Numbers One to Twenty

Overview

This is lesson 4 of 20 in Filipino Language Foundations. Students learn Filipino numbers from 1–20, build accurate pronunciation and recall, then use numbers in short exchanges about age and quantities. The lesson revises greetings and familiar classroom language from earlier lessons.

Learning intentions

Students will:

• recognise, pronounce and use Filipino numbers 1–20
• ask and answer someone’s age using Ilang taon ka na? and Ako ay … taong gulang.
• ask and answer about quantities using Ilan ang …? and Mayroon akong …
• create and present short spoken exchanges for a real communicative purpose

Success criteria

• I can say and recognise Filipino numbers from 1 to 20.
• I can ask someone’s age and answer in Filipino.
• I can ask how many objects there are and give an accurate answer.
• I can present a short exchange with understandable pronunciation and appropriate language.

Curriculum links

• Western Australian Curriculum: Languages—Filipino, communicating in spoken interactions using familiar vocabulary and sentence structures.
• Western Australian Curriculum: Languages—Filipino, creating and presenting spoken texts for a specific purpose and audience.
• Students select vocabulary, expressions, grammatical structures and conventions appropriate to a short conversational text.
• Students develop intercultural understanding by noticing how age and quantity are expressed in Filipino.

Lesson structure (30 minutes)

1. 0–4 min · Hook and retrieval. Teacher opens the hook and retrieval slides with a visual of a birthday table showing groups of objects and asks, “How could we find out how old someone is or how many objects there are?” Briefly revise greetings from the previous lesson, modelling Kumusta? and inviting the student to respond. Student responds to the greeting and identifies where numbers might be needed in everyday conversation.

2. 4–10 min · Teach numbers 1–20. Teacher uses the Filipino numbers 1–20 slides to introduce: isa, dalawa, tatlo, apat, lima, anim, pito, walo, siyam, sampu, labing-isa, labing-dalawa, labing-tatlo, labing-apat, labing-lima, labing-anim, labing-pito, labing-walo, labing-siyam, dalawampu. Model each number clearly, drawing attention to the pattern in 11–19 and the form dalawampu for 20. Student listens, repeats, and records any pronunciation reminders on the numbers and conversation practice sheet.

3. 10–15 min · Recognition and recall. Teacher displays numbers in a mixed order on the number recognition game slides. Say a number in English or Filipino, then ask the student to point to, write or sign the matching numeral; reverse the direction for the next round. Include quick checks such as “What comes after labing-pito?” and “Which Filipino number means 14?” Student identifies at least 8 numbers and attempts to say each answer aloud. Teacher corrects pronunciation through brief re-modelling rather than interrupting every response.

4. 15–21 min · Asking about age. Teacher models the exchange on the age question slides:

• Teacher: Ilang taon ka na? — How old are you?
• Student: Ako ay labintatlong taong gulang. — I am thirteen years old.

Explain that labing- may shorten to labi- in commonly used forms such as labintatlo, while accepting the taught classroom form consistently. Substitute an age appropriate to the student and practise the exchange several times, changing the speaker. Student asks the teacher’s pretend age, answers about their own or an invented age, and completes the age sentences on the worksheet.

5. 21–26 min · Quantities and guided production. Teacher places or shows groups of familiar classroom objects and models:

• Ilan ang lapis? — How many pencils?
• Mayroon akong limang lapis. — I have five pencils.

Use different quantities from 1–20 and prompt the student to count, answer and then ask the question. Student completes three quantity exchanges, first with support from the worksheet and then with the visual prompt removed. Where appropriate, the teacher deliberately gives one incorrect answer so the student can correct it using Hindi, … followed by the correct number.

6. 26–30 min · Mini-presentation and exit check. Teacher uses the speaking challenge and plenary slides to set a final task: present a four-line exchange including a greeting, an age question and answer, and a quantity question and answer. Student presents the exchange independently or with the worksheet as a prompt. Finish with an oral exit check: the student says three selected numbers, asks Ilang taon ka na?, and answers Ilan ang …? for a displayed group of objects.

Resources

• the Filipino numbers and conversation slide deck
• the numbers and conversation practice sheet
• 20 small classroom objects, counters or pencils
• Whiteboard and marker
• Teacher pronunciation model or audio recording
• Optional number line from 1–20
• Visual timer

Assessment

• During modelling and recall, listen for recognition and pronunciation of numbers 1–20; note numbers requiring reteaching.
• Check the worksheet for accurate matching, number formation and completion of the age and quantity sentence frames.
• Use the final mini-presentation to assess whether the student can select appropriate vocabulary, form the questions and answers, and communicate meaning understandably.

Differentiation

• Support recall with a visible 1–20 number line, colour-coded groups of numbers and repeated choral-style practice with the teacher. Accept pointing or selecting before requiring full spoken production.
• Provide sentence frames: Ilang taon ka na?, Ako ay ___ taong gulang, Ilan ang ___?, and Mayroon akong ___.
• For pronunciation support, segment longer numbers slowly, allow the student to listen and repeat, and provide a phonetic reminder only as a temporary scaffold.
• Extend the student by asking them to combine two quantities, use an invented age, or present the exchange without visual prompts.