Yen and Japanese Numbers

Overview

This is lesson 9 of 25 in Itadakimasu: Japanese Food Culture. Students build on previously learned food vocabulary and transactional language by reading, saying and using Japanese numbers above 100, then applying yen in simple food-shop transactions.

Learning intentions

• WALT read and say Japanese numbers from 100 to 1,000.
• WALT recognise and use yen when discussing prices.
• WALT ask for and state prices in a simple transaction.
• WALT respond appropriately using familiar, culturally appropriate Japanese.

Success criteria

• I can say and understand prices in yen.
• I can use ひゃく, せん and other number patterns to form numbers above 100.
• I can ask “How much is it?” and respond with a price.
• I can complete a simple Japanese food transaction using polite language.

Curriculum links

• Understanding and responding to spoken, written and multimodal target-language texts.
• Applying knowledge of Japanese language systems to interpret numbers and prices.
• Exchanging information and opinions in familiar contexts using culturally appropriate language.
• Creating and performing short spoken texts for a familiar communicative purpose.

Lesson structure (60 minutes)

1. 0–7 min · Hook and retrieval. Open with the hook and retrieval slides showing a Japanese convenience-store receipt or food display with several yen prices; students identify familiar food words, estimate which item is most expensive and recall the phrases これはいくらですか and 〇〇をください. Briefly explain that Japanese prices are written with 円 and that yen does not use cents.

2. 7–20 min · Explicit teaching: numbers over 100. Use the number teaching slides to model 100 ひゃく, 200 にひゃく, 300 さんびゃく, 400 よんひゃく, 500 ごひゃく, 600 ろっぴゃく, 700 ななひゃく, 800 はっぴゃく, 900 きゅうひゃく and 1,000 せん. Students listen, repeat and annotate a number pattern on the numbers and yen practice worksheet. Draw attention to the sound changes in 300, 600 and 800, then model combinations such as 350 さんびゃくごじゅう and 780 ななひゃくはちじゅう.

3. 20–30 min · Guided decoding practice. Display prices in yen through the guided price-reading slides. Students first read each price silently, then say it to a partner and write the Arabic numeral beside the Japanese. Check responses using mini whiteboards or fingers, correcting pronunciation and place value. Students complete the matching and short-answer section of the numbers and yen practice worksheet independently before checking in pairs.

4. 30–43 min · Transaction language rehearsal. Model a short exchange using the transaction model slides:

• A: これはいくらですか。
• B: 〇〇円です。
• A: これをください。
• B: ありがとうございます。

Students practise in pairs, alternating customer and shop assistant. They must ask and answer about at least four food items, changing the price each time. Encourage polite tone, eye contact and natural gestures; students may use the language support box on the worksheet.

5. 43–55 min · Information-gap shop role-play. Set up pairs as customers and shop assistants using the price prompts on the role-play price cards and recording table. Customers choose three items and ask for their prices; shop assistants respond in Japanese. Customers record the item and price, then purchase one item using 〇〇をください. After three minutes, pairs swap roles and receive a new set of prices. Circulate and assess pronunciation, number accuracy, turn-taking and use of polite language.

6. 55–60 min · Exit check and reflection. Use the plenary and exit-check slides to present two final prices and one transaction prompt. Students write the Japanese reading for one price, translate one Japanese price into numerals and complete: “Ask for an item costing 650 yen.” Collect responses to identify students requiring further number support.

Resources

• the Japanese numbers and yen slide deck
• the numbers and yen practice worksheet
• Whiteboards and markers
• Japanese food images or empty food packaging
• Board and markers
• Projector or interactive display
• Pencils and coloured highlighters
• Optional play money or printed yen notes

Assessment

• Listen during repetition and guided reading for accurate use of ひゃく, せん and irregular sound changes.
• During role-play, use a quick checklist for number accuracy, asking and answering about prices, polite language and participation.
• Use the exit check to identify whether students can decode, produce and apply numbers above 100 in context.

Differentiation

• Provide a dyslexia-friendly number chart on the worksheet, using a clear sans-serif font, generous spacing, minimal visual clutter and Japanese alongside Arabic numerals. Read instructions aloud and allow students to highlight number parts.
• Support learners with a reduced range of prices, colour-coded hundreds/tens/ones, a pronunciation model and sentence frames: これは＿＿です。／＿＿円です。／これをください。
• Allow students who need additional processing time to rehearse with a supportive partner, point to prices before speaking and use transliteration only as a temporary scaffold.
• For EAL/D and students requiring language support, pair spoken modelling with written Japanese, gestures and visual food prompts; accept recorded or one-to-one responses where appropriate.

Extension

• Give advanced learners a budget of 1,000 yen. They calculate the total cost of two or three food items, decide whether they can afford the purchase and state the total in Japanese.
• Challenge students to ask and answer いくらですか about a multi-item order and report: ぜんぶで〇〇円です。 (“Altogether, it is 〇〇 yen.”)
• Invite confident students to create a short shop dialogue containing a greeting, two purchases, a total and a polite closing.