The use of numbers for beginners is important during this initial phase of study. At this point, students should feel comfortable performing simple conversations speaking about where they are form, what their jobs are and naming a number of objects. It's time to go back to some basic rote repeating for students to learn their basic numbers.

These exercises can be done almost like a grammar chant. The back and forth of a chant helps to memorize the numbers more quickly.

### Part 1: 1 - 20

*Teacher: *(*Write a list on the board and point to the numbers.*)

Start by learning numbers one through twenty. Once students have learned these numbers, they will be able to handle other, larger numbers.

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

*Teacher: *Please repeat after me.

*Teacher:* (*Point to the numbers.*)

1 - one *Student(s): *1 - one

2 - two *Student(s)***:** 2 - two

3 - three *Student(s)***:** 3 - three, etc

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

*Teacher:* (*Write a list of random numbers on the board and point to the numbers.*)

*Teacher:* Susan, what number is this?

*Student(s):* 15

*Teacher: *Olaf, what number is this?

*Student(s):* 2

*Continue this exercise around the class.*

### Part II: The 'Tens'

*Teacher:* (*Write a list of the tens and point to the numbers.*)

Next, students learn 'tens' which they can use with ever larger numbers.

10 - ten

20 - twenty

30 - thirty

40 - forty

50 - fifty

60 - sixty

70 - seventy

80 - eighty

90 - ninety

100 - One hundred

*Teacher:* Please repeat after me.

10 - ten *Student(s): *Ten

*Teacher:* 20 - twenty*Student(s):*Twenty

*Teacher: *30 - thirty*Student(s):*** **Thirty, etc

40 - forty

50 - fifty

60 - sixty

70 - seventy

80 - eighty

90 - ninety

100 - One hundred

### Part III: Combined 'Tens' and Single Digits

*Teacher: *(*Write a list of various numbers and point to the numbers.*)

Putting the single digits and the 'tens' together will help students cover all the numbers up to 100.

22

36

48

51

69

71

85

94

*Teacher: *Please repeat after me.

22 *Student(s):* 22

*Teacher: *36*Student(s):* 36

*Teacher:* 48*Student(s):* 48, etc

51

69

71

85

94

*Teacher:* (*Write another list of random numbers on the board and point to the numbers.*)

*Teacher:* Susan, what number is this?

*Student(s):* 33

*Teacher:* Olaf, what number is this?

*Student(s): *56

*Continue this exercise around the class.*

### Part IV: Contrast 'Teens' and 'Tens'

*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 focussing on the 'teen' of each number and the unaccented 'y' on the 'tens'.

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. *

*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

If numbers are especially important for your class, teaching basic math vocabulary should prove quite helpful.

Back to the Absolute Beginner 20 Point Program