Whole Numbers
1
1. Teacher displays cards showing different ways of writing whole numbers bydifferent civilizations and asks students:
“Students, can you tell me what are these?”
Teacher accepts all responses and may ask students to read aloud the numbersthat are familiar to them.2. Teacher points to the displayed cards and says:
“These are the different ways of writing whole numbers
for examples the Arabic, Chinese, Indian, Roman and others. The number system we use today is the Hindu-Arabic system. In this system there are 10 symbols namely 0, 1, 2,3, 4, 5, 6, 7, 8 and 9. These symbols are called digits.”
3. Teacher writes the numbers 0, 1, 2, 3, …, 9 and the word “digits” on the board.
Learning Area Whole NumbersLearningObjective
Understand the Concept of Whole Numbers
LearningOutcome
Count, read and write whole numbers.
Resources
Cards with numbers used by different civilizations.Diagrams showing 1- 10 objects.
Vocabulary
Whole number, count, read, writeone, two, three, … teneleven, twelve, thirteen, …twenty-one, twenty-two, twenty-tree, twenty-four, twenty-five, twenty-six, …
Focus
Contextual Learning, Communication in Mathematics andMultiple Intelligences.
Introductory ActivitiesIntroductory Activities
Mathematics Teaching Scripts – Form 1
2
“Today we will learn how to count, read and write whole numbers.”
1. Teacher shows the class cards with diagrams containing 1 – 10 objects (in order) andpastes every one of them on the board.Eg.2. Refer to card 1(one object).
“How many (objects) are there?”
3. Students count the objects and say aloud the numbers. Ask a student to come out andwrite the number in numerals and in words on the board.
“Write the number of (objects) on the board.” “Can you spell ‘one’ and write it on the board?”
4. Repeat with cards containing diagrams with 2 – 10 and 0objects.5. Teacher shows a card without any object and asks:
“How many (objects) are there?”
Expected answer: no objects or nothing.
“There are zero objects?”
Teacher writes 0 in numerals and in words.6. Teacher points to the numbers written on the board0 – zero , 1 – one, 2 – two, 3 – three, 4 – four, 5 – five, 6 – six, 7 – seven, 8 – eight, 9 – nine, 10 – ten and asks students to say the numbers.
“Let’s say it together, zero, one, two … ten.” “What is the number after 10?”
7. Teacher asks students to fill in the blanks with numerals (upto 20).
“Ali, can you fill in the blanks with the correct numerals?”
1, 2, 3, …, 10, …
“Can you write the numbers in words?”
8. Repeat similar activities for numbers 21 to 30.
Expectedresponses :There
is
onepumpkinThere
are
twopumpkins.Number of objects in
numerals
– 1Number of objects in
words
-oneExpected responses:11 – eleven12 – twelve13 – thirteen14 – fourteen15 – fifteen16 – sixteen17 – seventeen18 – eighteen19 – nineteen20 – twenty
ProcedureProcedure
Whole Numbers
3
9. Teacher emphasises that numbers over twenty are written with hyphen.
“Students, numbers over twenty is written with a hyphen, for example twenty- one, thirty-two and thirty- nine?”
10. Teacher points to the numbers written on the board (0,1,2, 3, …, 30) and says:
“Students, we have learnt how to count, read and write numbers from 0 to 30.” “Can you give me a number larger than 30?
”
Teacher accepts all responses from the students and continues writing the numbers onthe board ( 0,1,2, …, 21,22,23, …, 31, ..,45, …, 100,…, 1200, …Teacher asks students
:
“Is there an end to these numbers?
”
Teacher accepts all responses from the students and says:
“These numbers are called whole numbers.”
Teacher writes the word ‘Whole Numbers’ on the board.11. Teacher explains to the students the use of number line to represent whole numbers.
“We can use a number line to represent whole numbers.”
Teacher draws a number line on the board and explains:
“We label the point on the left with zero and the rest of the points, in order,with the numbers 1,2, 3, 4, and so on.” “The arrow indicates that the number can continue in that direction forever.”
Teacher leads the students to sing songs with numbers.
“Class, let us sing this song together.”
Eg.
One little, two little, three little soldiers Four little, five little, six little soldiers Seven little, eight little, nine little soldiers Ten little soldier boys …
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