My Number

Individual work

• The teacher assigns one or more cards to the student.
• The student reads the card, thinks of their own number for that category, and prepares 2–3 sentences explaining their choice.
• The student then shares their number and explains why they chose it.
• The teacher can model a sample answer before the activity.

For example: Hours of sleep you need — "My number is 8. I need eight hours because I feel better and have more energy."

Encourage students to:

- use the phrase starters

- explain their choice

- give examples from their own life

Pair / Group work (including breakout rooms)

• The teacher assigns one or more cards to the pair or group.
• One student reads the card, shares their number, and explains their answer.
• Their partner asks follow-up questions, compares their own number, and talks about the similarities and differences.
• Students then swap roles and continue with a new card.

Extra ideas

• Students find three categories where they have the same number.
• Students find three categories where their numbers are completely different.
• Students guess their partner's number before they answer.
• Students decide which answer surprised them the most and explain why.
• Students rank the categories from the easiest to the most difficult to answer.
• Students find a classmate with the most similar daily habits.