What happened before the lesson?

Where did the idea come from? 

• “Where’s the Bear?” pages 75-76 in The Young Child and Mathematics.

What had the children learned BEFORE this lesson? 
They were able to count 1 to 10 and they understood the word, FIRST and LAST. 

What did you plan to do AFTER this lesson?
I would continue to play this game with them each time using the ordinal terms and emphasizing the “th” sound for the words fourth to tenth.  

What's happening during the lesson?

Objective: Children will find the bear using ordinal word clues along with position words, BEFORE, AFTER, and IN BETWEEN.

Introduction:
I challenged students to be detectives and use my clues to “find the bear!”

Procedure:

1. Each child took a turn guessing where the bear was located.
2. After each guess, I gave a clue using the position words and identifying the cup selected by the appropriate ordinal number. 

What will I do after the lesson?

What would you do differently if you taught it again?
I would ask the children to sit on the floor with everyone facing the cups. I want them all see the cups in order from the same perspective-- something that was hard to do then they were at the tables.

How would you describe the teaching that occurred using the words on the Continuum of Teaching Behaviors? 
I SCAFFOLDED this activity, giving lots of clues and time to decide where the bear might be.