I created a 'Big Number Bingo' game to review large numbers. I try to increase my call speed with each game.

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.

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!

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.

---------------------------------
LESSON PLAN:


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)

RACE TO 50

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)

MATH DICE GAME:

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.

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

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.

Hey there was a thread for this but the link isn't working for me...so 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!

I like the Bingo idea! My kids also really liked my "Price is Right" game :)