Number Explorers

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Overview

Unit Title: Number Explorers Adventure
Lesson Title: Introduction to Numbers
Lesson Duration: 60 minutes
Age Group: Year 1 (5–6 years old)
Class Size: 15 students

Curriculum Area: Mathematics and Statistics
Strand: Number and Algebra
Achievement Objective (NZ Curriculum Level 1):

• Number Knowledge: Students will develop an understanding of number sequences to 10, groupings within 10, and counting strategies.

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Learning Intentions

• Recognise and name numbers from 1 to 10.
• Count collections of objects accurately up to 10.
• Form numbers correctly when writing.

Success Criteria

By the end of the lesson, students will:

• Identify numerals 1–10.
• Correctly count and group objects up to 10.
• Attempt to write numbers 1–10 with correct formation.

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🧠 Warm-Up (10 mins)

Activity: "Counting Song & Movement"

Description:

• Gather students on the mat.
• Sing “Tahi, Rua, Toru, Whā” (or another simple counting song in English and te reo Māori).
• Encourage students to clap, jump, or stomp with each number said aloud.

Purpose:
Activates prior knowledge and gets students physically engaged with counting, incorporating te reo Māori.

Resources Needed:

• Music player (optional)

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🔍 Main Activity (35 mins)

Part 1: Number Hunt (15 mins)

Activity: "Classroom Counting Adventure"

Description:

• Students are given a Number Explorer 'passport' (simple template with numbers 1–10).
• Students work in pairs to find items around the classroom matching each number (e.g., find 4 pencils, 7 books).
• When they find a group, they draw or stick a picture on their passport under the correct number.

Teacher Role:

• Circulate and prompt mathematical language: more, less, count carefully, check again.

Purpose:

• Develops one-to-one correspondence when counting.
• Reinforces number recognition and amounts.

Resources Needed:

• Explorer passports (prepared before class)
• Pencils, stickers, clipboards (optional)

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Part 2: Number Formation Practice (20 mins)

Activity: "Magic Number Tracing"

Description:

• Gather students back as a group.
• On big chart paper or whiteboard, model "skywriting" numbers 1–10 (trace in the air with pointer fingers).
• Students practise tracing numbers in the air, on the floor with ‘magic fingers’, and then on their mini-whiteboards.

Progression:

• Move to writing numbers independently using finger tracing guides and worksheets.

Teacher Role:

• Model correct starting points and number formation.
• Offer verbal and visual prompts where needed.

Purpose:

• Builds fine motor skills.
• Reinforces number shapes and patterns.

Resources Needed:

• Whiteboard and markers
• Mini-whiteboards and markers or number formation worksheets
• Finger tracing templates

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🎯 Wrap-Up (15 mins)

Activity: "What's My Number?"

Description:

• Sit students in a circle.

• Hold up number cards (1–10) but hide the front.

• Give clues: “My number is after 2 but before 4”, "I am between 5 and 7.”

• Students guess the number aloud.

Extension: Choose a ‘Number Explorer’ detective if time allows to give clues themselves!

Teacher Role:

• Encourage mathematical language (before, after, between).
• Celebrate correct answers and strategies for working it out.

Purpose:

• Solidify number sequencing.
• Strengthen listening and inferencing skills.

Resources Needed:

• Laminated number cards 1–10

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📋 Assessment for Learning

• Informal observation during counting hunt (notes on correct grouping/counting strategy).
• Check passports to ensure appropriate matches to numbers.
• Observe number writing during Magic Tracing—note students who confidently form numbers versus those needing more support.

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🛠 Teacher Reflection (Post-Lesson)

• Which students were confident in both counting and numeral identification?
• Who needed support with one-to-one correspondence or number sequencing?
• What adjustments could enhance engagement or depth for next time?

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🌟 Additional Notes

• Integrate te reo Māori counting wherever possible to reflect Aotearoa New Zealand’s bicultural heritage.
• Value exploration and errors—praise attempts as much as correct counting.
• Link learning to the real world: talk about seeing numbers at home, in shops, and on buses.

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🌱 This is Lesson 1 of 10 in the "Number Explorers Adventure" journey — setting a strong foundation for fun, curious mathematicians! 🌱