ECED4080 Creating Materials for Use by Young Children

Sample Album of Learning Task Documentation Entry

Learning Task: Animals on Parade – Ordinals

Description:Students work independently creating a parade of animals. Laminated cards with pictures of mammals, birds, insects and spiders, reptiles, and fish are used. One an animal parade is established, the child place an ordinal numeral above the animals to signify their position in the parade. The number of animal cards provided to the child can vary depending upon the level of difficulty suitable for the child. The mammals, reptiles, and birds all face to the right while the insects and spiders and fish face to the left. Thus, parades can be arranged in either direction with the first animal at the head of the parade. The activity can be used either on a table or on the floor mat. Sets of animals can be mixed as long as the sets are facing in the same direction. Learning task adapted from:https://owlkids.com/store/scripts/prodView.asp?idproduct=65

Age Group:4.5 to 6.5 years

Subject Area:Mathematics

Subject Strands:Number Sense and NumerationPatterning

Subject Topic:Ordinal Numbers

Background Information:Children are often confused between counting number (cardinals) and ordering numbers (ordinals). Initially small objects such as plastic animals or real people can be used to introduce the concept of ordering in a line. Picture cards allow the children to construct longer parades, which might include patterns.

Student Learning Outcomes:

Number Sense and Numeration: Uses cardinal and ordinal

numbers during play activities and daily routines

Patterning: Creates and extends

patterns

Prerequisite Concepts, Skills, & Values: follows class routines for selecting,

using and returning individual learning tasks

adopts class routines for obtaining teacher support to demonstrate learning tasks and to obtain assistance

has experienced stories, television, or cinema where real and imaginary characters are depicted

has experience finding similarities and differences in pictures

recognizes one to one correspondence and can match similar objects and pictures

Learning Theory & Instructional Strategies:

the activity is based upon a cognitive approach where students make links with previous experiences

a teacher demonstration is how the learning task commences

this activity can be thought of as an advanced organizer for the more complex concept of fiction and non-fictions literature

ECED4080 Creating Materials for Use by Young Children

Student Characteristics Accommodated: Accommodating linguistic, logical

mathematical, spatial, and naturalistic intelligences was important in the design of this activity as student enjoy arranging animals in parades and naming their relative positions in the parade.

Having the ability to rearrange the cards as they recognize errors allows the children to self-correct their work in a trial and error type of strategy.

Children only engage in this activity when it is developmentally appropriate for them and are not forced to move along with the entire class or through the forced progression inherent to printed workbooks

Introduction of the Learning Task: Show the child how to remove the

activity tray from the shelf noting the placement of each item.

Take the learning task to an open space at a table.

Demonstrate how to take the cards out of the plastic bag and place the animals in a parade.

Point out that some animals face one direction while others face the opposite way.

Place the ordinal number cards above each animal saying “first,” “second,” “third,” etc.

Allow the child to take over and place the next couple of animals and number cards to ensure that they understand the principle of the activity.

Checklist of Tray Items: Tray or box Plastic zip-lock bag containing the

subset of cards that the student will use.

Card not used at the time should be stored in a safe easily locatable place.

Using Partial Decks of Cards: The level of difficulty of this

learning task can be adjusted by using subsets of the five animal groups.

Perhaps all of the cards belonging to the bird, mammal, fish, reptile, or insects and spiders could be used as a subset.

This could be followed by using a set of cards showing animals moving in the same direction.

For longer parades, duplicates of animal cards could be introduced.

For more advance students the difficulty could be increase by mixing cards with animals walking in different directions and asking the children to arrange the animals into two parades such as is shown above.

ECED4080 Creating Materials for Use by Young Children

Extension Activities:1. Students could use the entire set of

animal cards rather than a subset.2. Students make longer parades by

combining different types of animals.3. Students could use duplicates of

animals to make longer parades with the total number of animals exceeding twenty.

Enrichment Activities:1. Students could use the animal image

cards to create a parade with the animals arranged in a pattern.

2. Depending upon the pattern chosen by the students this could be an advanced organizer for skip counting by two’s, ten’s, five’s, etc.

3. Students could be introduced to the concept of ‘last’, ‘in front of’, and ‘behind’.

Assessment Techniques: Student compares objects aligned to

ensure that they have the correct ordinal number above each parade member.

Instructor observes student while working and provides formative feedback.

Instructor examines and analyzes finished parade.

Feedback Suggestions: How can you decide which ordinal

number should be place above the lion?

Where is the beginning (end) of the parade?

What comes after (seventh)? What comes before (tenth)? Which animal should be in a

different parade (is walking in the wrong direction)?

Please read the ordinal numbers that you have above the animals one more time.

Evaluation Rubric:1. Does not distinguish between

cardinal and ordinal.2. Arranges and counts 1st,

2nd, 3rd…, (ordinal) when in a line; may say ‘twentyth’, ‘thirtyth’ instead of ‘twentieth’, ‘thirtieth’; may say ‘twenty-oneth’, ‘thirty-oneth’ instead of 21st, 31st; may say ‘twenty-twoth’, ‘thirty-twoth’ instead of 22nd, 32nd; may say ‘twenty-threeth’, instead of 23rd

3. Arranges and counts 1st, 2nd, 3rd…, (ordinal) when in a line,.

4. Correctly uses terms ‘ordinal’ and ‘cardinal’, describes position in line, sequence etc. (last, before, after, in the middle).

Vocabulary:first, second, third, fourth, fifth, sixth, seventh, eighth, ninth, tenth, parade, cardinal, ordinal

References:Images from Clipart.com

Comments, Hints, & Suggestions: Use a glue stick to anchor the

pictures on a card before laminating the two sides.

Key Words:first, second, third, fourth, fifth, sixth, seventh, eighth, ninth, tenth, cardinal, ordinal, animals, parade