words first, second, third, and each suffix (“th”) using a different colored piece of chalk to highlight during class discussion.

2. Designate a distribution point in the classroom and set out scissors and glue for student use in the Math Log.

#### Procedure:

A. Tell the students that they are going to begin the class by learning about sequential order.

1. Introduce the concept of sequence and ordinal numbers. Explain to the students that objects or numbers can be put in order or particular sequence by using terms such as first, second, third, fourth, etc…

2. Display the following ordinal numbers on the board:

•  First
• Second
• Third
• Fourth
• Fifth
• Sixth
• Seventh
• Eighth
• Ninth
• Tenth

3. Instruct the students to read the words aloud together as a class.   Direct their attention to the suffix of each word: “th” and notice the words “first”, “second”, and “third”. Explain that we use these words when placing objects or numbers in sequential order. We call them ordinal numbers.

4. Ask the students the following questions:

• What is different about the words “first”, “second” and “third” compared to all the rest? Students should notice that the ordinal numbers fourth through tenth contain a base word sounding like its number, whereas, first, second, and third have a different sound.
• What letters make up the suffix in the words fourth through tenth? Students should answer by saying “th”.
• What do you think the ordinal number is for the number eleven, twelve, and thirteen? The students should observe the pattern and suggest eleventh, twelfth, and thirteenth.

_____________________________

B. Tell the students that they will now practice putting students in sequential order.

1. Ask for ten student volunteers to come to the front of the classroom.

2. Direct the students to put themselves in a straight, horizontal line facing the rest of the students in their seats.

3. Starting from left to right, ask students to identify themselves with an appropriate ordinal number based on their position in the line. Students should respond by saying first, second, third, fourth, etc…

4. Choose the third student in line to step forward. Ask the students in their seats to identify the position that student occupies? Students should reply by saying “third”.

5. Repeat the question by randomly choosing other students in line to step forward. Students should respond with the appropriate ordinal number.

6. Ask: Which student is first? Which student is tenth or last? Students should identify the respective students’ names.

7. Direct the students to take their seats.

_____________________________

C. Direct the students to take out Investigation One Math Log.

1. Complete Investigation One Math Log together as a whole group.

2. Look at the first section. Ask the students to identify the numbers. Students should respond by saying two, four, eleven, six, and twenty.

3. Ask the students to identify which numbers are single-digit numbers. Two, four, and six.

4. Ask the students to identify the double-digit numbers. Eleven and twenty.

5. Ask the students, which numbers are even? Students should respond by saying 2, 4, 6, and 20

6. Ask the students, which numbers are odd? Students should recognize that the number 11 is the only odd number.

7. Direct the students to complete the first section of the Math Log by writing the numbers in sequential order from the smallest number to the largest number. 2, 4, 6, 11, 20 Model writing the numbers on the board for students to double-check their manuscript.

8. Refer to the numbers written on the board and ask:

• Which number is first? 2
• Which number is second? 4
• Which number is third? 6
• Which number is fourth? 11
• Which number is fifth? 20

9. Instruct the students to look at the next page in their Math Log.

10. Together read the days of the week aloud.

a. How many days are there in a week? Students should respond by saying seven.

b. What is wrong with the days of the week written in the boxes? The students should notice that the days are written out of order. Figure 1.1: Days of the Week Out of Sequential Order in Math Log

12. Explain to the students that they will cut each box out containing a day of the week and paste them down in the correct sequential order in the space provided on the page. Allow students sufficient time to complete the task. Supervise the use of scissors and glue. Figure 1.2: Days of the Week Pasted in Sequential Order

13. When students are finished, ask: What is the first day of the week? Sunday

14. What is the second? Third? Fourth? Fifth? Sixth? Seventh? Students should answer accordingly.

_____________________________

D. Tell students they will continue practicing sequential order for homework.

#### Investigation 1: Mathematics Concepts

Prelab
• counting whole numbers

Lab
• counting whole numbers
• tally marks
• data table
• sequential order
• problem solving

Postlab
• ordinal numbers
• problem solving