MA.K.NSO.1.3

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Identify positions of objects within a sequence using the words “first,” “second,” “third,” “fourth” or “fifth.”

Clarifications

Clarification 1: Instruction includes the understanding that rearranging a group of objects does not change the total number of objects but may change the order of an object in that group.
General Information
Subject Area: Mathematics (B.E.S.T.)
Grade: K
Strand: Number Sense and Operations
Standard: Develop an understanding for counting using objects in a set.
Date Adopted or Revised: 08/20
Status: State Board Approved

Benchmark Instructional Guide

Connecting Benchmarks/Horizontal Alignment

 

Terms from the K-12 Glossary

  • NA

 

Vertical Alignment

Previous Benchmarks

Next Benchmarks

 

Purpose and Instructional Strategies

The purpose of this benchmark is to develop students’ vocabulary for describing the position of objects in a set (i.e., ordinality). This benchmark reinforces further development of cardinality – even though objects in a set may switch positions, the total numbers of objects in the set remain the same. 
  • For mastery of this benchmark, instruction does not need to include students writing the positional word names. 
  • Instruction includes specificity of sequence relative to the starting position and direction (first from the left, etc.) 
  • Instruction may include sets larger than five as students identify the positions first through fifth. (Many students may be comfortable with using the words sixth through twentieth.) 
  • Instruction includes the use of manipulatives and pictorial representations.

 

Common Misconceptions or Errors

  • Students may not be able to connect the positional terms (first, second, etc.) to the object’s position after rearrangement. 
    • For example, a set from left to rights shows an elephant, pig and dolphin. When rearranged the students still identifies the dolphin as “third” regardless of sequence. 
  • Students may give similar objects the same order number especially if they are next to each other in the sequence.

 

Strategies to Support Tiered Instruction

  • Instruction includes opportunities to build “stairs” using connecting cubes or square tiles in which attention is directed to noting that the third step is number 3, the fourth step is number 4, and so on.
    • Example: 

  • Instruction includes relating ordinal language to everyday events. 
    • For example, using index cards in which an event from the students’ day can be drawn and labeled on each card. Student then arranges the cards in order and tell when the event takes place while incorporating use of the words “first,” “second,” “third,” “fourth,” and “fifth.”

Instructional Tasks

Instructional Task 1

In a group provide students with various objects to count, and ask them to count out and organize a given amount (no more than 20) into a line. Students’ sets should contain a mixture of objects, but all students should have the same total. Once students have counted their sets ask the students to identify various positions. It can be appropriate in the classroom to discuss positions beyond the fifth position. The group should discuss how their sets contain the same total, but the sets have different arrangements, and different objects at different positions. Rearrange the set and ask the students how many objects are in the set and which objects are now in various positions. Repeat the task as needed.

 

Instructional Items

Instructional Item 1 

Which animal is in the fourth position starting from the left? 

Which animal is in the fourth position from the left now? 

Instructional Item 2 

Point at the carrot that is in the second position starting from the right. 

 

*The strategies, tasks and items included in the B1G-M are examples and should not be considered comprehensive.

Related Courses

This benchmark is part of these courses.
5012020: Grade Kindergarten Mathematics (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2024, 2024 and beyond (current))
7712015: Access Mathematics - Grade Kindergarten (Specifically in versions: 2014 - 2015, 2015 - 2018, 2018 - 2022, 2022 and beyond (current))
5012005: Foundational Skills in Mathematics K-2 (Specifically in versions: 2019 - 2022, 2022 - 2024, 2024 and beyond (current))

Related Access Points

Alternate version of this benchmark for students with significant cognitive disabilities.
MA.K.NSO.1.AP.3: Identify the “first,” “second” or “third” object within a sequence.

Related Resources

Vetted resources educators can use to teach the concepts and skills in this benchmark.

Lesson Plan

Responsible Decision Makers Use Technology - Part 2:

In this integrated lesson plan, students will work together to use a given algorithm to reach the responsible decision. Students will use the algorithm to identify examples of responsible decisions as they move across a grid. 

This is lesson 2 of 3 of integrated civics with computer science.

Type: Lesson Plan

Student Resources

Vetted resources students can use to learn the concepts and skills in this benchmark.

Parent Resources

Vetted resources caregivers can use to help students learn the concepts and skills in this benchmark.