Yen Numbers

Overview

Students continue the unit Exploring Japanese Food Culture by learning how to count large amounts and place food orders while using yen amounts in simple Japanese exchanges. The lesson builds on prior learning from earlier unit sessions about ordering food and familiar restaurant phrases.

Learning intentions

WALT (We Are Learning To):

• Introduce large numbers and practise counting money amounts in yen.
• Use culturally appropriate language to ask for and confirm food orders with prices.
• Respond to short spoken prompts by choosing the correct number/yen amount and acting it out.

Success criteria

Students can:

• Count from 1–500 (and beyond if appropriate) and pronounce the numbers clearly enough to be understood.
• Use simple phrases to state a price in yen and ask “How much?”.
• Role-play ordering food using numbers and yen amounts with appropriate turn-taking and gestures.

Curriculum links

• MLLS-INT-01: Students communicate in familiar contexts using gesture, actions, and/or culturally appropriate language.
• ML4-INT-01: Students exchange information and opinions in familiar contexts using culturally appropriate language.
• ML4-UND-01 / MLLS-UND-01: Students interpret and respond to information in spoken and multimodal texts (e.g. price cards, audio prompts) to show understanding.
• ML4-CRT-01: Students create spoken texts for familiar communicative purposes by using culturally appropriate language.

Lesson structure (60 minutes)

1. 0–5 min · Hook (Restaurant reality). Teacher shows a “menu” slide with prices in yen and quickly reads one price aloud. Students point to the matching price card and repeat the number quietly to a partner.

2. 5–15 min · Direct teach (Counting + yen). Teacher explicitly models number patterns and large-number chunks (e.g. tens, hundreds) and introduces a small set of usable sentence frames for ordering. Students practise “echo counting” and then build a short spoken sequence in pairs: number + yen.

Teacher modelling includes:

• Clear choral practice of target numbers.
• Gesture support (e.g. “tap” to mark each digit group while counting).

3. 15–25 min · Currency game (Meaning first). Teacher divides class into groups of 3–4 and gives each group a set of yen cards (number-only cards and “円” cards). Students match number cards to yen amounts shown on the menu and must say the full amount aloud before keeping the card set.

Quick check: Teacher circulates and listens for correct counting and respectful interaction (waiting turn, using the target phrase).

4. 25–40 min · Role-play: Ordering food. Teacher explains a scenario: “You are ordering from a Japanese café.” Students rotate roles (Customer / Staff) in short rounds. The staff uses the menu and asks for confirmation; the customer gives money amounts and responds to “How much?” prompts.

Sentence frames (display on board):

• いらっしゃいませ / 注文をしてください (optional greeting)
• これは 〜円 ですか。
• 〜をください。
• いくらですか。 Students must include at least one yen amount in each round.

Teacher prompts for interaction:

• “Check your partner’s yen amount.”
• “Repeat slowly once if the other person didn’t understand.”

5. 40–52 min · Understanding check (Listen & choose). Teacher reads 6–8 short prompts (e.g. “チキンバーガーは 480円です” / “いくらですか” / “デザートは 250円”). Students record answers on a quick “Price Detective” sheet by circling the correct price or matching the number to the menu item. Pair discussion follows each prompt.

6. 52–60 min · Exit ticket + tidy-up. Students complete one personalised mini-order: write one item and the yen amount, then speak it to the teacher or a nearby adult (1:1 or 1:2 depending on time). Alternatively, they submit the sheet with a teacher listening spot-check.

Resources

• Menu cards with Japanese food names and yen prices (A4 sets)
• Yen cards (number-only and “円” marker cards)
• Price Detective worksheet (6–8 items)
• Sentence frame card strips for role-play
• Number chart handouts (differentiation support)
• Timer or visual schedule on board
• Teacher audio recording or live read prompts (for consistency)

Assessment

• Formative during currency game: teacher listens for correct number pronunciation and appropriate “yen” usage.
• Formative during role-play: teacher uses a quick checklist for “includes yen amount” and “uses target prompt appropriately”.
• Exit ticket: student states/writes one correct yen amount tied to an item and responds to one “How much?” moment.

Differentiation

• Support for students needing scaffolds:
• Provide a number chart and a “number chunk” guide (tens/hundreds) on the desk.
• Offer sentence starters and allow gestures (pointing to price cards) during role-play.
• Reduce the range to 1–200 for some students while others attempt 1–500+.
• Support for dyslexia and reading difficulties:
• Use colour-coded cards (prices in one colour, items in another) and large fonts.
• Provide spoken prompts only for some questions (students answer by circling with support rather than decoding dense text).
• Offer a speech-to-text option for the exit ticket (if available) or allow oral response.
• Extension for advanced learners:
• Add a “special offer” card (e.g. 〜％ off or “tax included/not included” only if previously taught) OR require a second item plus a total (simple addition to confirm understanding).
• Challenge: customers must ask a follow-up confirmation (e.g. “So that’s 380円, right?” using the closest known structure).