Note for teachers using this lesson plan
Before the lesson, prepare charts showing ordinal numbers (1st-5th, first-fifth) and gather a set of five distinct objects (e.g., balls, fruits, blocks) of varying sizes or colours for pupils to arrange. The central idea is for pupils to understand that ordinal numbers tell us the position or order of things. Observe pupils as they correctly identify and arrange items to demonstrate their grasp of “first” through “fifth.”
Class: Pre-School Level 3
Term: Third Term
Week: 2
Age: 4 years
Duration: 30 minutes
Subject: Numeracy
Curriculum Theme: Numeracy
Previous Lesson: Counting and identifying numbers 1-5.
Topic: ORDINAL NUMBERS 1ST-5TH: FIRST TO FIFTH
Subject Matter: ORDINAL NUMBERS: – 1st to 5th: First to Fifth. Weekly focus: Ordinal Numbers 1st-5th: First to Fifth.
Specific Objectives
By the end of the lesson, pupils should be able to:
Cognitive Domain
- Identify ordinal numbers 1st to 5th.
- Relate ordinal numbers (1st, 2nd, 3rd) to their word forms (first, second, third).
- State the position of objects or pupils using ordinal numbers from first to fifth.
Affective Domain
- Show enthusiasm in learning about positions and order.
- Listen attentively to instructions on arranging objects.
Psychomotor Domain
- Arrange five pupils or objects according to a given order (e.g., height, size).
- Trace or copy ordinal numbers (1st, 2nd, 3rd) in their notebooks.
Social Domain
- Participate in group activities involving arrangement and identification of positions.
- Take turns when demonstrating positions of objects.
Reference Materials
- NAPPS National Unified Teaching Scheme for Pre-School Level 3 Numeracy.
- Early Childhood Care and Education Numeracy Resources.
Instructional Materials
- Charts displaying ordinal numbers (1st-5th, first-fifth).
- Posters showing objects in a line with their ordinal positions.
- MP4 player (or other device) for playing educational videos.
- Five pupils (for demonstration).
- Five objects of different sizes (e.g., oranges, balls, blocks, pencils).
- Number cards (1-5, 1st-5th).
- Pupils’ notebooks and pencils/crayons.
Rationale for the Lesson
This lesson introduces pupils to the concept of order and position, which is fundamental for understanding sequences in daily life. Learning ordinal numbers helps children describe the arrangement of items, people, or events, enhancing their spatial awareness and communication skills at this age.Prerequisite/Previous Knowledge
Pupils can count numbers 1 to 5 and recognise number symbols 1, 2, 3, 4, 5. They also have some basic understanding of comparing sizes (bigger/smaller) and heights (taller/shorter).Lesson Content/Board Summary
ORDINAL NUMBERS 1ST-5TH: FIRST TO FIFTH
Ordinal numbers tell us the position or order of things in a line. * 1st means First * 2nd means Second * 3rd means Third * 4th means Fourth * 5th means Fifth Examples: When we line up for assembly, the child at the front is the first. The child after the first is the second. The child after the second is the third. The child after the third is the fourth. The child after the fourth is the fifth.Key Words
- First – the one at the beginning or number 1 in a line.
- Second – the one after the first or number 2 in a line.
- Third – the one after the second or number 3 in a line.
- Fourth – the one after the third or number 4 in a line.
- Fifth – the one after the fourth or number 5 in a line.
Ordinal Number Rhyme
Tune: Twinkle, Twinkle Little Star
One, two, three, four, five,
See the children, all alive!
First in line, then comes second,
Third and fourth, quickly reckoned.
Fifth one stands, so neat and tall,
Ordinal numbers for us all!
Actions: Point to children in a line, count fingers, make a tall gesture for “tall.”
Watch and Learn About Positions
💡 Teacher Guide for Using This Board Summary
How to teach the content: Begin by explaining that ordinal numbers tell us “where something is” in a line. Use the examples of pupils lining up or objects arranged on a table. Point to the numeral (1st) and then say the word (first), repeating several times. Use the charts and posters to visually reinforce each ordinal number from 1st to 5th.
What to show or demonstrate: Arrange five pupils in a line and ask them to identify their positions (first, second, etc.). Then, arrange five objects of different sizes (e.g., oranges, balls) from smallest to biggest, and have pupils identify the position of each. Draw simple lines of objects on the board and label their positions.
How to use the rhyme/song: Sing the “Ordinal Number Rhyme” together, encouraging pupils to perform the actions. Repeat the rhyme two or three times to help them remember the sequence and meaning of the ordinal numbers.
How to use the video: Introduce the video as a fun way to learn about first, second, third, fourth, and fifth. Play the video on the MP4 player. After watching, ask pupils to recall the ordinal numbers they heard and saw. Encourage them to mimic any actions or repeat the ordinal words from the video.
What to watch for: Observe if pupils can correctly identify the first, second, and third positions. Some pupils might confuse “third” with “three” or “fifth” with “five”; gently correct them by emphasizing that ordinal numbers tell “order” not “how many.”
Teaching Methods/Instructional Techniques
- Play-based Learning
- Demonstration
- Guided Practice
- Songs and Rhymes
- Picture Talk
- Question and Answer
- Manipulation of Objects
- Repetition
- Practical Activity
Instructional Procedures
Step 1: Introduction
Time: 3 minutes
Teaching Skill: Engagement/Recall
Teacher’s Activity: The teacher greets the pupils and leads them in a familiar counting song (e.g., “One, Two, Buckle My Shoe”). The teacher then asks pupils to count from 1 to 5.
Pupils’ Activity: Pupils greet the teacher, sing the counting song, and count numbers 1-5.
Learning Point: Pupils recall counting skills as a warm-up for the lesson.
Step 2: Presentation – Introducing Ordinal Numbers with Pupils
Time: 5 minutes
Teaching Skill: Demonstration/Explanation
Teacher’s Activity: The teacher calls five pupils to the front and arranges them according to their heights, from the shortest to the tallest (or vice versa). The teacher then introduces the terms “first,” “second,” “third,” “fourth,” and “fifth” to describe their positions.
Pupils’ Activity: Five selected pupils stand in a line. Other pupils observe and listen as the teacher names their positions.
Learning Point: Pupils understand that ordinal numbers show position in a line.
Step 3: Guided Practice – Charts and Number Cards
Time: 5 minutes
Teaching Skill: Visual Aid/Repetition
Teacher’s Activity: The teacher displays charts showing 1st-5th and “first-fifth.” The teacher points to each ordinal number (e.g., 1st) and says its word form (“first”), relating it to the cardinal number (1). Pupils repeat after the teacher.
Pupils’ Activity: Pupils look at the charts, listen, and repeat the ordinal numbers and their word forms (1st-first, 2nd-second, 3rd-third, 4th-fourth, 5th-fifth).
Learning Point: Pupils recognise and pronounce ordinal numbers 1st-5th.
Step 4: Reinforcement – Rhyme and Video
Time: 5 minutes
Teaching Skill: Multimedia/Engagement
Teacher’s Activity: The teacher leads the pupils in singing the “Ordinal Number Rhyme” with actions. Then, the teacher plays the educational video on ordinal numbers (1st-5th) using the MP4 player.
Pupils’ Activity: Pupils sing the rhyme with actions and watch the video attentively, repeating any ordinal numbers they hear.
Learning Point: Pupils reinforce their understanding of ordinal numbers through song and visual aids.
Step 5: Application – Arranging Objects
Time: 4 minutes
Teaching Skill: Practical Activity/Observation
Teacher’s Activity: The teacher gives groups of pupils five objects of different sizes (e.g., oranges, balls). The teacher instructs them to arrange the objects from the biggest to the smallest, identifying the “first” (biggest) and “fifth” (smallest) object.
Pupils’ Activity: In groups, pupils arrange the objects as instructed and orally identify the positions of the objects.
Learning Point: Pupils apply ordinal numbers to arrange and describe objects.
Step 6: Writing Practice
Time: 4 minutes
Teaching Skill: Guided Writing/Fine Motor
Teacher’s Activity: The teacher guides pupils to trace and copy the ordinal numbers 1st, 2nd, and 3rd, and their word forms “first,” “second,” and “third” in their notebooks. The teacher moves around to assist and correct pupils’ writing.
Pupils’ Activity: Pupils trace and copy 1st, 2nd, 3rd and “first,” “second,” “third” in their notebooks.
Learning Point: Pupils practise writing the symbols and words for the first three ordinal numbers.
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.
- Who is the first pupil in the line? (Teacher arranges 3-5 pupils)
- Point to the second ball. (Teacher places 5 balls in a line)
- What does 3rd mean?
- Show me the chart that says “fifth.”
Pupils’ Activity: Pupils respond orally and demonstrate the required skill where appropriate.
Learning Point: Pupils demonstrate understanding of the lesson.
Step 8: Conclusion
Time: 1 minute
Teaching Skill: Summarisation
Teacher’s Activity: The teacher summarises the lesson by reminding pupils that ordinal numbers tell us the order or position of things. The teacher praises pupils for their participation and assigns a simple task like drawing three objects and labelling them 1st, 2nd, 3rd for homework.
Pupils’ Activity: Pupils listen to the summary and receive their homework.
Learning Point: Pupils consolidate their learning and prepare for independent practice.
Lesson Keywords
- Ordinal Numbers – numbers that tell us the position or order of things.
- First – the position at the beginning.
- Second – the position after the first.
- Third – the position after the second.
- Fifth – the position after the fourth.
Differentiation
- Support: For pupils who are struggling, provide larger charts and more one-on-one guidance during object arrangement. Focus primarily on 1st, 2nd, and 3rd, using hand-over-hand tracing for writing. Use more repetition and visual cues.
- Extension: For pupils who quickly grasp the concept, challenge them to identify the positions of objects in a more complex arrangement (e.g., “What is the third object from the end?”). Ask them to draw and label five objects in order independently.
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