Lesson Plan

Name: Kimberlyn Rowe

School: Kingston High School

Unit topic: Number theory

Lesson topic: Concept of number

Week: 2

Duration: 2 sessions

Date: September 28, 2014

Grade: 7h

General Objectives: At the end of the lesson students should:

Specific Objectives: Students should be able to:

 Define the term ‘number’ in their own words

 Differentiating between numbers, numerals and digits
 Define the terms place value and face value
 Identify place value and face value
 Differentiate between place value and face value.
Instructional materials: Whiteboard, textbooks
Methodology:

1. Guided discussion
2. Discovery learning
3. Questioning approach
Content:
Numbers are arithmetic values that are used to represent a particular quantity.
While numerals are used to represent numbers. E.g. 1, 2, 3……IV, X
A number is a count or measurement that is really an idea in our minds.
We write or talk about numbers using numerals such as "4" or "four".
But we could also hold up 4 fingers, or tap the ground 4 times.
These are all different ways of referring to the same number.
There are also special numbers (like π (Pi)) that can't be written exactly, but are still numbers
because we know the idea behind them.
Numeral
A numeral is a symbol or name that stands for a number.
Examples: 3, 49 and twelve are all numerals.
So the number is an idea, the numeral is how we write it.
Digit
A digit is a single symbol used to make numerals.
0, 1, 2, 3, 4, 5, 6, 7, 8 and 9 are the ten digits we use in everyday numerals.

Digits -> Numerals -> Numbers

So digits make up numerals, and numerals stand for an idea of a number.

Just like letters make up words, and words stand for an idea of the thing.
Face value refers to the physical layout of the number whereas place value refers to the position
that the number occupies. E.g. whether it 4 ones or 4 hundreds.

Procedure:

1. Introductory activity: The students will be given a scenario about a cave man and how he
believes numbers are and why he will not be using what we use as numbers today.
2. From the scenario the students will be asked to tell why they believe numbers are
important in the society.
3. A discussion will be followed centered on phone numbers. The importance of each digit,
the implications of dialing the wrong number of missing digits.
 4. The students will then be re-introduced to numbers, numerals and digits along with face
and place value.
5. Students will also look at license numbers at the same time applying face value and place
value.

Culminating activity: Students will be given questions to identify numbers and numerals. Also
identify the place value and face value.

E.g. 425, 400+20+5, 4 Hundreds+2 tens+5 ones, 42 Tens 5 ones, 3 hundreds+12 tens +5 ones

Students will be given a project centered on the importance of numbers in today’s society and a
brief look at number history.

Summary: The students will be asked to recall what a number, numeral and digit is and also
face and place value.

Evaluation:
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