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Activity 16.1

Activity 16.1

Learning the numbers from 31 to 99

The students will learn to sign the numbers from 31 to 99.

Use the number flashcards you developed for Units 1, 2, and 5 to review the numbers to 30 with the students. Show the flashcards in sequence, in random sequence, and in different number combinations to help them recall their learning by signing each number as they see it. Play clip 1.1b, clip 2.1c, and clip 4.1b so that they can practise their signing along with the presenters.

If needed, select some activities from earlier units to help the students develop their number signing fluency. For example, see activity 5.2.

Have the students work out the number signing sequence for the numbers from one to 99 from the information available to them. Now play clip 16.1a so that they can check their thinking. Have them practise signing the numbers. They can work in pairs and make up their own number sequences to develop their signing fluency. Hand out worksheet 16.1 for their reference.

Play scene O and scene P, which the students viewed in Unit 15. Ask them to focus on the numbers that are signed and to identify what these are. Now play scene P again. Ask the students to pick out the dollar amounts in this scene. Show the scene again so that they can check the amounts. Have them note where these occur in the scene. The scene P transcript will help you to respond to the students’ guesses and questions.

Lead a discussion with your students based on the following information:

Issues around the accuracy of transactions involving money are important for all consumers, not just Deaf people. However, it can sometimes be difficult for Deaf people to know with any confidence exactly how much they have to pay if the total is not clearly displayed. When shops used mechanical tills, it was easier for Deaf people to see the total displayed in the "pop-up" numbers at the top of the till. In shops where "till" amounts are not in full view, problems can arise for both the shop assistant and the Deaf person when communicating about amounts. Supermarkets are an exception because the amount due for each item is scanned and is then usually visible to the customer, who can see incorrect prices and missing discounts.

Ask your students to observe how money transactions are handled when they are shopping. Encourage them to share their observations with the other students so that everyone can reflect on what they observe in terms of the needs of Deaf and hearing-impaired people.

Play clip 16.1b, in which the vocabulary for the unit is introduced. Have the students practise the vocabulary along with the presenters and then with each other. Replay the clip several times. In this way, they will develop their signing accuracy and fluency following the model. The sign for MONEY is the same sign as for HOW-MUCH, but they are mouthed differently. HOW-MUCH also uses the wh non-manual signal.

Hand out worksheet 16.2 for their reference and encourage them to practise signing the numbers from one to 99 and the new vocabulary to help them to build their fluency and confidence.

O
P

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Name Class Section
Document Worksheet 16.1 Worksheet 1
Document Worksheet 16.2 Worksheet 1

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