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High School - Numbers
« on: April 01, 2010, 01:11:44 pm »
Hey, this is my first post.

This lesson is to review reading and speaking large numbers and can be tailored quite easily. 

Koreans typically count in the 10,000 's whereas in Western culture we count by 1,000 's.  For example in Korean you take out "10 - 10,000 won bills" from an atm to make 100,000. 

I reviewed from 13 and 30 up to the hundred millions (333,222,111) and teased at a billion for some classes.
This takes about 10-15 mins.

After reviewing numbers the 'test' takes the longest time where I dictate 10 numbers, getting larger and larger, and then correct them by asking students to tell me the number.  I write down exactly what they say on the board for further aid.

For 1 class you would have 2 different handouts.  Sheet A would have the A connect the dot and B answers.  Sheet B has B connect the dot and A answers.  So, that activity is done in pairs.  Don't tell them what's up until you're ready for that activity at the end.  Most people will cheat. 

On both sheets will have the 'Mona Lisa Code.'

This lesson is original except for the stolen and edited connect-the-dot sheets and the Mona Lisa Code.

More ideas on the word file.
Forty Spirit, a podcast about life in Korea:

Re: Big Numbers review
« Reply #1 on: April 02, 2010, 07:34:32 am »
I created a 'Big Number Bingo' game to review large numbers. I try to increase my call speed with each game.

Re: Big Numbers review
« Reply #2 on: April 02, 2010, 10:08:32 am »
The connect the dot activity would get them to speak more English, but when they are sitting next to each other they cheat.

Students love Bingo!  I haven't played it in any class yet but I see that they play it in their free time!
Forty Spirit, a podcast about life in Korea:

Big Numbers
« Reply #3 on: August 31, 2010, 01:15:08 pm »
I wanted to do some number review since I noticed that a lot of my students had trouble with even the simple numbers.  I'm attaching two PowerPoints and two worksheets, the ones labeled A are for my high levels and the Cs are for my low levels.  The PowerPoints are pretty straightforward.  Start by asking if anyone in the class can say the first number on the slide, review the small numbers, practice saying some together as a class, and then hand out the worksheets.  For the high levels you will need to explain when to say thousand, million, billion- do this however works best for you.

The answers for the parts 2 and 3 on the high level (A) worksheet are in the PowerPoint, feel free to change and use whatever numbers you want to.

Finish off the lesson with bingo for some good listening practice, start slow and get faster as you go.  I'm also going to attach the "pass the ball" PowerPoint that I adapted from another post here, it's only for high levels now but is easy to adapt for the lower levels as well.  I use it the class after this lesson as a quick review of the previous class.

I hope this all makes sense and that you can get some use out of it, it's been working really well with all levels, lots of participation from even the students that would prefer to be sleeping.

  • vitamin-d
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    • July 19, 2010, 02:28:16 pm
    • Jiangsu, China
Re: Big Numbers
« Reply #4 on: September 02, 2010, 09:40:02 am »
Nice one. I did a similar lesson to this.
Do you have a whiteboard and pens for each team? I found it worked really well to quiz them in teams for 20 minutes. As alternating questions, they would either have to write the number I read out, or the words to the number I wrote down - if that makes sense. What worked really well after was asking them guessing questions, so what is the population of Tokyo, how high is Everest? etc. This got them thinking about big numbers and reading them out, and it got the competition factor up...,7772.0.html
for all my lesson plans & games...

Re: Big Numbers
« Reply #5 on: September 02, 2010, 10:11:07 am »
I really like the idea of asking them numbers questions, didn't think to do that.  I'm planning on doing a review game before midterms that covers everything we've talked about, I'll definitely include that.  Thanks!

  • Mop
  • Explorer

    • 8

    • March 17, 2010, 08:42:38 pm
    • South Korea
Re: Big Numbers
« Reply #6 on: April 07, 2011, 09:24:35 am »
Here is my take on teaching big numbers. Enjoy

  • epotosky
  • Waygookin

    • 12

    • September 19, 2010, 07:53:42 pm
    • Yesan, South Korea
My friend majorly helped me write this lesson by brainstorming with me, so I can't take full credit for the lesson. The "Race to 50" game is his brainchild, not mine.

Title of Lesson: Numbers
Objectives: Have students practice saying large numbers (>1,000), listening to and recognizing large numbers, and being able to read and write large numbers. Students will demonstrate this by playing a number of games.
Materials:   Chalk, dice,
Vocabulary for Lesson: One, two, three, four, five, six, seven, eight, nine, ten (stress spelling), eleven, twelve, thirteen, fourteen, fifteen, sixteen, seventeen, eighteen, nineteen (stress pronunciation... i.e. 19 vs 90), twenty, thirty, forty, fifty, sixty seventy eighty ninety (stress the hyphen when writing: twenty-one, etc), One hundred ([and]: one hundred [and] one) One thousand (one thousand one hundred [and] one), One million, One billion

I used this lesson for all of my classes, from super low level to advanced. For advanced we spent less time on the first activity and we focused on very large numbers and spelling. For low levels we spent a lot of time on 1 - 50 and then worked our way up to 100,000, and we focused on saying the numbers rather than writing them.


Daily Routine

Tell students we will play a number of games and keep track of which team wins each game. The members of the team that wins the most games receive stamps!

Go over numbers 1 – 50 briefly (make sure students know them). I found it was helpful to draw a grid with 1 - 10 on the top and the 10s (20, 30, 40, etc) on the side, that way you're saving your hand from excess writing. Spot check comprehension by doing a ball toss. When the students have practiced basic numbers enough, play “Race to 50!” (explained below) (5 min)


Divide the class into two teams, team A and team B.
Instruct a Team A student sitting in the front to say the number "1." Then instruct the student next to them to say the number "2.” Do this until all Ss on Team A have counted off in chronological order. Once the last student says his or her number, cycle back to the first student and continue counting. So if the last student said 15, for example, then the first student would continue by saying 16 and the counting would continue like before.
Also model this with Team B.
Explain that the object of the game is to count to 50 before the other team.
Next, call up 2 Ss. Give them each a die.
Instruct them to roll the dice. Once they roll a 6, their team can begin counting chronologically. Rotate back and forth between the two students up front until one student rolls a 6.
For example, lets say team A rolls a 6 first. Team A starts counting off while the student from Team B keeps rolling the dice. Once the Team B student rolls a 6, Team A stops counting and Team B starts counting.
Each team can start off from where they left. So if Team A gets to 28, when it's their turn again, they can continue on from the same number. (5/10 minutes)

Next introduce larger numbers:
1,000 – one thousand
10,000 – ten thousand
100,000 – one hundred thousand
1,000,000 – one million
1,000,000,000 – one billion

I found it helpful to explain that any number with ",000" was in the "thousands" category. Practice with a few examples as a class, then do the ball toss to check individual comprehension. (10 min)


Call two kids up to the board (or depending on how low level the students were, sometimes I let them come up in pairs) and give them each a piece of chalk. Write "X" "-" or "+" on the board.

Bring two students to the back of the room. Write down a large number on a piece of paper, for example, 2,304. The students in the back of the room must dictate the number correctly so that their partners at the board can write the number down. As soon as the person at the board writes the number down correctly, have the student in the back roll the die, and tell the student the number, for example, 5. Then the students at the board must do the math problem depending on which mathematical symbol you had written earlier, ex: 2,304 x 5 = ? : 11,520. The students in the audience must read the number outloud. First group to solve the math problem and correctly say the number in English wins. Rotate the reading student/students at the board after every round, and change the mathematical symbol. If you have advanced students teach them the math vocabulary ("times" "minus" and "plus") and make them dictate the entire problem, not just the numbers. (15 min)

POPULATION (인구) GAME (if you have time - I only had time to do this with my most advanced classes):
Have the students try to guess the populations of various places. However, they only get one chance to say the number correctly.
   Washington DC: 5,400,000
   Seoul: 24,500,000
   Senegal: 13,711,597
   China: 1,300,000,000

Notes: Race to 50 was difficult to explain to my lower levels but they really got into it once they understood. Also, even my lowest level students got surprisingly into the math races. The concept of "thousand" was difficult for many of my students.
« Last Edit: April 25, 2011, 12:28:56 pm by epotosky »

  • emmalilly87
  • Waygookin

    • 10

    • February 22, 2011, 05:11:37 pm
    • Gyeongbuk-do
ppt to go with above lesson...
« Reply #8 on: May 15, 2011, 01:12:17 pm »
i find that if i have some visual guide to help explain new games it helps a lot.  so i made a ppt to go with your lesson...

wonderful ideas, btw.  thanks a lot!

  • chrisplank
  • Waygookin

    • 24

    • February 28, 2011, 06:01:37 pm
    • Busan, South Korea
This is a great idea! Thanks for sharing!

I do have one point for consideration, though:  I learned that using the word "and" in figures refers to a decimal point.
For example:

one hundred and one : incorrect
one hundred one : correct
one hundred one and two thirds/sixty-six one-hundredths : correct
one hundred one dollars and fifty-three cents : correct

  • epotosky
  • Waygookin

    • 12

    • September 19, 2010, 07:53:42 pm
    • Yesan, South Korea
Thanks for all the positive comments!

I do have one point for consideration, though:  I learned that using the word "and" in figures refers to a decimal point.

Actually I was also confused about this... I've always said "one hundred and one but most of my friends drop the "and" (in case anyone is wondering, I'm American and so were the friends that I questioned). I checked a few websites, and what I've found is that it's really just a regional thing - Americans are more likely to drop the "and," but people say it either way. I know Wikipedia isn't the greatest source of information on grammar, but if you check out the entry on the number 101 ( it lists all of the various ways to say it, and it includes the forms "one hundred one" and "one hundred and one." Regardless of which is the grammatically preferred way to say it (still not sure), in spoken English people say it both ways. That's why I taught it to my kids as "one hundred [and] one." I stressed that the "and" was optional, and they would probably meet people that said it both ways.

  • flasyb
  • Hero of Waygookistan

    • 1901

    • November 30, 2010, 12:10:03 pm
    • South Korea
This is a great idea! Thanks for sharing!

I do have one point for consideration, though:  I learned that using the word "and" in figures refers to a decimal point.
For example:

one hundred and one : incorrect
one hundred one : correct
one hundred one and two thirds/sixty-six one-hundredths : correct
one hundred one dollars and fifty-three cents : correct

Using "and" is more of a regional thing and certainly not incorrect. It depends on where you're from and doesn't always denote decimal points. It's how I was taught at school and if I hear a student say it, I would never "correct" it and I advise you not to correct it either because it is correct. That said, I usually (when I remember) omit "and" when teaching my kids (even though it forms a natural part of my spoken English as I have grown up with it) for the sake of ease and in the knowledge that not everyone uses it. I've always used "and" when reading numbers and probably always will. I understand that in itself does not make in correct but when you consider the millions of other people who use it internationally, well common usage makes it correct as far as I'm concerned.
In a time of universal deceit, telling the truth is a revolutionary act.

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  • jbaile
  • Veteran

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    • August 03, 2011, 07:30:08 am
    • Ottawa
Large numbers
« Reply #12 on: May 08, 2012, 03:09:29 pm »
Hey there was a thread for this but the link isn't working for here is a new one!

So I reviewed large numbers with trivia facts and reviewed prices.

For the large numbers activity I had them complete a worksheet with a twist. Basically they got a bunch of trivia facts which needed numbers to complete them. Eg. the speed of a sneeze is ____ km/hr

I cut up 10 numbers and gave each student a number. The students had to go around to their friends ask which numbers they had. Once they had collected all 10 numbers they matched them to the trivia facts to complete the worksheet. I made it into a race.

To review prices I played Price is Right. To avoid cheating and to get students speaking I had each team tell me their guess and I wrote it on the board.

A very fun class all in all.

  • shhowse
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    • August 25, 2009, 08:49:24 am
    • Mokpo
Re: Large numbers
« Reply #13 on: May 09, 2012, 08:02:50 am »
Hey there was a thread for this but the link isn't working for here is a new one!

The link in the High School Master Index to the Numbers thread has now been repaired, and your topic has been merged into it. Thank you for your contribution!

  • MoneyMike
  • Super Waygook

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    • November 22, 2009, 03:45:15 pm
    • Gwangju, South Korea
Re: High School - Numbers
« Reply #14 on: October 03, 2012, 06:02:05 pm »
Hey, just a tip, for anyone doing the drawing activity the OP posted, it works really well, but the key is to not have the students work with the partner beside them. Instead, I've found it much better to have students work with the student behind/in front of them. That way you can give out the worksheets, explain the activity, and by the time the kids are ready to start they understand that their partner cant see the number paper. Any time I'm doing any kind of activity like this, I always use this setup.

Also, for an activity like this I always write either "Singing Team" or "Dancing Team" on the board. I then tell students if I catch anyone cheating, their name goes on the team, and they'll either sing or dance at the end of class as a punishment. I usually use silly dance videos found on youtube or childrens songs for this. Keeps em pretty honest most of the time.

  • katelynr
  • Newgookin

    • 2

    • December 05, 2012, 07:32:50 am
    • Daegu, South Korea
Re: High School - Numbers
« Reply #15 on: December 05, 2012, 08:32:33 am »
I like the Bingo idea! My kids also really liked my "Price is Right" game :)