{"id":3047,"date":"2025-12-25T15:42:22","date_gmt":"2025-12-25T20:42:22","guid":{"rendered":"https:\/\/pressbooks.bccampus.ca\/nepalitestv1\/?post_type=chapter&p=3047"},"modified":"2026-05-08T13:16:57","modified_gmt":"2026-05-08T17:16:57","slug":"chapter-1-unit-9-numerals","status":"publish","type":"chapter","link":"https:\/\/pressbooks.bccampus.ca\/nepalitestv1\/chapter\/chapter-1-unit-9-numerals\/","title":{"raw":"Unit 9 \u2014 Numerals","rendered":"Unit 9 \u2014 Numerals"},"content":{"raw":"

Overview<\/h2>\r\nThis unit introduces the core Nepali numeral system from \u0966 to \u0967\u0966 and shows how these numerals are used in simple counting and everyday expressions. Each numeral is treated as a three-way mapping between its devan\u0101gar\u012b<\/em> symbol (e.g., \u0969), its spoken form in Nepali (\u0924\u0940\u0928), and its IAST representation (t\u012bn<\/em>), so that learners can move flexibly between script, sound, and meaning.\r\n

Alongside the numerals themselves, the unit highlights how Nepali encodes number with classifiers rather than plural endings on nouns. In particular, it focuses on the general classifier \u0935\u091f\u093e (wa\u1e6d\u0101<\/em>) for inanimate objects and animals, and the human classifier \u091c\u0928\u093e (jan\u0101<\/em>) for counting people, using patterns such as \u090f\u0915 \u0935\u091f\u093e \u0915\u093f\u0924\u093e\u092c (ek wa\u1e6d\u0101 kit\u0101b<\/em>) or \u201cone book\u201d and \u0926\u0941\u0908 \u091c\u0928\u093e \u0935\u093f\u0926\u094d\u092f\u093e\u0930\u094d\u0925\u0940 (du\u012b jan\u0101 widy\u0101rth\u012b<\/em>) or \u201ctwo students.\u201d<\/p>\r\n\r\n

Nepali numerals \u0966\u2013\u0968\u0966<\/h2>\r\n

The symbols \u0966\u2013\u0968\u0966 form the basic set of Nepali decimal numerals and appear constantly in everyday reading\u2014dates, page numbers, prices, bus routes, and clock times. In this section, you will learn each numeral as a three-part unit: the devan\u0101gar\u012b<\/em> symbol, its spoken Nepali form, and its IAST spelling. Work through the chart row by row, reading across each line so that the visual symbol is always linked to its pronunciation and meaning.<\/p>\r\n\r\n

Table 1.9.1 - Numbers 1-20<\/h3>\r\nA quick\u2011reference table of Nepali cardinal numbers.<\/span>\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n
English digit<\/th>\r\nNepali digit<\/th>\r\nNepali<\/th>\r\nTransliteration<\/th>\r\nAudio<\/th>\r\n<\/tr>\r\n<\/thead>\r\n
0<\/td>\r\n\u0966<\/td>\r\n\u0936\u0942\u0928\u094d\u092f<\/span><\/td>\r\n\u015b\u016bnya<\/span><\/em><\/td>\r\n[h5p id=\"542\"]<\/td>\r\n<\/tr>\r\n
1<\/td>\r\n\u0967<\/td>\r\n\u090f\u0915<\/td>\r\nek<\/em><\/td>\r\n[h5p id=\"543\"]<\/td>\r\n<\/tr>\r\n
2<\/td>\r\n\u0968<\/td>\r\n\u0926\u0941\u0908<\/td>\r\ndu\u012b<\/em><\/td>\r\n[h5p id=\"544\"]<\/td>\r\n<\/tr>\r\n
3<\/td>\r\n\u0969<\/td>\r\n\u0924\u0940\u0928<\/td>\r\nt\u012bn<\/em><\/td>\r\n[h5p id=\"546\"]<\/td>\r\n<\/tr>\r\n
4<\/td>\r\n\u096a<\/td>\r\n\u091a\u093e\u0930<\/td>\r\nc\u0101r<\/em><\/td>\r\n[h5p id=\"545\"]<\/td>\r\n<\/tr>\r\n
5<\/td>\r\n\u096b<\/td>\r\n\u092a\u093e\u0901\u091a<\/td>\r\np\u0101\u0303c<\/em><\/td>\r\n[h5p id=\"547\"]<\/td>\r\n<\/tr>\r\n
6<\/td>\r\n\u096c<\/td>\r\n\u091b<\/td>\r\ncha<\/em><\/td>\r\n[h5p id=\"548\"]<\/td>\r\n<\/tr>\r\n
7<\/td>\r\n\u096d<\/td>\r\n\u0938\u093e\u0924<\/td>\r\ns\u0101t<\/em><\/td>\r\n[h5p id=\"549\"]<\/td>\r\n<\/tr>\r\n
8<\/td>\r\n\u096e<\/td>\r\n\u0906\u0920<\/td>\r\n\u0101\u1e6dh<\/em><\/td>\r\n[h5p id=\"550\"]<\/td>\r\n<\/tr>\r\n
9<\/td>\r\n\u096f<\/td>\r\n\u0928\u094c<\/td>\r\nnau<\/em><\/td>\r\n[h5p id=\"551\"]<\/td>\r\n<\/tr>\r\n
10<\/td>\r\n\u0967\u0966<\/td>\r\n\u0926\u0938<\/td>\r\ndas<\/em><\/td>\r\n[h5p id=\"552\"]<\/td>\r\n<\/tr>\r\n
11<\/td>\r\n\u0967\u0967<\/td>\r\n\u090f\u0918\u093e\u0930<\/td>\r\negh\u0101ra<\/em><\/td>\r\n[h5p id=\"553\"]<\/td>\r\n<\/tr>\r\n
12<\/td>\r\n\u0967\u0968<\/td>\r\n\u092c\u093e\u0939\u094d\u0930<\/td>\r\nb\u0101hra<\/em><\/td>\r\n[h5p id=\"554\"]<\/td>\r\n<\/tr>\r\n
13<\/td>\r\n\u0967\u0969<\/td>\r\n\u0924\u0947\u0939\u094d\u0930<\/td>\r\ntehra<\/em><\/td>\r\n[h5p id=\"555\"]<\/td>\r\n<\/tr>\r\n
14<\/td>\r\n\u0967\u096a<\/td>\r\n\u091a\u094c\u0927<\/td>\r\ncaudha<\/em><\/td>\r\n[h5p id=\"556\"]<\/td>\r\n<\/tr>\r\n
15<\/td>\r\n\u0967\u096b<\/td>\r\n\u092a\u0928\u094d\u0927\u094d\u0930<\/td>\r\npandhra<\/em><\/td>\r\n[h5p id=\"557\"]<\/td>\r\n<\/tr>\r\n
16<\/td>\r\n\u0967\u096c<\/td>\r\n\u0938\u094b\u0939\u094d\u0930<\/td>\r\nsohra<\/em><\/td>\r\n[h5p id=\"558\"]<\/td>\r\n<\/tr>\r\n
17<\/td>\r\n\u0967\u096d<\/td>\r\n\u0938\u0924\u094d\u0930<\/td>\r\nsatra<\/em><\/td>\r\n[h5p id=\"559\"]<\/td>\r\n<\/tr>\r\n
18<\/td>\r\n\u0967\u096e<\/td>\r\n\u0905\u0920\u093e\u0930<\/td>\r\na\u1e6dh\u0101ra<\/em><\/td>\r\n[h5p id=\"560\"]<\/td>\r\n<\/tr>\r\n
19<\/td>\r\n\u0967\u096f<\/td>\r\n\u0909\u0928\u094d\u0928\u093e\u0907\u0938<\/td>\r\nunn\u0101is<\/em><\/td>\r\n[h5p id=\"561\"]<\/td>\r\n<\/tr>\r\n
20<\/td>\r\n\u0968\u0966<\/td>\r\n\u092c\u0940\u0938<\/td>\r\nb\u012bs<\/em><\/td>\r\n[h5p id=\"562\"]<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n

Counting with Classifiers<\/h2>\r\n

Nepali often uses classifiers when counting. A classifier is a short counting word that comes between the numeral and the noun to show what kind of thing is being counted. At the beginner level, you mainly need two classifiers:<\/p>\r\n\r\n

    \r\n \t
  • \u0935\u091f\u093e (wa\u1e6d\u0101<\/em>) = general classifier for objects (and often animals)<\/li>\r\n \t
  • \u091c\u0928\u093e (jan\u0101<\/em>) = classifier for people<\/li>\r\n<\/ul>\r\n

    Big idea: Nepali usually counts as
    [number] + [classifier] + [noun]<\/strong><\/p>\r\n\r\n

    1) General classifier: \u0935\u091f\u093e (wa\u1e6d\u0101<\/em>)<\/span><\/h3>\r\n

    In Nepali, \u0935\u091f\u093e (wa\u1e6d\u0101<\/em>) is a very common general classifier used when counting many everyday, countable things\u2014such as books, pens, bags, chairs, and often animals. The basic pattern is:
    [number] + \u0935\u091f\u093e (wa\u1e6d\u0101<\/em>) + [noun]<\/p>\r\n

    For example:<\/p>\r\n\r\n

      \r\n \t
    • \u0926\u0941\u0908 \u0935\u091f\u093e \u0915\u0932\u092e (du\u012b wa\u1e6d\u0101 kalam<\/em>) \u2014 two pens<\/li>\r\n \t
    • \u091a\u093e\u0930 \u0935\u091f\u093e \u0915\u0941\u0930\u094d\u0938\u0940 (c\u0101r wa\u1e6d\u0101 kurs\u012b<\/em>) \u2014 four chairs<\/li>\r\n<\/ul>\r\n[table id=51 \/]\r\n

      2) Human classifier: \u091c\u0928\u093e (jan\u0101<\/em>)<\/h3>\r\n

      \u091c\u0928\u093e (jan\u0101<\/em>) is used specifically for counting people.<\/p>\r\n

      Pattern:
      [number] + \u091c\u0928\u093e (jan\u0101<\/em>) + [human noun]<\/p>\r\n[table id=52 \/]\r\n

      Counting Questions in Nepali<\/h2>\r\n

      In Nepali, \u0915\u0924\u093f? (kati?<\/em>) means \u201chow many?\u201d and is used with classifiers.<\/p>\r\n\r\n

      Table 1.9.4 \u2013 \u0915\u0924\u093f \u0935\u091f\u093e \u2026? (kati wa\u1e6d\u0101 \u2026?<\/em>)<\/span><\/h3>\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n
      Nepali<\/th>\r\nTransliteration<\/th>\r\nEnglish<\/th>\r\nAudio<\/th>\r\n<\/tr>\r\n<\/thead>\r\n
      \u092f\u0939\u093e\u0901 \u0915\u0924\u093f \u0935\u091f\u093e \u0915\u093f\u0924\u093e\u092c \u091b\u0928\u094d?<\/td>\r\nyah\u0101\u0303 kati wa\u1e6d\u0101 kit\u0101b chan?<\/em><\/td>\r\nHow many books are here?<\/td>\r\n[h5p id=\"391\"]<\/td>\r\n<\/tr>\r\n
      \u2192 \u092f\u0939\u093e\u0901 \u0926\u0941\u0908 \u0935\u091f\u093e \u0915\u093f\u0924\u093e\u092c \u091b\u0928\u094d\u0964<\/td>\r\nyah\u0101\u0303 du\u012b wa\u1e6d\u0101 kit\u0101b chan.<\/em><\/td>\r\nThere are two books here.<\/td>\r\n<\/tr>\r\n
      \u0915\u0915\u094d\u0937\u093e\u092e\u093e \u0915\u0924\u093f \u0935\u091f\u093e \u0915\u0941\u0930\u094d\u0938\u0940 \u091b\u0928\u094d?<\/td>\r\nkak\u1e63\u0101m\u0101 kati wa\u1e6d\u0101 kurs\u012b chan?<\/em><\/td>\r\nHow many chairs are in the classroom?<\/td>\r\n<\/tr>\r\n
      \u2192 \u0915\u0915\u094d\u0937\u093e\u092e\u093e \u0926\u0938 \u0935\u091f\u093e \u0915\u0941\u0930\u094d\u0938\u0940 \u091b\u0928\u094d\u0964<\/td>\r\nkak\u1e63\u0101m\u0101 das wa\u1e6d\u0101 kurs\u012b chan.<\/em><\/td>\r\nThere are ten chairs in the classroom.<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n

      Table 1.9.5 \u2013 \u0915\u0924\u093f \u091c\u0928\u093e \u2026? (kati jan\u0101 \u2026?<\/em>)<\/span><\/h3>\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n
      Nepali<\/th>\r\nTransliteration<\/th>\r\nEnglish<\/th>\r\nAudio<\/th>\r\n<\/tr>\r\n<\/thead>\r\n
      \u0915\u0915\u094d\u0937\u093e\u092e\u093e \u0915\u0924\u093f \u091c\u0928\u093e \u0935\u093f\u0926\u094d\u092f\u093e\u0930\u094d\u0925\u0940 \u091b\u0928\u094d?<\/td>\r\nkak\u1e63\u0101m\u0101 kati jan\u0101 widy\u0101rth\u012b chan?<\/em><\/td>\r\nHow many students are in the classroom?<\/td>\r\n[h5p id=\"392\"]<\/td>\r\n<\/tr>\r\n
      \u2192 \u0915\u0915\u094d\u0937\u093e\u092e\u093e \u092a\u093e\u0901\u091a \u091c\u0928\u093e \u0935\u093f\u0926\u094d\u092f\u093e\u0930\u094d\u0925\u0940 \u091b\u0928\u094d\u0964<\/td>\r\nkak\u1e63\u0101m\u0101 p\u0101\u0303c jan\u0101 widy\u0101rth\u012b chan.<\/em><\/td>\r\nThere are five students in the classroom.<\/td>\r\n<\/tr>\r\n
      \u0924\u092a\u093e\u0908\u0902\u0915\u094b \u092a\u0930\u093f\u0935\u093e\u0930\u092e\u093e \u0915\u0924\u093f \u091c\u0928\u093e \u091b\u0928\u094d?<\/td>\r\ntap\u0101\u012b\u0303ko pariw\u0101rm\u0101 kati jan\u0101 chan?<\/em><\/td>\r\nHow many people are in your family?<\/td>\r\n<\/tr>\r\n
      \u2192 \u092e\u0947\u0930\u094b \u092a\u0930\u093f\u0935\u093e\u0930\u092e\u093e \u091a\u093e\u0930 \u091c\u0928\u093e \u091b\u0928\u094d\u0964<\/td>\r\nmero pariw\u0101rm\u0101 ch\u0101r jan\u0101 chan.<\/em><\/td>\r\nThere are four people in my family.<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n
      \r\n

      Check Your Understanding<\/h2>\r\n[h5p id=\"33\"]\r\n\r\n
      \r\n\r\n[h5p id=\"73\"]\r\n\r\n<\/div>\r\n
      \r\n

      Self Reflection<\/h2>\r\n

      [h5p id=\"576\"]<\/p>\r\n\r\n<\/div>\r\n

      \r\n

      Key Takeaways<\/p>\r\n\r\n<\/header>\r\n

      \r\n
        \r\n \t
      • Nepali uses its own numeral symbols \u0966\u2013\u0967\u0966, which should be learned alongside IAST and spoken forms<\/li>\r\n \t
      • These numbers appear in everyday contexts such as dates, prices, and times<\/li>\r\n \t
      • Nepali uses classifiers rather than plural noun endings<\/li>\r\n \t
      • \u0935\u091f\u093e (wa\u1e6d\u0101<\/em>) is used for objects and animals<\/li>\r\n \t
      • \u091c\u0928\u093e (jan\u0101<\/em>) is used for people<\/li>\r\n<\/ul>\r\n<\/div>\r\n<\/div>","rendered":"

        Overview<\/h2>\n

        This unit introduces the core Nepali numeral system from \u0966 to \u0967\u0966 and shows how these numerals are used in simple counting and everyday expressions. Each numeral is treated as a three-way mapping between its devan\u0101gar\u012b<\/em> symbol (e.g., \u0969), its spoken form in Nepali (\u0924\u0940\u0928), and its IAST representation (t\u012bn<\/em>), so that learners can move flexibly between script, sound, and meaning.<\/p>\n

        Alongside the numerals themselves, the unit highlights how Nepali encodes number with classifiers rather than plural endings on nouns. In particular, it focuses on the general classifier \u0935\u091f\u093e (wa\u1e6d\u0101<\/em>) for inanimate objects and animals, and the human classifier \u091c\u0928\u093e (jan\u0101<\/em>) for counting people, using patterns such as \u090f\u0915 \u0935\u091f\u093e \u0915\u093f\u0924\u093e\u092c (ek wa\u1e6d\u0101 kit\u0101b<\/em>) or \u201cone book\u201d and \u0926\u0941\u0908 \u091c\u0928\u093e \u0935\u093f\u0926\u094d\u092f\u093e\u0930\u094d\u0925\u0940 (du\u012b jan\u0101 widy\u0101rth\u012b<\/em>) or \u201ctwo students.\u201d<\/p>\n

        Nepali numerals \u0966\u2013\u0968\u0966<\/h2>\n

        The symbols \u0966\u2013\u0968\u0966 form the basic set of Nepali decimal numerals and appear constantly in everyday reading\u2014dates, page numbers, prices, bus routes, and clock times. In this section, you will learn each numeral as a three-part unit: the devan\u0101gar\u012b<\/em> symbol, its spoken Nepali form, and its IAST spelling. Work through the chart row by row, reading across each line so that the visual symbol is always linked to its pronunciation and meaning.<\/p>\n

        Table 1.9.1 – Numbers 1-20<\/h3>\n

        A quick\u2011reference table of Nepali cardinal numbers.<\/span><\/p>\n\n\n\n\n\n
        English digit<\/th>\nNepali digit<\/th>\nNepali<\/th>\nTransliteration<\/th>\nAudio<\/th>\n<\/tr>\n<\/thead>\n
        0<\/td>\n\u0966<\/td>\n\u0936\u0942\u0928\u094d\u092f<\/span><\/td>\n\u015b\u016bnya<\/span><\/em><\/td>\n\n
        \n