Unit 1: Numbers to 100

Number Names
We taught students how to read and write number names from 1 to 20. This
means they are learning to match each number with its word form—for example,
1 is one, 2 is two, and 10 is ten. This helps children recognize numbers in written
form and improves their reading and spelling skills in math.

Number names:
1 One
2 Two
3 Three
4 Four
5 Five
6 Six
7 Seven
8 Eight
9 Nine
10 Ten
11 Eleven
12 Twelve
13 Thirteen
14 Fourteen
15 Fifteen
16 Sixteen
17 Seventeen
18 Eighteen
19 Nineteen
20 Twenty
Ordinal Numbers
We introduced ordinal numbers to help students understand the position
or order of objects. For example, when lining up, the first person is 1st, the
second is 2nd, and the third is 3rd. Students learned the names and
spellings of ordinal numbers from 1st to 10th (first to tenth). This helps them
describe order in real-life situations like races, queues, and lists.

Ordinal Numbers
First 1st
Second 2nd
Third 3rd
Fourth 4th
Fifth 5th
Sixth 6th
Seventh 7th
Eighth 8th
Ninth 9th
Tenth 10th
Place value
In class, we are learning that every two-digit number is made up of tens and
ones.

The tens place tells us how many groups of 10 are in the number.
The ones place tells us how many single units are left over.

For example:

• In the number 25, the 2 is in the tens place, which means 2 tens = 20
• The 5 is in the ones place, which means 5 ones = 5
• So, 25 = 20 + 5

This helps students understand the value of each digit in a number and prepares
them for addition, subtraction, and number building.

Place value
Numbers Tens Ones
25 2 5
38 3 8
42 4 2
59 5 9
61 6 1
74 7 4
86 8 6
10 1 0

Expanded form
We are learning how to write numbers in expanded form. This means
we break a number into parts to show the value of each digit.

For example:
• The number 38 has 3 tens and 8 ones
• So, we write it as 30 + 8
• This shows that 38 = 30 + 8
Expanded form helps students understand how numbers are built using
tens and ones. It also strengthens their place value knowledge and
prepares them for future math skills like adding and subtracting larger
numbers.

Expanded form
25 = 20 + 5
38 = 30 + 8
42 = 40 + 2
59 = 50 + 9
61 = 60 + 1
74 = 70 + 4
86 = 80 + 6
Even and odd numbers

Even and Odd Numbers

We are learning to tell the difference between even and odd numbers.

Even numbers can be divided into two equal groups with nothing
left over. They end in 0, 2, 4, 6, or 8.
Examples: 2, 4, 6, 8, 10

Odd numbers cannot be divided equally—there is always one left

over. They end in 1, 3, 5, 7, or 9.
Examples: 1, 3, 5, 7, 9
We also used real objects (like counters or blocks) to show how even
numbers make perfect pairs, while odd numbers have one left out. This
helps students recognize number patterns and prepares them for
multiplication and division later on.

Even and odd numbers

Even numbers can be arranged in pairs.
For e.g.: 0, 2, 4, 6 and 8
Odd numbers always have one left over.
For e.g.: 1, 3, 5, 7 and 9

Comparing numbers
We taught students how to compare two numbers to find out which
one is bigger, smaller, or if they are equal.
We use special signs:
• > means "greater than" (bigger)
• < means "less than" (smaller)
• = means "equal to" (the same)
To help remember, we use the "hungry alligator" rule — the alligator
always opens its mouth toward the bigger number because it wants to
eat more!
Examples we practiced:
• 20 > 19 (20 is bigger than 19)
• 1 < 2 (1 is smaller than 2)
• 8 = 8 (both numbers are the same)
This skill helps children compare quantities and solve problems
involving numbers.

Comparing numbers
(Hungry alligator always eats the bigger number)
20 > 19
18 > 15
8 = 8
1 < 2
78 < 87
55 = 55
Ordering numbers
We are learning how to order numbers from smallest to greatest and
from greatest to smallest.
This helps students understand number size, patterns, and how numbers
relate to each other.

Smallest to greatest means arranging numbers from the lowest to

the highest.
Example: 20, 40, 50, 60, 90

Greatest to smallest means arranging numbers from the biggest to

the smallest.
Example: 90, 60, 50, 40, 20
We practiced this by using number cards and comparing which number
comes before or after. This builds strong number sense and helps
children with counting and problem-solving.

Ordering numbers

Arrange numbers from Smallest to greatest.

a. 50, 90, 40, 60, 20
Ans: 20, 40, 50, 60, 90.
b. 65, 25, 85, 45, 35
Ans. 25, 35, 45, 65, 85.
c. 32, 82, 42, 12, 62
Ans: 12, 32, 42, 62, 82.
d. 9, 3, 1, 8, 5
Ans: 1, 3, 5, 8, 9.
Arrange numbers from greatest to smallest.
e. 50, 90, 40, 60, 20
Ans: 90, 60, 50, 40, 20.
f. 65, 25, 85, 45, 35
Ans. 85, 65, 45, 35, 25.
g. 32, 82, 42, 12, 62
Ans: 82, 62, 42, 32, 12.
h. 9, 3, 1, 8, 5
Ans: 9, 8, 5, 3, 1.

100s grid

To help children build number sense using the 100s grid, we guide them
with the following understanding:
Rows (horizontal lines / sleeping lines):
Moving one step to the left means the number goes down by 1 (e.g., 56
→ 55), and one step to the right means it goes up by 1 (e.g., 56 → 57).
Columns (vertical lines / standing lines):
Moving up in a column decreases the number by 10 (e.g., 56 → 46), and
moving down increases it by 10 (e.g., 56 → 66). This helps learners see
how the tens place changes.
100s grid

1 2 3 4 5 6 7 8 9 10
11 12 13 14 15 16 17 18 19 20
21 22 23 24 25 26 27 28 29 30
31 32 33 34 35 36 37 38 39 40
41 42 43 44 45 46 47 48 49 50
51 52 53 54 55 56 57 58 59 60
61 62 63 64 65 66 67 68 69 70
71 72 73 74 75 76 77 78 79 80
81 82 83 84 85 86 87 88 89 90
91 92 93 94 95 96 97 98 99 100
This chart shows numbers in rows of ten and helps
children:
Count forward and backward
 Identify patterns (like counting by 2s, 5s, or 10s)
Understand place value
Recognize which numbers come before or after a given
number.
For example, students practiced finding and reading
numbers like:
• 45, 55, 65
• 22, 23, 24
• 88, 89, 90
Using the 100s grid makes it easier for children to see how
numbers are organized and how they grow.

45
55
65 66

12 23
22 24
32 33 34

79
88 89 90
99
19 20
30
40