E xpe rii e nc e interactive way of reading and writing numbers. De vel l o p strategies and skills for writing numbers.

Transcription

1 1 U n t er r ich t splan Writing Numbers up to 100 in Word s Altersgruppe: K i nde rgart e n, Grade 1 Online-Ressourcen: Cal l M y N umbe r Opening Teacher present s Students pract ice Class discussion Closing 1 0 min 7 min 1 5 min 5 min 8 min M at h Obj ect ives: E xpe rii e nc e interactive way of reading and writing numbers. P rac t i c e numbers in words up to 100. Learn writing and reading numbers in words. De vel l o p strategies and skills for writing numbers. Ope ni ng 10 min Let s learn to write numbers names or numbers in words. Display the following on the board.

2 2 0 zero 0 is written as z-e-r-o in words. Let s observe how the numbers 1 through 10 are written in words. Display the following on the board and let students repeat after you. To reinforce, ask: How do we write 1? O-n-e. Ask the spelling of random numbers up to 10. Let s observe how to write the next ten numbers in words. Let students repeat the spellings of the above numbers. Ask if they notice any pattern. Explain that though numbers 13 through 19 have teen at the end, the spellings vary, and not all are spelled as the number + teen. It is not three + teen, but thir + teen, or it is not five + teen, but fif + teen.

3 3 In 18, it is not eight + teen, instead it is eigh + teen (single t ). Students need to learn the spellings. Say and display: Let us learn the spellings for tens. 1 ten = 10 = ten 2 tens = 20 = twenty 3 tens = 30 = thirty 4 tens = 40 = forty 5 tens = 50 = fifty 6 tens = 60 = sixty 7 tens = 70 = seventy 8 tens = 80 = eighty 9 tens = 90 = ninety 10 tens = 100 = hundred Practice the spellings a couple of times. Say and display: To learn to write numbers from 20 to 100, observe the following table.

4 4 Choose any number between 20 and 100. Example: 58. To write 58, we choose fifty from the first column and eight from the second column and get fifty-eight. We know the spellings of 50 and 8 already. Consider another number, 91. We choose ninety from the first column and one from the second column to get ninety-one. Practice a few more numbers and conclude we can write any number from 20 to100, by just learning the spellings for ones and tens. T e ac he r prese nt s M at h game : Cal l M y N umbe r - Up t o min Present Matific s episode C a ll M y N umbe r - Up t o 1 00 to the class, using the projector or interactive White Board. This episode practices the relationship between a number's name and its numerical representation. The numbers are in the range of 0 to 100.

5 5 The screen opens to a few labels, with segments of number names written on them, pinned randomly on a board with the instruction Use the notes to write the number 98 in words. Also, there are two long strips pinned at the bottom of the board. The labels (or notes) have to be pinned on these strips in order to represent 98, the number mentioned. We have to write the number 98 in words. How is 98 spelled? Ninety eight. There are two words, ninety and eight. Which word should we fix first? Ninety. Identify the ninety label. How do we spell 90?

6 6 N-i-n-e-t-y. Drag and pin the label ninety onto the long strip. Is the name complete? No, we have to write another word. Which word do we choose next? Eight. How do we spell 8? E-i-g-h-t. Identify eight, then drag and pin it after ninety. Is the name complete? Yes, it is ninety-eight. Click Done. The screen opens to a set of new labels. The instruction is to write number 57.

7 7 How is 57 spelled? Fifty-seven. There are two words, fifty and seven. Which word should we fix first? Fifty. Identify the fifty label. How do we spell 50? F-i-f-t-y. Drag and pin the fifty label onto the long strip.

8 8 Is the name complete? No, we have to write another word. Which word do we choose next? Seven. How do we spell 7? S-e-v-e-n. Identify seven, then drag and pin it after fifty. Is the name complete? Yes, it is fifty-seven. Click Done. The screen opens to a set of new labels and instruction to write a new number, the number 85. Repeat for the rest of the numbers. Some numbers are written as single words, like seventeen. Explain in such cases only one word would be pinned on the strip.

9 9 St ude nt s prac t i c e M at h game : Cal l M y N umbe r - Up t o min Have students play C a ll M y N umbe r - Up t o 1 00 on their personal devices. Circulate, answering questions. Cl ass di sc ussi o n 5 min Ask the students what they thought was most challenging in this game, and how they solved it.

10 10 Cl o si ng 8 min Bring to class individual labels with numbers (numerals) 1 to 100. Fold the labels to hide the numbers. Put them in a bowl and keep it on the table. Divide the class in two groups. A student from group A will pick a label and spell out (or write on the board) the number name for the number written on the selected label. The spellings would be judged by team B. Each correct spelling gets 2 points. In the event of an incorrect spelling, a second chance would be given. If the spelling is right, the team would be allocated 1 point. Next, would be the Team B s turn. Continue as time permits.