EL Support Lesson

Ordering Numbers 0-10

In this maths lesson, your students will use songs and stories to practise ordering numbers from 0-10. Can be used as a stand-alone or support lesson for the **Order in the Room!** lesson plan.
This lesson can be used as a pre-lesson for theOrder in the Room!Lesson plan.
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This lesson can be used as a pre-lesson for theOrder in the Room!Lesson plan.

Students will be able to recognise and order numbers 1-10.


Students will be able to explain how to order numbers from 0-10 using written supports.

(2 minutes)
Ordering Numbers to 10Teach Background Knowledge TemplateWrite Student-Facing Language Objectives ReferenceVocabulary Cards: How Many Fish in the Ocean?Glossary: Ordering Numbers 1-10Vocabulary Cards: Ordering Numbers 0-10
  • Gather the class together for a read-aloud.
  • Introduce the book Steam Train, Dream Train 1, 2, 3By Sherri Duskey Rinker and share the title, author, and illustrator information with the class.
  • Say, "Today, we are going to learn even more about numbers!"
(15 minutes)
  • Use the vocabulary cards and glossary to define key words from the text. Hold up the cards one at a time, say the word aloud, and ask students to turn and talk to share what they think it means or if they have heard the word before. Invite students to share out and provide definitions as needed.
  • Read the book aloud, pausing as you read to think aloud, noticing how the numbers are ordered.
  • Have students turn and talk to share with a partner answers to the following questions: "Do you think the numbers go on the train in a special way? Which number came first? How about last?" Review the images from the book showing the animals on each page.
  • Point to the number line and say, "This is called a number line. It helps us keep track as we count."
  • Model counting aloud from 0-10, pointing to each number on the number line.
  • Explain to students that when counting, there is always an Order. Define order is the arrangement of things in a particular pattern or sequence. Tell students that when counting, we say each number in order from the SmallestNumber to the GreatestOr biggest number."
  • Place the numbers 0, 2, 1, 3 on the board (using the numbers from the worksheet).
  • Point to the numbers and say, "Can you help me count these numbers?"
  • Have the students echo-count the numbers, then pause and say something like, "This sounds funny. Is this the way the numbers are supposed to go?"
  • Model using the number line to find and count the numbers in the correct order. Move the numbers into the matching sequence on the board, then recount the numbers aloud to check the order.
  • Use the vocabulary cards to define greatest and smallest. Point to 0 and say, "This is the smallest number on our number line. See how it is all the way to left?" Point to the number 10 and say, "This is the biggest number on the line. It is all the way to the right."
(5 minutes)
  • Put students in groups of 3 and give each group a small baggie of number cards with numbers 1-5 and a number line. Students should put the cards in order from least to greatest.
  • Review that in this group of numbers, 1 is the least and must start all the way to the left.
  • Repeat process with the remaining numbers.
(15 minutes)
  • Display the Ordering Numbers to 10Worksheet and go over the instructions.
  • Explain that students will be working with a partner, but will each have their own worksheet.
  • Students will cut out the numbers.
  • Students will place the numbers in the correct order on the squares.
  • Students will check with their partner to see if their order is correct.
  • Students will glue the numbers on their paper.
  • Pair students together and pass out materials.


  • Review counting in the students home language (L1) using stories, songs, or games.
  • Allow students to count aloud in their home language (L1) when ordering numbers.
  • Work in a small teacher-led group to order the numbers on the worksheet.


  • Invite students to share with their partner what number would come next with numbers greater than 10.
  • Ask students to turn and talk to their partner to explain how they ordered their numbers.
(5 minutes)
  • Circulate around the room during the independent work time to assess if students are able to accurately order their numbers.
  • Collect and display student work to assess if students were able to order their numbers from 0-10.
  • Ask guiding questions such as "What number is this?" or "Which number comes before/after?" to assess understanding.
(3 minutes)
  • Gather the class together and listen to the Counting at the Beach song to reinforce ordering numbers to 10.
  • Close by having the class count aloud from 0-10.

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