Session 1: Number concepts-Part 1

Introduction Activity (15 minutes):

Number Hunt

Provide students with flashcards that display numbers in ordinal form (1st, 2nd, 3rd…) or as multiples of ten (10, 20, 30…). Give one flashcard to each student. Ask them to  arrange themselves in the correct numerical or ordinal order

Main Activity (65 minutes):

The Tree Chart Treasure Hunt (25 minutes)

Divide the students into small groups.From each group, one student will represent the team and participate in the treasure hunt game.

One day, Class 5 discovered a colorful chart on the wall with a forest of trees drawn on it. (The teacher had cut the chart in half and displayed only 10 trees, each clearly numbered from 1st to 10th).

"Each clue contains a task , and only those who complete it can move on to the next clue".

Beside the chart, place a mysterious note:

"Ahoy, explorers! I’m Captain Coco(teacher) . I’ve hidden my treasure in this forest of trees. Follow the clues in the correct ordinal order to find the prize!"

The first clue will be read by the Captain Coco.

Clue 1:
“Start with the 3rd tree . Something is hidden behind its leaves.”

Students check the 3rd tree and find: 

Task : Write the number  from 1- 30 and then move to next clue

Clue 2:
“Well done! Now look at the 7th tree. I left a message in the branches.”

Behind the 7th tree:

Task: write the multiple of 5 and then move to next clue

Clue 3:
“You're getting closer! Check the 1st tree for the next clue.”

Behind the 1st tree:

Task: Count from 1 to 20, saying the odd numbers in your mother tongue and the even numbers in English.Then move to next clue

Clue 4:
“Almost there! Go to the 10th tree and look under the roots.”

Behind the 10th tree, they find:

Task: Countdown from 56 to -0.Then move to tge final clue.

Final Clue:
“The treasure is hidden behind the 5th tree. Lift the flap and see what’s waiting!”

Behind the 5th tree is a small pocket containing a message:

“Congratulations! You’ve found Captain Coco’s treasure. Your team has won a chocolate box! Enjoy your treat—you’ve earned it!”

Number line (25 minutes)

1. Draw a number line on the floor (1–100).
2. Call out a number (e.g., 25, 40).
   
3. Students must find the number and stand on it. Alternatively, they can find numbers based on clues like, “Find the number that is 10 more than 30.”

Time to Solve (10 minutes)

Divide students into small groups and provide worksheets with the following exercises:

1. Arrange numbers from smallest to largest.
2. Identify the place value of the underlined digits.

Review Question (5 minutes)

Question: 

Ravi says the number 900 is bigger than 1000 because it has a 9 at the beginning. Do you agree with Ravi? Explain your answer using place value.

Follow-up Tasks: (10 minutes) 

1. Write the ordinal numbers from 1st to 20th.  
2. Compare the numbers 45, 67, and 32, and arrange them from smallest to largest.  
3. Write down the place value of each digit in the number 752.

Expected Learning Outcome:

Knowledge building:

•  Understanding of number reading, digits, and simple methods of comparison.

Skill Building:

• Logical thinking
• Improved counting and ordering skills
• Teamwork

Please find the original document here: Original Session Document

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