Lesson 7- numbers

Carissa Stainer

Objectives:
SSBAT know numbers 1-20 and 10, 20, 30 extra
SSBAT identify money
SSBAT organize cents

Workshops:
SSBAT demonstrate money exchange
SSBAT argue ways to save
SSBAT distinguish from thirteen and thirty, Fourteen and forty, so on

Materials:
All items see pricing list
Paper dollars and coins
Speakers/ music
White boards/ markers
Discussions worksheet pg. 24-25 lets talk
Pg86-89 Future
Pronunciation worksheet

Engage:
Brainstorm- What are ways we use numbers? Or where can you find numbers?
-Shopping/ money
-Phone numbers
-Addresses
-Schedules
-Clock
Play heads or tails

Explain:
Go through numbers 1-20 and count by 10s.
Look at plastic coins go through vocab for coins
Identify how much each is worth, write it on the board. Ex. 0.25
Look at paper money say and repeat each dollar

Explore:
Give each student some of the paper money ask them to show a certain amount.
Have them write it on the board.

Play The Price is Right:

Use vocabulary learned through out the semester. Show either the item or a picture
and ask students to write on whiteboards how much they think that item is. The
closes to the right price wins! (Bring speakers and use theme song)
Item: Price:
Dress 59.99
Coat 49.99
Bag 35
Belt 21.99
Hat 9.99
Skirt 24.79
Pajamas 27.99
Shirt 26.40
Shoes 24.99
T-shirt 12.99
Sweatshirt 44.99
Socks 15
Boots 125.89
Pants 32.99
Whiteboard 589.00
Pens (12) 14.39
Pencils (24) 1.99
Desk (office) 279.99
Markers 2.37
Pencil sharpener 1.49
Eraser 2.92
Notebook 5.29
Text book 16.31
3-ring binder 7.79
Chalk 3.00
Map/ Globe 12.99
Computer 230.39
Notebook paper 1.99
Teacher: (Write the following list of numbers and point to the numbers.)

The 'teens' and 'tens' can because of difficulties is distinguishing between the pairs 13 -
30, 14 -40, etc. Exaggerate your pronunciation focusing on the 'teen' of each number and
the unaccented 'y' on the 'tens'. Use a rubber band to see the stress of each word.

12 - 20
13 - 30
14 - 40
15 - 50
16 - 60
17 - 70
18 - 80
19 - 90 Be careful to pronounce slowly, pointing out the difference in pronunciation
between 14, 15, 16, etc. and 40, 50, 60, etc.

READ:
Notice how thirteen the emphases is on the second syllable teen thirTEEN,
fourteen, ect , where as on the tens the emphases is on the first syllable, THIRty,
FORty ect.. Use a rubber band to see the stress of each word.

Teacher: Please repeat after me.

12 - 20
Student(s): 12 - 20

Teacher: 13 - 30
Student(s): 13 - 30

Teacher: 14 - 40
Student(s): 14 - 40, etc.

15 - 50
16 - 60
17 - 70
18 - 80
19 90

https://www.thoughtco.com/teaching-numbers-to-esl-beginners-1212122
Instructions:
Read numbers at random, have the student point to the number they think they
hear. Then have the student say a number point to the one you think you hear.

13 30 14 40
15 50 16 60
17 70 18 80
19 90