<p>This study explores computational thinking in the context of mathematics-related tasks in the Emil the Collector programming environment, developed as a computational tool for primary school pupils. Building on Brennan and Resnick’s (2012) framework for computational thinking, together with levels of control and dimensions of representation in the Emil the Collector environment, we conducted a desk-based task analysis of mathematics-related tasks and associated design features. Our analysis identifies sequences as the sole computational concept explicitly addressed through task design in this context. On this basis, we introduce <i>sequencing practices</i> as an analytic construct and propose a task-level framework comprising five interrelated categories of sequencing practices, each linked to associated processes, levels of control and specific design features of the Emil the Collector environment. Selected classroom episodes from three pairs of fourth-grade pupils in a Norwegian primary school are included illustratively; to show how particular categories of sequencing practices can become visible. The proposed framework highlights a task-level progression in how sequencing is embedded across mathematics-related tasks, showing how specific design features such as early conditional language, greyed-out squares, sequence markers, and tray structure different sequencing practices in primary mathematics. The study offers insights for computing curricular design, associated programming environment development, and future research on how to support pupils’ deeper computational engagement in structured learning contexts.</p>