## NUMBERSWhat is your telephone number?

### Objective

To introduce numbers.

### Goals

• To reinforce left to right eye coordination.
• To form the numbers.
• To recognize and identify numbers.
• To request and to respond to requests for telephone numbers.
• To request and respond to requests for, "How many ?", "How old ?"

### Suggestions

• Number flash cards are very useful. Make or buy number flash cards. They are readily available for a reasonable price. If you make the flash cards, ensure that they are clear and are all the same size.
• Introduce a few numbers at a time as not to overwhelm learners.
• Draw the numbers in the air or in sand with finger.
• Trace numbers with finger.
• If you are using a computer to create worksheets, use a simple font.
• Identify numbers that are important to the learner (e.g. phone, apartment, family members, social insurance, emergency, bus, license plate, etc.) and reinforce these numbers until learners are comfortable using them.
• Ask and respond to the question, "How many ?"
• Ask and respond to the question, "How old ?"
• Create opportunities for learner to be familiar with the various styles of numbers. Pay particular attention to 1, 2, 4, 7, and 9.

### Activities

• Practice forming the numbers using the lined paper in this kit.
• Manipulate number flash cards. Practice name of numbers, put the numbers in order, trace the numbers.
• Have a paper with a series of numbers on it. Blank out some of the numbers and learner fills in the blanks.
• Have a set of numbers and learner picks out the numbers in her phone number or address.
• Instructor shows or says a number, learner identifies it from his assortment of numbers.
• Instructor says a number or a series of numbers, learner writes the number(s).
• Learner or instructor writes a variety of numbers on a paper. Ask the learner to connect the numbers in numerical order.
• Learner asks partner or other people in the class, "What is your phone number?" Learner listens and writes their number down. You can reinforce spelling by asking learners to write the person's name and ask how to spell it, and then their telephone numbers. Or, have the learner's phone numbers on cards, and when they ask each other, the learner has to pick out the correct one.