Numbers
Around
Us
Sub-Strands
Numbers up to 20
Concept of Zero
Before, after and
between
Place value
Comparing and ordering
numbers
Ordinal numbers
Learning intentions
• It will develop their understanding of quantity,
number recognition, counting, and the ability to
represent and compare numbers within that range
• Learners should be able to count objects
accurately up to 20, understanding the one-to-one
correspondence between objects and number
names.
• Learners should be able to represent numbers
using concrete materials (like blocks or counters),
fingers, or drawings.
• Learners should be able to compare numbers up to
20, determining which is greater or less than the
other, and using terms like "more than," "less
than," or "equal to".
• Learners can recognise and use ordinal numbers
in their real life.
Resource Planning
• Cambridge Learners -1
• Cambridge Learners -2
• Maths Weaves-1
• Online Website
Introduction
Warm -up activity
Warm-Up Activity: "Number Hunt Around the Classroom"
Ask students to:
• Look around the classroom quietly.
• Find and point out objects that have numbers on them.
• Raise their hand to share one thing they spotted (e.g., “I saw the
number 12 on the clock!” or “My pencil has the number 2B on it!”).
Discussion (2–3 minutes):
• Write some of the numbers on the board as students call them out.
• Ask:
“Which number is the biggest?”
“Do you see any number more than once?”
“Where do we use numbers every day?”
Recapitulation
Activity: Quick drawing game: “Draw
something that has a number on it!”
Lesson Development
Glossary introduction
Count
How many
Set
Total
Between
Number
Order
Compare
Equal
Less
More
Same
Even
Facts discussion mentioned in worksheet
Sub-strand: Numbers from 1 to 9
Activity:
Musical Numbers: Place number cards 1–9 on the
floor. Play music and let kids walk around. When
the music stops, call a number – kids must jump on
it!
Number Hopscotch: Draw numbers 1–9 on the
floor (chalk or tape) and let students hop to the
number you call out.
✅ Step-by-Step Explanation:
1. 🎯 Start with Real Objects (Concrete Learning)
Use physical items like:
• Blocks, beads, pencils, or fingers.
Say:
“This is 1 block. Now I add another — that’s 2. Let's count
together!”
➡Now learners touch and count each item aloud.
Repeat this for numbers 1 through 9 using different real life
objects.
2. 🔢 Introduce the Numerals
Show the number symbol after they’ve counted the objects:
• “We counted 5 blocks — this is how we write five: 5.”
• Write on the board as when the facilitator say it.
3. Use Rhymes or Songs
TEN IN THE BED
Ten
There were ten in the bed
And the little one said
"Roll over, roll over"
So they all rolled over and one fell out
Nine
There were nine in the bed
And the little one said
"Roll over, roll over"
So they all rolled over and one fell out
Eight
There were eight in the bed
And the little one said
"Roll over, roll over"
So they all rolled over and one fell out
Seven
There were seven in the bed
And the little one said
"Roll over, roll over"
So they all rolled over and one fell out
We fell in the ground
With a silly sound
Naughty one
That naughty one
Six
There were six in the bed
And the little one said
"Roll over, roll over"
So they all rolled over and one fell out
Five
There were five in the bed
And the little one said
"Roll over, roll over"
So they all rolled over and one fell out
We fell in the ground
With a silly sound
Naughty one
That naughty one
Four
There were four in the bed
And the little one said
"Roll over, roll over"
So they all rolled over and one fell out
Three
There were three in the bed
And the little one said
"Roll over, roll over"
So they all rolled over and one fell out
Two
There were two in the bed
And the little one said
"Roll over, roll over"
So they both rolled over and one fell out
One
There was one in the bed
And the little one said
"I'm lonely"
Classwork: Time to Check -1 Exercise 1
Sub-Strand: Concept of Zero
1. Start with a Story or Real-Life Example
Tell a simple story:
“Riya had 3 apples. She ate one… then another… then one more.
Now how many apples does she have?”
(Let them count down with fingers or drawings.)
“She has ZERO apples left. That means NONE!”
Or say:
“If I have zero pencils in my hand, what do I have?” (Show empty
hands)
Let kids respond: “Nothing!”
2. Use Objects and Take Them Away (Concrete Learning)
Give a child 3 blocks. Ask them to give one away at a time.
After the last one:
“Now how many blocks do you have?”
Let them say: “Zero!”
You can even use:
• Counters
• Erasers
• Crayons
3. Show the Numeral “0”
After they understand that zero means “nothing,” introduce the
number:
“We write this number — 0 — when there is nothing left.”
Show it on a flashcard or draw it on the board.
Activity: Facilitator will hide different numbers cards from 0-9 in
learner’s bags. They must search in their bag whoever will get 0
he/she has to say “ZERO THE HERO”.
Sub-Strand: Place Value (Ones and Tens)
Explanation:
What Are Tens and Ones?
Every 2-digit number is made by putting together groups of ten
and single ones.
• "Ones" are just single items.
• "Tens" are groups of 10 ones.
Example: The Number 34
Ask:
“What does the number 34 mean?”
Break it down:
• 34 has 3 tens and 4 ones
• That means:
3 groups of 10 = 30
4 ones = 4
So, 30 + 4 = 34
You can show this with:
• Bundled straws (each bundle = 10) or Base-10 blocks (longs
= 10, cubes = 1)
Example
Question: Tanmay wants to count all the books on the bookshelf.
But it’s difficult for him to count all the books. If there are 94
books on the bookshelf, group them in tens and ones to help him
count the books.
Answer: 94 books can be grouped in tens and ones as follows:
Now he can count the number of books as:
So, there are 90 books in 9 groups, adding remaining 4 individual
books it will give:
90 books and 4 books = 94 books
Activity: “Place Value Relay” (Active Game)
• Set up “tens” and “ones” stations on opposite sides of the
classroom.
• Call out a number (e.g., 42).
• One child runs to the tens station and grabs 4 bundles.
• Another runs to the ones station and grabs 2 single counters.
• Together they say: “4 tens and 2 ones make 42!”
Classwork: Time to Check -3 Exercise 1,4 and 5
Time to Check -5 -1,2,3
Sub-Strand: Before, after and between
Explanation:
1. What Does "Before" Mean?
“Before” means the number that comes just earlier when we
count.
Example:
What comes before 5? 4
Say: “4 comes before 5.”
2. What Does "After" Mean?
“After” means the number that comes just next when we count.
Example:
What comes after 5? 6
Say: “6 comes after 5.”
3. What Does "Between" Mean?
“Between” means the number that comes in the middle of two
numbers.
Example:
What comes between 4 and 6? 5
Say: “5 comes between 4 and 6.”
Practice with everyday examples:
“I brushed my teeth after waking up.”
“Tuesday comes between Monday and Wednesday.”
Fun Practice Ideas:
1. Number Train Game:
Draw a train with number cars (1–20).
Ask:
• “Who is sitting before 8?”
• “Who is sitting after 10?”
• “Who is between 11 and 13?”
2. Number Cards:
Give students 3 cards (like 6, 7, 8). Mix them up and ask:
• “Put them in order.”
• “Which number is in the middle?”
• “Which comes before 8?”
Activity: Number Line Hopscotch
• Activity: Draw a hopscotch grid with numbers. Have
children hop on the grid and identify numbers before, after,
or between specific numbers. For example, "Hop on the
number after 3. Hop on the number before 5. Hop on the
number between 2 and 4."
Classwork: Time to Check-4 (Exercise -1)
Sub-Strand: Comparing and Ordering Numbers
Activity: Pick me up
Learners have to pick 2 cards from the deck of UNO
cards and then they have to compare both the numbers.
Activity: Throw the ball
Facilitator will say any ordinal number and learners
have to throw the ball on the particular ordinal
number.
Explanation
Recapitulation of glossary words
• More than
• Greater than
• Less than
• Fewer
• Equal
Comparing Numbers means identifying a number that is
smaller or greater than the rest
• Step 1: Compare the number of digits. More number of
digits means greater the number.
• Step 2: If the number of digits is the same then compare the
higher place values.
• Step 3: If the digits are the same at the highest place value,
compare the digits in the next place value to the right.
• Symbols for Comparing Numbers
• For comparing numbers, we use specific symbols to identify the
greater, smaller, or equal numbers. There are three such symbols.
The table given below shows the meaning of each symbol used for
comparing numbers.
Symbol Meaning Example
> Greater than 5>3
< Less than 2<9
= Equal to 4=4
Ordering numbers
We can arrange the numbers after comparing them
in ascending order or descending order. Let us understand the
meaning of the two methods of ordering:
• Ascending Order: The arrangement of data from the
smallest to the largest value is known as ascending order.
For example, 1 < 2 < 3 < 4 < 5.
• Descending Order: The arrangement of data from the
largest to the smallest value is known as ascending order.
For example, 5 > 4 > 3 > 2 > 1.
Activity
• Have students draw out playing cards. (Remove face cards and
jokers beforehand.) . 4 learners at a time
• Once it is done, draw student names to come up front. When there
are three or four students, have the class use the strategies from the
chart to order the numbers.
• Repeat until all students have had a turn.
Classwork: Time to check -6: Exercise 2,3
Sub -Strand: Ordinal Numbers
Explanation: What Are Ordinal Numbers?
Ordinal numbers tell us the position or place of someone or
something in a line, a race, or a list.
Examples:
• 1st – First
• 2nd – Second
• 3rd – Third
• 4th – Fourth
• …
• 10th – Tenth
Say:
“If you’re 1st in a race, you are at the front. If you're 3rd, two
people are ahead of you.”
Explain It Clearly through activity:
1. Use Real Objects:
o Line up toys, books, or students and ask:
▪ “Who is first?”
▪ “Which toy is third?”
▪ “Which book is fifth in the row?”
2. Use Daily Life Examples:
o “I live on the second floor.”
o “My birthday is on the fourth of the month.”
o “I was fifth in line for lunch.”
3. Show with a Picture:
o Draw a line of animals or children. Label them: 1st, 2nd,
3rd, etc.
o Ask questions like:
o “Which animal is first?”
o “Who is last?”
Activity:
Musical Chairs – Ordinal Twist
How to Play:
• Label the chairs with ordinal numbers.
• Play music while learners walk around chairs.
• When it stops, they sit. Ask:
“Who is in the 1st chair?”
“Who sat in the 3rd seat?”
Classwork: Time to check-7 Exercise-2
Differentiation
Activity: “Number Detective” Around the Classroom
Instructions:
• Give students a “Number Detective” worksheet with 5 boxes.
• Ask them to look around the room and find 5 numbers in the environment.
• They write the number and what object it was found on.
Example: “12 – clock,” “2 – board marker.”
Assessment
• Practice Platform given on page no. 35-36 in book.
Reflection
• Worksheet -2 will be taken as a self-reflection for
Home Assignment learners.
Time to Check -1 Exercise 2
Time to Check -2
Time to Check -3 Exercise -2 and 3
Time to Check -4 (Exercise -2)
Time to check-5 -4,5 and 6
Time to check -6: Exercise 1
Time to check -7 Exercise -1