*Number Sequence progression, 2nd step *

## The purpose of the activity

In this activity, the learners focus on the order or sequence of numbers from 0 to 100. They learn to read and write numbers to 100 as well as position the numbers on an ‘empty’ number line.

## The teaching points

- There are patterns to the way numbers are formed. For example, each decade has a pattern of the 1 to 9 sequence.
- An understanding of the number sequence is closely connected to an understanding of place value. The position of a digit in a number indicates what value that digit represents. For example, the 4 in 24 stands for 4 ones; the 4 in 45 represents 4 tens or 40.
- The way we say a number such as “sixty-three” is connected to the base-ten language of the number system.
- Discuss with the learners how counting by ones, tens and other groupings plays a key role in constructing understandings about the order and relative position of numbers.

## Resources

## The guided teaching and learning sequence

1. Draw a number line on the board. Label the ends with a 0 and 100 respectively.

Ask: “Where would you place the number 70 on this number line?”

2. Get a volunteer to indicate the position and label it with 70. Ask them to explain why they positioned the number there. Encourage the learners to locate numbers with reference to benchmark numbers such as 50. Write down the word “seventy” with the 70 to reinforce the way it can be written and spoken.

3. Ask the learners to name the number that comes one before and one after 70. Use this as an opportunity to discuss the 1 to 9 sequence in each decade.

4. Repeat the process with other numbers.

5. Explain to the learners that you are going to write a number between 0 and 100 on a piece of paper. Their challenge is to guess the number by asking questions that you can answer with a yes or no. The aim is to guess the number with the least number of questions.

6. For example: You choose the number 78.

“Is the number 56?” (No)

“Is the number between 50 and 100?” (Yes)

“Is the number between 50 and 80?” (Yes)

“Is the number between 50 and 60?” (No)

And so on until the number is guessed.

7. Ask a volunteer to write down a number and answer questions from the class until the number is guessed.

8. Alternatively, the activity could be played with pairs or small groups. As the groups or pairs play “guess the number”, ask them to work together to develop a strategy to guess the numbers using the least amount of questions.

9. Give groups or pairs the opportunities to challenge other groups. Conclude by sharing strategies for playing the game.

## Follow-up activity

Ask the learners to position the number one larger and the number ten less than a given number on an empty number line. Also ask them to write the number in words.

- 40 (41, 30, forty)
- 15 (16, 5, fifteen)
- 79 (80, 69, seventy-nine).

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