Numbers 51 to 100

Grade 1 – Numbers 

Lesson concept: 51 – 100 

Bridging 

• Single-digit numbers: count, before/after, more/less 
• Double-digit numbers 

Learning Objectives: 

1. Count 1 – 9 verbally 
2. Write 1 – 9 
3. Match number and their names (verbal and written) 
4. Recall the number coming before and after a given number (written) 
5. Identify which is less or more among two given numbers (written) 
6. Categorise given numbers in ascending and descending order (written) 

Day 1: Single-digit Numbers. 

Lesson Objectives:  

The students should be able to do the following after this lesson: 

1. Count 1 – 9 verbally and write them 
2. Match the number and their names (verbal and written) 

Warm-up activity: (3 – 5 mins) 

• The students should be asked to jump and count the numbers (upto 10). 
• This jumping activity should have a pattern: when they call out odd numbers, they have to clap; and when they call out even numbers, they have to rest their hands on their hips. 

Another suggested warm-up activity: 

• If the number 1 is called out, they must stand; and if the number 2 is called out, they must sit. 

Note: The teacher can come up with different such conditions to create a different warm-up activity. 

Activity 1: One-to-one coordination (10 mins) 

This activity will enable a one-to-one coordination where the teacher will be able to see whether the students are able to count and spot the correct number. 

Digit cards vs Animal cards 

• The animal cards should be given to each of the students in a random fashion, while the Digit cards remain with the teacher. 
• The teacher will take a Digit card at random and display it to the students. The students who have the corresponding animal card will have to respond to that. 
• This is done continuously until every number is introduced to the students. 

Animal cards vs Digit cards (Back up) 

• The digit cards should be given to each student at random, while the animal cards remain with the teacher. 
• The teacher will take an animal card at random and display it to the students, and the students who have the corresponding digit card will have to respond to that. 
• This is done continuously until every number is introduced to the students. 

Note: Groups can be made if the class has a large number of students. 

Activity 2: Writing number names 

This is an individual activity, and the purpose of this activity is to see whether the students are able to match the count with the number and the corresponding number name.  

Instruction 

Step 1: The students should be given a certain number of beads (less than 10) individually. 

Step 2: Each student is given a supportive worksheet that contains three columns. 

Step 3: In one column, the students have to draw the number of objects they have got; in the next column, they have to write the count in numerals; in the last column, they have to write the name of the number. 

Step 4: Steps 1 to 3 can be repeated for a maximum of 3 – 5 times. 

Rubrics: (Sample) 

 Worksheets:  

                WS_G1_L11_1(5 mins)

         AWS_G1_L11_1 (3 – 5 mins) 

Day 2: Double-digit numbers 

Lesson Objectives: 

The students should be able to do the following after this lesson: 

• Group and categorise the given numbers in terms of tens and ones.  
• Recall the numbers coming before and after a given number. 

Warm-up activity: (3 – 5 mins) 

• The students should be asked to jump and count the numbers (upto 10). 
• This jumping should have a pattern: when they call out odd numbers, they have to clap; when they call out even numbers, they have to rest their hands on their hips. 

Activity 1: Bundling Activity (10 – 15 mins) 

Step 1: The students should be placed in groups of two.  

Step 2: Ice-cream sticks should be given to them. 

Step 3: The students must bundle it based on the number and write it down on the supportive worksheet 

Step 4: This can be repeated for different numbers (It is better to use numbers that have 0 ones or 0 tens for continuous assessment.). 

Discussion: 

A discussion based on the numbers can be conducted in class. Some of the questions that can be discussed are given below: 

• How many ones does the number 30 have? 
• If I add two more sticks to the number 22, what I will get? 
• If I add one bundle in the number 34, what I will get? 
• What number comes before 40? 
• What number comes after 29? 

Worksheets: 

WS_G1_L11_2                                         

WS_G1_L11_3 (5 mins)

AWS_G1_L11_2 (3 mins) 

Big Picture: