Building
Numbers
Sub-strand
• Grouping Tens
• Numbers up to 100
• Numbers beyond 50
• Before, After and Between
• Comparing and ordering
numbers
Learning Intension
• Recognize and build numbers up to 20
using objects, fingers, drawings, and
number bonds.
• Counting, reading, writing, and
representing numbers
• understanding the concept of place value
(tens and ones), and comparing numbers
using terms like "greater than," "less
than," and "equal to".
• able to identify number patterns and use
number lines.
Resource Planning
• Cambridge learners book -1
and 2
• Maths Weaves-1
• Online source
Introduction
Activity:
Ask students:
"Can you show me 5 fingers using just one hand? Now,
what if I use two hands and show 3 on one and 2 on the other
— is it still 5?"
• Let students experiment with showing 5 fingers in
different combinations.
Concrete Practice (Using Counters or Beads)
• Pick a number (e.g., 6).
• Ask students to make groups of 6 using different pairs
(1+5, 2+4, 3+3).
Pictorial Practice (Drawings & Number Bonds)
• Introduce the part-part-whole model.
• Draw a big circle for the whole and two smaller ones for
the parts.
• Example: "We want to make 7. What two numbers can
go in the small circles?"
“Race to 100” Board Game
What you need:
• 100-chart
• Dice
• Counters
How to play:
• Each player places their counter on 1.
• Roll the dice and move forward that many spaces.
• First to reach 100 wins!
• Add mini tasks: “If you land on a multiple of 10, clap 10
times!” or “Say the number before and after.”
Recapitulation
🕵️♂️ Activity: “Guess My Number”
How to play:
• Teacher or a student thinks of a number between 1
and 100.
• Others ask clues like:
o “Is it more than 50?”
o “Is it an even number?”
o “Does it have 7 in the tens place?”
Skills: Place value, logical thinking, number
comparison.
Activity: “Number Hunt”
How to play:
• Hide number cards (1–100) around the classroom.
• Call out clues like:
“Find a number greater than 40 but less than
50!”
“Find a number that ends in 3.”
• Students search and collect the correct cards.
Lesson Development
Glossary introduction
• Tens
• Ones
• Before
• After
• Between
• Greater than
• Less than
• Equal to
Facts discussion given in worksheet.
Story telling on Numbers-
Story:
Once upon a time, there was a cheerful little girl named Nina
who lived in a village full of magic numbers. Every morning,
she would walk into the Number Garden, where numbers
grew on trees, flowers, and even floated in the air!
One day, the Number King appeared and gave Nina a
mission.
“Dear Nina, the numbers have lost their places! Can you
help put them back in order?”
Nina looked around and saw:
• The number 3 sitting sadly under a bush.
• The number 7 stuck on top of a tree.
• And the number 1 spinning in the air, shouting, “I go
first!”
So Nina got to work…
She found the number 1 and said,
“You always lead the line!”
Then came 2, then 3, and she helped each number take its
proper place.
Suddenly, she heard a cry. It was number 10!
“I’m scared to be the biggest!”
Nina giggled and said,
“But you’re important! You are the hero who ends our
number line!”
So, she lined them up from 1 to 10, and the Number King was
so happy, he made the garden sparkle with stars.
From that day on, the Number Garden always stayed in
order—thanks to Nina the Number Helper!
Activtiy: Join the dots Page no 66 in book
Sub-strand: Numbers up to 50
Activity: Start with counting ones
Material required
• Ice cream sticks / straws / pencils
• Rubber bands
• Base ten blocks (if available)
• Number cards (10–99)
How to play:
Step 1: "Count and Collect"
• Give each child loose sticks or straws.
• Ask them to count 10 sticks.
• When they reach 10, say:
“You now have a group of 10! Let’s tie them with a rubber
band. This is called 1 ten.”
• Continue until they can form several bundles (e.g., 2
tens = 20).
Step 2: Explore Numbers Using Tens and Ones
Activity Name: “Show Me the Number!”
• Call out a number like 34.
• Ask learners to make:
o 3 bundles of 10 (for 30)
o 4 loose sticks (for 4 ones)
• Say aloud:
“34 is 3 tens and 4 ones.”
• Repeat for different numbers (27, 56, 41, etc.)
Classwork: Time to check -1 Exercise -1 and 3
Sub-Strand: Numbers beyond 50
Activity: Group Activity – “Tens Bank”
• Create groups of 2–4 students.
• Give each group a bowl of straws and a number card
(e.g., 43).
• They must make the number using bundled tens and
loose ones, then present:
“We made 43 using 4 tens and 3 ones.”
Classwork: Time to check -2 Exercise – 2,3 and puzzle
time
Sub-Strand: Comparing numbers
Activity: Story Hook:
“There’s a hungry crocodile named Crunchy who always eats the
bigger number! He opens his mouth toward the bigger number
because he’s greedy!”
Introduce the comparison symbols:
• > = greater than (mouth open to left)
• < = less than (mouth open to right)
• = = equal to (same size numbers)
Activity 1: Crocodile Mouth Cards
Materials:
• Two sets of number cards (1–100)
• Large crocodile mouth cutouts with <, >, =
• Clothespins or marker boards
How to Play:
1. Pair up students.
2. Each draws a card from their deck.
3. Place both number cards on the table.
4. Use the crocodile mouth card to show which number is bigger.
5. Say the sentence aloud:
"36 is greater than 25!" OR "25 < 36"
Activity 2: Human Number Line Showdown
Movement Game:
• Draw a number line on the floor with chalk or tape (0 to 100).
• Choose 2 learners to stand on different numbers.
• A third leaners becomes the “Crocodile” and places a big
cardboard mouth facing the larger number.
• Class says:
“42 > 18!”
Or
“32 = 32!”
Classwork: Time to Check: 3 Exercise- 2 and 3
Sub-strand : Ordering numbers
Activity: “Number Bowling”
Materials:
• Plastic cups or bottles labelled with numbers
• A soft ball
How to Play:
• Students roll the ball and knock over 3–5
bottles.
• They must order the numbers they knocked
down.
• Bonus challenge: Ask them to write the
numbers in ascending or descending order.
Number Puzzle Challenge
Materials: Pre-made number strips (cut apart in
3–5 pieces)
How to Play:
• Mix up the number pieces (e.g., 31–35, 56–
60).
• Students work in pairs to arrange the pieces in
correct order
Classwork : Time to check – 4 Exercise 1amd 2
Differentiation
Activity Name: "Mystery Number Challenge"
Task:
Read or listen to the riddle
Solve and write the mystery number
Create their own riddles for peers
Assessment
Reflection
Worksheet -7 from the worksheet
folder
Reflection
Practice platform given on page no.
81 in book.
Home Assignment
Time to check -1 Exercise -2
Time to check -2 Exercise -1
Do page no . 77 in book
Time to Check: 3 Exercise – 1 and 4
PUT ON YOUR THINKING CAPS -1