1. 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 Student Learning Outcomes:
signify their position in the parade. The
number of animal cards provided to the child Number Sense and Numeration:
can vary depending upon the level of
• Uses cardinal and ordinal numbers
difficulty suitable for the child. The
mammals, reptiles, and birds all face to the during play activities and daily
right while the insects and spiders and fish routines
face to the left. Thus, parades can be
arranged in either direction with the first Patterning:
animal at the head of the parade. The • Creates and extends patterns
activity can be used either on a table or on
the floor mat. Sets of animals can be mixed Prerequisite Concepts, Skills, & Values:
as long as the sets are facing in the same • follows class routines for selecting,
direction. using and returning individual learning
tasks
Learning task adapted from: • adopts class routines for obtaining
https://owlkids.com/store/scripts/prodView. teacher support to demonstrate
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• has experienced stories, television, or
Age Group: cinema where real and imaginary
4.5 to 6.5 years characters are depicted
• has experience finding similarities and
Subject Area: differences in pictures
Mathematics • recognizes one to one correspondence
and can match similar objects and
Subject Strands: pictures
Number Sense and Numeration
Patterning Learning Theory & Instructional
Strategies:
Subject Topic: • the activity is based upon a cognitive
Ordinal Numbers approach where students make links
with previous experiences
Background Information: • a teacher demonstration is how the
Children are often confused between counting learning task commences
number (cardinals) and ordering numbers • this activity can be thought of as an
(ordinals). Initially small objects such as plastic advanced organizer for the more
animals or real people can be used to introduce the complex concept of fiction and non-
concept of ordering in a line. Picture cards allow fictions literature
the children to construct longer parades, which
might include patterns.

2. 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. Using Partial Decks of Cards:
• Point out that some animals face one • The level of difficulty of this
direction while others face the learning task can be adjusted by
opposite way. using subsets of the five animal
• Place the ordinal number cards above groups.
each animal saying “first,” “second,” • Perhaps all of the cards belonging to
“third,” etc. the bird, mammal, fish, reptile, or
• Allow the child to take over and insects and spiders could be used as
place the next couple of animals and a subset.
number cards to ensure that they • This could be followed by using a set
understand the principle of the of cards showing animals moving in
activity. the same direction.
• For longer parades, duplicates of
Checklist of Tray Items: animal cards could be introduced.
• Tray or box • For more advance students the
• Plastic zip-lock bag containing the difficulty could be increase by
subset of cards that the student will mixing cards with animals walking
use. in different directions and asking the
• Card not used at the time should be children to arrange the animals into
stored in a safe easily locatable two parades such as is shown above.
place.

3. 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
Evaluation Rubric:
exceeding twenty.
1. Does not distinguish between
cardinal and ordinal.
Enrichment Activities:
2. Arranges and counts 1st, 2nd,
1. Students could use the animal image
cards to create a parade with the 3rd…, (ordinal) when in a line;
animals arranged in a pattern. may say ‘twentyth’, ‘thirtyth’
2. Depending upon the pattern chosen instead of ‘twentieth’,
by the students this could be an ‘thirtieth’; may say ‘twenty-
advanced organizer for skip counting oneth’, ‘thirty-oneth’ instead of
by two’s, ten’s, five’s, etc. 21st, 31st; may say ‘twenty-
3. Students could be introduced to the twoth’, ‘thirty-twoth’ instead of
concept of ‘last’, ‘in front of’, and 22nd, 32nd; may say ‘twenty-
‘behind’. threeth’, instead of 23rd
3. Arranges and counts 1st, 2nd,
Assessment Techniques: 3rd…, (ordinal) when in a line,.
• Student compares objects aligned to 4. Correctly uses terms ‘ordinal’
ensure that they have the correct
and ‘cardinal’, describes
ordinal number above each parade
position in line, sequence etc.
member.
(last, before, after, in the
• Instructor observes student while
working and provides formative middle).
feedback.
• Instructor examines and analyzes Vocabulary:
finished parade. first, second, third, fourth, fifth, sixth,
seventh, eighth, ninth, tenth, parade,
Feedback Suggestions: cardinal, ordinal
• How can you decide which ordinal
References:
number should be place above the
Images from Clipart.com
lion?
• Where is the beginning (end) of the
Comments, Hints, & Suggestions:
parade?
• Use a glue stick to anchor the
• What comes after (seventh)?
pictures on a card before
• What comes before (tenth)? laminating the two sides.
• Which animal should be in a
different parade (is walking in the Key Words:
wrong direction)? first, second, third, fourth, fifth, sixth,
• Please read the ordinal numbers that seventh, eighth, ninth, tenth, cardinal,
you have above the animals one ordinal, animals, parade

4. ECED4080 Creating Materials for Use by Young Children
more time.