M 1.11

Place a set of consecutive and/or non-consecutive numbers in correct sequence

Noun - Numbers

Verb - Sequencing

Related Article:

The link below is an article that describes ways to count up to 1000:

• https://study.com/academy/lesson/counting-whole-numbers-up-to-1-000-lesson-for-kids.html
• https://www.youtube.com/watch?v=6rs_EuDx2xQ

Instructional Strategies & Learning Tasks

Manipulative:

1. 100 Charts
2. 1 000 Charts
3. Place Value Charts
4. Base Ten Blocks

Instructional Strategies

• Use base ten materials that student can manipulate and group as they count.
• Ask students to create sets in groupings of tens using base ten materials and place value charts.
• Ask students to explain how they know how many are in a set and how they know the sequence is correct.
• Review the terms before, after, greater than, less than, next to, and between.
• Review number line and how numbers follow a certain order
• Teach that the number line the smallest numbers on the left side, and as you move right on the number line, the numbers get bigger.
• Teach the place value table and review the units’ place (ones’ place) and the tens place
• Review benchmarks that can help students when ordering numbers (0, 5, 10) or for 2-digit numbers, (0, 50, 100)

Learning Tasks:

Task 1

• Number Sequence: Place a collection of numeral cards or number tiles in a bag. Students draw one card/number at a time and place each number in sequence in turn. Model the numbers selected on a place value chart and indicate the

Task 2

• Swiper Game: Students have small pieces of paper numbering from 1-100. Partners put the numbers in order together, and then take turns removing one of the numbers. Player 1 will take a number away and hide it in their hand while Player 2 closes their eyes. Player 1 moves the other numbers so the gap is closed. Player 2 then opens their eyes and reviews the numbers while trying to think of the number missing from the sequence.

Task 3

• Number Drawing: Ask students to draw a representation of 5 different numbers using a drawing of their choice. Ask students to draw their number representations on different pieces of paper. Then ask students to exchange cards with a partner and put each other’s cards in order.

Assessment

Task 1

Give students some prepared pieces of paper with different numbers written on them, some consecutive, and some non-consecutive. Can the student independently put the numbers in order?

Task 2

Give students a worksheet with a number line drawn on it with benchmarks. Have students place given numbers onto the line in the correct places based on their numerical order.

Task 3

Have student write down “before”, “after” and “in between” in their notebooks. Then give students a list of 3-5 numbers for each and ask students to complete the number sequence.

For example:

Before After In between

___8 9____ 8___10

___4 7____ 3___5

___14 11____ 17___19

Can students fill in the blanks with the correct numbers?

Task 4

Ask students to demonstrate their knowledge of a number sequence by drawing their own representation independently.