Numbers from twenty-one – fifty

Theme: Numbers

Lesson number: 8

Lesson name: Numbers from twenty-one – fifty

Learning Objectives:

• Count the numbers up to 50.
• Write the numerals from 21 to 50.
• Ordering of numbers from 21 to 50.

Activity 1: Using Ice cream sticks – CRA (Concrete Representation of Abstract)

LO:     

• Counting the numbers up to 50
• Writes the numerals from 21 to 50.

Suggested Strategy.

Ice cream sticks are used for counting numbers.

Concrete Part:

• Ask the students to count the sticks up to fifty.
• Then select a random number and ask the students to pick the sticks according to the number.

Pictorial Representation:

• Ask the students to draw pictures of their liking with the given number.
• Or the teacher can draw some quantity of pictures and ask the students to count and tell the answer.

Verbal Representation:

• Questions can be given to students relating to real life like buying chocolates or vegetables.
• If the students are feeling difficult they can use the ice cream stick also.
• Language – students have learnt words “tens and ones”. Ask them to make sentences using the words. For example – 31 has 3 tens and 1 one.

Abstract Part:

• Along with the concrete and representation part ask the students to write the answer they have found on the board.
• Ask them to group the sticks in tens and then ask the students to write how many ten groups are there and how many ones are there.

Discussion:

1.    If there are ten chocolates in your hand and I give another fifteen chocolates, how many chocolates are there in your hand now?

2.    If there are 32 beads in your hand and I give 7 more, how many will you have?

Note:  This can also be done using abstract part of representing it in tens and ones.

Resources:

1. Ice Cream Sticks.
2. Tens and ones chart.

(Click above thumbnail to download)

3. Worksheet.

(Click above thumbnail to download)

Game 1: Using Ice cream sticks – GBL(Game based Learning).

LO: Counting numbers up to 50

Suggested Strategy:

Here the ice cream sticks are used for counting numbers in a game.

Game Based Learning:

Instruction:

• Prepare a chart or a file board drawn with many rings using 5 colours (each colour must contain 5 rings) and ice cream sticks and coins also.
• Divide the class into groups of 5 – see to that each group has a chart.
• Each student in a group is given a colour (same is done for the other groups).
• Number will be given to everyone in common for example 23, 35 and so on.
• The students have to collect maximum number of sets of the number given using ice cream sticks
• For each set the student makes, he/she must place a coin in their respective coloured ring which represents the number of sets they have collected.
• Time duration will be 5 mins. Then for each colour the number of the sets created is counted and listed and then the winner is decided based on the colour and team.

Continuous Review:

This is a game and hence not evaluated.

Resources:

• Ice cream sticks.
• Coins (chart).
• Sketch any 5 colours.
• File board or chart.

Activity 2: Using base 10 blocks - CRA.

LO:     

1. Counting the numbers up to 50.
2. Writes the numerals from 21 to 50.

Suggested Strategy:

The Base ten blocks is a concrete material which is used to represent numbers in groups or separate.

Concrete Part:

• With the help of the single blocks ask the students to represent the numbers given by the teacher.
• After practicing with the single blocks ask the students to use the tens blocks and one blocks to represent the number – this will help them to group and represent tens and ones easily.

Verbal Representation:

• The teachers can also ask the students to explain in their own words or can ask to tell a story of their own.
• If the students are feeling difficult they can use the Blocks also.

Abstract Part:

• Ask the students to write the number they have counted using blocks or the answer that they have given to the teacher’s question.

Continuous Review ways:

-    The review can be done by observing the students by giving a series of numbers to represent in tens and ones.

-    Even the tens and ones chart can also be used to check the student whether they are able to separate and write ones and tens.

-    The verbal representation part can also be used as a review which can be done in between or after the activity

Resources:

1. Base 10 Blocks.

2. Tens and ones chart.

(Click above thumbnail to download)

3. Worksheet.

(Click above thumbnail to download)

Activity 3: Using Number cards - CRA.

LO: Ordering the Numbers from 21 to 50

Suggested Strategy:

The number cards can be taken from 1 to 50 for making the students to give a clear picture on order of numbers.

Concrete Part:

• Introduce the number cards to the students and take any number in random and ask them to say the number – which can be a warm up activity.
• Then shuffle the cards and place them in the table.
• Make a group of five students to arrange the shuffled cards and ask them to make use of the table to show the ordered card.
• This group activity will help in peer learning for the students.

Verbal Representation:

• Questions can be asked to the students in between the activity for example: what comes after the number 23 and what will come before the number 25.

Abstract Part:

• Missing number questions can be given to the students which they can answer it in a worksheet.

Continuous Review:

• Teachers can ensure that the students have learnt the order by asking missing number questions and also before or after number questions
• Worksheets can also be used to see whether the students are understanding the ordering.

Resources:

• Number cards
• Missing number worksheet

(Click above thumbnail to download)

(Click above thumbnail to download)

Game 2: Using Number cards – GBL.

LO: Ordering the Numbers from 21 to 50

Suggested Strategy:

The number cards can be taken from 1 to 50 for making the students to give a clear picture on order of numbers.

Game Base Learning:

Process of the game:

• This game consists of two members for each round.
• The cards are shuffled and placed on the table (each set for each person).
• The limits for the numbers to be arranged in order is set to the participants, for example: between 21 to 30.

Winner: The time limit is given as 1 min and the students who finish the correct order first will be the winner.

Continuous Review:

This is a game and hence not evaluated.

Resources:

Number Cards.