Note for teachers using this lesson plan
Before the lesson, prepare individual number cards from 1 to 20, a picture of a staircase, and a collection of bottle tops or other small counters. The central idea is for pupils to grasp “ascending” as going from smallest to biggest and “descending” as going from biggest to smallest. Successful learning will be observed when pupils can physically arrange a given set of numbers (1-20) correctly in both ascending and descending orders.
Class: Pre-School Level 3
Term: Third Term
Week: 4
Age: 4 years
Duration: 30 minutes
Subject: Numeracy
Curriculum Theme: Not separately stated in the scheme.
Previous Lesson: Counting and identifying numbers 1-20.
Topic: Ordering Numbers 1-20 in Ascending and Descending Order
Subject Matter: Order of Numbers: 1-10 – Ascending Order – Descending Order. Weekly focus: Ordering Numbers 1-20 in Ascending and Descending Order.
Specific Objectives
By the end of the lesson, pupils should be able to:
Cognitive Domain
- Explain “ascending order” as going from smallest to biggest.
- Explain “descending order” as going from biggest to smallest.
- Identify the smallest and biggest numbers in a given set.
- Arrange a set of numbers (1-20) in ascending order.
- Arrange a set of numbers (1-20) in descending order.
Affective Domain
- Listen actively to the teacher’s explanations.
- Participate enthusiastically in number ordering activities.
- Show interest in understanding number sequences.
Psychomotor Domain
- Point to numbers on charts or cards.
- Demonstrate climbing up and down a staircase (mimicking ascending and descending).
- Physically arrange number cards in the correct sequence.
Social Domain
- Take turns when arranging numbers with peers.
- Work cooperatively during group activities.
Reference Materials
- NAPPS National Unified Teaching Scheme for Pre-School Level 3
- Relevant Early Childhood Care and Education resources
Instructional Materials
- Charts displaying numbers 1-20
- Posters illustrating ascending and descending order (e.g., a staircase)
- Bottle tops or other small counters
- Individual number cards (1-20)
- Picture of a staircase
Rationale for the Lesson
Understanding how to order numbers is fundamental for developing number sense in young children. This lesson helps 4-year-olds grasp the concepts of quantity, sequence, and comparison, which are essential building blocks for future mathematical skills and for understanding patterns in their daily lives, such as age progression or counting steps.
Prerequisite/Previous Knowledge
Pupils can count numbers from 1 to 20 and recognise individual numerals within this range. They also have a basic understanding of “more” and “less” when comparing small quantities of objects.
Lesson Content/Board Summary
Ordering Numbers 1-20 in Ascending and Descending Order
What is Ascending Order?
Ascending order means arranging numbers from the smallest to the biggest. It’s like climbing up a staircase, starting from the bottom step and going up to the top.
- From small to big.
- From bottom to top.
- Example: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10…
What is Descending Order?
Descending order means arranging numbers from the biggest to the smallest. It’s like coming down a staircase, starting from the top step and going down to the bottom.
- From big to small.
- From top to bottom.
- Example: 10, 9, 8, 7, 6, 5, 4, 3, 2, 1…
Understanding Quantity Value
We use objects to see which number is bigger or smaller:
- Count 5 bottle tops.
- Count 10 bottle tops.
- 10 bottle tops are MORE than 5 bottle tops. So, 10 is bigger than 5.
Practice Examples
Ascending Order (Smallest to Biggest):
- Numbers: 3, 1, 5, 2, 4
- Arranged: 1, 2, 3, 4, 5
- Numbers: 12, 15, 11, 13, 14
- Arranged: 11, 12, 13, 14, 15
Descending Order (Biggest to Smallest):
- Numbers: 5, 2, 4, 1, 3
- Arranged: 5, 4, 3, 2, 1
- Numbers: 18, 16, 20, 17, 19
- Arranged: 20, 19, 18, 17, 16
Number Order Rhyme
Tune: “Twinkle, Twinkle Little Star”
Numbers climbing, one by one,
Smallest first, until we’re done.
Up the ladder, watch them go,
Ascending order, don’t you know!
Numbers tumbling, down they fall,
Biggest first, for one and all.
Down the ladder, watch them flee,
Descending order, yes siree!
Actions: For “climbing, one by one” use fingers to mimic climbing. For “up the ladder” raise hands slowly. For “tumbling, down they fall” wiggle fingers downwards. For “down the ladder” lower hands slowly.
Watch and Practise
Key Words
- Ascending – going up, from smallest to biggest.
- Descending – coming down, from biggest to smallest.
- Order – arranging things in a sequence.
- Smallest – the number with the least value.
- Biggest – the number with the most value.
💡 Teacher Guide for Using This Board Summary
How to teach the content: Begin by using the staircase picture to visually explain “ascending” (climbing up) and “descending” (coming down). Relate this to numbers, emphasising “smallest to biggest” and “biggest to smallest.” Use simple language and repeat the definitions often. For quantity value, physically count out bottle tops for 5 and 10, letting pupils see and touch them to confirm that 10 is indeed “more” than 5.
What to show or demonstrate: Use the number charts to point to numbers as you count up and down. Demonstrate with individual number cards (1-5 initially) how to arrange them in ascending and descending order on the floor or a table. Encourage pupils to use their bodies to mimic climbing up and down a staircase.
How to use the rhyme/song: Introduce the “Number Order Rhyme” after explaining both concepts. Sing it together with the suggested actions multiple times to reinforce the ideas of moving up and down in sequence. Encourage pupils to join in the actions and singing.
How to use the video: Introduce the video as a fun way to see numbers moving up and down. Play the video once for pupils to watch. After watching, discuss what they saw and ask them to mimic the movements or repeat the phrases from the video that explain ascending and descending order.
What to watch for: Observe if pupils confuse ascending and descending. If they do, revisit the staircase analogy and physical demonstrations. Ensure they understand that the value of numbers changes as they go up or down the sequence.
Teaching Methods/Instructional Techniques
- Play-based Learning
- Demonstration
- Guided Practice
- Songs and Rhymes
- Manipulation of Objects
- Question and Answer
- Repetition
- Picture Talk
Instructional Procedures
Step 1: Introduction
Time: 3 minutes
Teaching Skill: Engagement/Connection
Teacher’s Activity: The teacher greets the pupils and asks them if they have ever climbed a staircase. The teacher then asks them to show with their hands how they climb up and come down stairs.
Pupils’ Activity: Pupils respond to greetings and demonstrate climbing up and coming down stairs with their hands.
Learning Point: Pupils connect the lesson to a familiar physical action.
Step 2: Explanation of Ascending Order
Time: 5 minutes
Teaching Skill: Explanation/Demonstration
Teacher’s Activity: The teacher shows a picture of a staircase and explains that “ascending” means going up, from the bottom to the top, just like climbing stairs. The teacher relates this to numbers, explaining it means going from the smallest number to the biggest number (e.g., 1, 2, 3). The teacher asks pupils to repeat “ascending means smallest to biggest.”
Pupils’ Activity: Pupils listen, observe the staircase picture, and repeat “ascending means smallest to biggest.” They may mimic climbing up.
Learning Point: Pupils understand the concept of ascending order.
Step 3: Explanation of Descending Order
Time: 5 minutes
Teaching Skill: Explanation/Demonstration
Teacher’s Activity: Using the same staircase picture, the teacher explains that “descending” means coming down, from the top to the bottom. The teacher relates this to numbers, explaining it means going from the biggest number to the smallest number (e.g., 3, 2, 1). The teacher asks pupils to repeat “descending means biggest to smallest.”
Pupils’ Activity: Pupils listen, observe the picture, and repeat “descending means biggest to smallest.” They may mimic coming down.
Learning Point: Pupils understand the concept of descending order.
Step 4: Quantity Value Demonstration
Time: 4 minutes
Teaching Skill: Concrete Representation
Teacher’s Activity: The teacher guides pupils to count 5 bottle tops and then 10 bottle tops separately. The teacher then asks which group has “more” and leads pupils to understand that 10 is more than 5, reinforcing the idea of number value.
Pupils’ Activity: Pupils count the bottle tops, observe the quantities, and identify which group has “more.”
Learning Point: Pupils appreciate the quantity value of numbers.
Step 5: Guided Practice with Number Cards 1-10
Time: 5 minutes
Teaching Skill: Guided Practice
Teacher’s Activity: The teacher distributes mixed number cards (e.g., 3, 1, 5, 2, 4) to small groups or individual pupils. The teacher then guides them to first arrange the numbers in ascending order and then in descending order, providing support as needed.
Pupils’ Activity: Pupils actively arrange their given number cards in ascending and then descending order with teacher guidance.
Learning Point: Pupils apply the concepts of ascending and descending order to numbers 1-10.
Step 6: Rhyme and Video Reinforcement
Time: 3 minutes
Teaching Skill: Reinforcement/Multimedia
Teacher’s Activity: The teacher leads the pupils in singing the “Number Order Rhyme” with actions. Afterwards, the teacher plays the short educational video on ordering numbers.
Pupils’ Activity: Pupils sing the rhyme with actions and watch the video attentively, mimicking any actions shown.
Learning Point: Pupils reinforce their understanding through song and visual learning.
Step 7: Evaluation/Review
Time: 4–5 minutes
Teaching Skill: Questioning/Assessment
Teacher’s Activity: The teacher checks pupils’ understanding through short questions and practical tasks.
- “Show me how you would arrange 7, 5, 9 in ascending order.”
- “Show me how you would arrange 15, 13, 17 in descending order.”
- “What does ‘ascending’ mean? (Smallest to biggest or biggest to smallest?)”
- “What does ‘descending’ mean? (Smallest to biggest or biggest to smallest?)”
Pupils’ Activity: Pupils respond orally and demonstrate the required skill where appropriate by arranging number cards.
Learning Point: Pupils demonstrate understanding of the lesson.
Step 8: Conclusion
Time: 1 minute
Teaching Skill: Summary/Closure
Teacher’s Activity: The teacher summarises the lesson by quickly reviewing what ascending and descending order mean. The teacher praises the pupils for their participation and encourages them to look for numbers in order around them.
Pupils’ Activity: Pupils listen and respond to the teacher’s summary.
Learning Point: Pupils consolidate their learning and feel encouraged.
Lesson Keywords
- Ascending – going up, from the smallest number to the biggest.
- Descending – coming down, from the biggest number to the smallest.
- Order – arranging numbers in a sequence.
- Smallest – the number that has the least value.
- Biggest – the number that has the most value.
Differentiation
- Support: For pupils who are struggling, use fewer numbers (e.g., 1-5 or 1-10 only) and larger number cards. Provide more direct, hand-over-hand guidance during arrangement activities. Use only concrete objects for initial comparisons.
- Extension: For pupils who grasp the concept quickly, challenge them with a larger set of numbers (e.g., 1-20) to arrange. Ask them to explain why a certain number comes before or after another. They can also create their own sets of numbers to order.
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